A dissertação apresenta rastros de um percurso filosófico e suas crises. Crises entendidas no sentido de um gesto criador, que leva o filósofo, no caso Henri Bergson, a passar de um conceito a outro. Da memória à fabulação é todo um plano de pensamento original que se insinua, suscitando uma nova modalidade de cálculo dos problemas filosóficos envolvidos no encontro radical entre a teoria do conhecimento, a metafísica e a experiência. Situada diante deste novo cálculo como um aluno que postado em frente a um quadro negro com alguns rabiscos começa a explorar o mundo estranho que se abre, a escrita da dissertação procura realizar aproximações problemáticas, entradas e saídas sinuosas, cujo objetivo é tensionar os limites éticos e estéticos da discursividade atual do ensino de História. Procura, ainda, ler Bergson ao modo de Deleuze, descolando a história da filosofia da sua mortalha museológica para apresentar-lhe de modo contemporâneo, intempestivo. Do ponto de vista de um virtualismo bergsoniano, postula um ensino menos afeito às estruturas significantes atuais e mais próximo de uma política expressiva aberta à expansão dos limites da significação. / This dissertation presents a trail of traces from a philosofical path and its crisis. Crisis interpreted as a 'gesture of creation', that takes the philosopher, in this case Henri Bergson, from one concept to another. From memory to fabulation it is a whole new plan of original thought that insinuates itself, bringing about a new modality of calculation to philosophical problems involved in the radical encounter of the Theory of Knowledge, the Metaphysics and the experience. Situated before this new modality of calculation like a student who stands in front of a blackboard drawing scribbles starts to explore and open up a new world, the writing of this dissertation aims to acomplish problematic approaches, winding inputs and outputs, whose objectives are to tension the ethical and aesthetical limits of the current historical discursivity used in the teaching of history. Furthermore, it intends to show and read Bergson through Deleuzes way, separating the history of philosophy from its museological shroud to present it in a sudden contemporary manner. From a bergsonian virtualism point of view, it postulates an education less wonted to current significant structures and closer to an expressive policy open to the expansion of signification limits.

A dissertação apresenta rastros de um percurso filosófico e suas crises. Crises entendidas no sentido de um gesto criador, que leva o filósofo, no caso Henri Bergson, a passar de um conceito a outro. Da memória à fabulação é todo um plano de pensamento original que se insinua, suscitando uma nova modalidade de cálculo dos problemas filosóficos envolvidos no encontro radical entre a teoria do conhecimento, a metafísica e a experiência. Situada diante deste novo cálculo como um aluno que postado em frente a um quadro negro com alguns rabiscos começa a explorar o mundo estranho que se abre, a escrita da dissertação procura realizar aproximações problemáticas, entradas e saídas sinuosas, cujo objetivo é tensionar os limites éticos e estéticos da discursividade atual do ensino de História. Procura, ainda, ler Bergson ao modo de Deleuze, descolando a história da filosofia da sua mortalha museológica para apresentar-lhe de modo contemporâneo, intempestivo. Do ponto de vista de um virtualismo bergsoniano, postula um ensino menos afeito às estruturas significantes atuais e mais próximo de uma política expressiva aberta à expansão dos limites da significação. / This dissertation presents a trail of traces from a philosofical path and its crisis. Crisis interpreted as a 'gesture of creation', that takes the philosopher, in this case Henri Bergson, from one concept to another. From memory to fabulation it is a whole new plan of original thought that insinuates itself, bringing about a new modality of calculation to philosophical problems involved in the radical encounter of the Theory of Knowledge, the Metaphysics and the experience. Situated before this new modality of calculation like a student who stands in front of a blackboard drawing scribbles starts to explore and open up a new world, the writing of this dissertation aims to acomplish problematic approaches, winding inputs and outputs, whose objectives are to tension the ethical and aesthetical limits of the current historical discursivity used in the teaching of history. Furthermore, it intends to show and read Bergson through Deleuzes way, separating the history of philosophy from its museological shroud to present it in a sudden contemporary manner. From a bergsonian virtualism point of view, it postulates an education less wonted to current significant structures and closer to an expressive policy open to the expansion of signification limits.

A dissertação apresenta rastros de um percurso filosófico e suas crises. Crises entendidas no sentido de um gesto criador, que leva o filósofo, no caso Henri Bergson, a passar de um conceito a outro. Da memória à fabulação é todo um plano de pensamento original que se insinua, suscitando uma nova modalidade de cálculo dos problemas filosóficos envolvidos no encontro radical entre a teoria do conhecimento, a metafísica e a experiência. Situada diante deste novo cálculo como um aluno que postado em frente a um quadro negro com alguns rabiscos começa a explorar o mundo estranho que se abre, a escrita da dissertação procura realizar aproximações problemáticas, entradas e saídas sinuosas, cujo objetivo é tensionar os limites éticos e estéticos da discursividade atual do ensino de História. Procura, ainda, ler Bergson ao modo de Deleuze, descolando a história da filosofia da sua mortalha museológica para apresentar-lhe de modo contemporâneo, intempestivo. Do ponto de vista de um virtualismo bergsoniano, postula um ensino menos afeito às estruturas significantes atuais e mais próximo de uma política expressiva aberta à expansão dos limites da significação. / This dissertation presents a trail of traces from a philosofical path and its crisis. Crisis interpreted as a 'gesture of creation', that takes the philosopher, in this case Henri Bergson, from one concept to another. From memory to fabulation it is a whole new plan of original thought that insinuates itself, bringing about a new modality of calculation to philosophical problems involved in the radical encounter of the Theory of Knowledge, the Metaphysics and the experience. Situated before this new modality of calculation like a student who stands in front of a blackboard drawing scribbles starts to explore and open up a new world, the writing of this dissertation aims to acomplish problematic approaches, winding inputs and outputs, whose objectives are to tension the ethical and aesthetical limits of the current historical discursivity used in the teaching of history. Furthermore, it intends to show and read Bergson through Deleuzes way, separating the history of philosophy from its museological shroud to present it in a sudden contemporary manner. From a bergsonian virtualism point of view, it postulates an education less wonted to current significant structures and closer to an expressive policy open to the expansion of signification limits.

The diploma thesis examines the role of music as an expression of certain deep moment of reality in the philosophical conceptions of Arthur Schopenhauer, Friedrich Nietzsche and Henri Bergson. The first part of the work points out the fact that these different theories are connected by the emphasis on the aspect of musicality. For the observed authors, music in its creation and perception means leaving the everyday, shallow grasping of reality and denying the false claim of the objective rationality. In the musical "ecstasy", we immediately encounter the world in its deep nature. That determines a special position of music among other kinds of art and some common and significant features of examined theories. The second part of the work deals with conception of music beyond the categories of codified art. It presents music in the form of a psychologically, physiologically and culturally effective element namely in Nietzsche's and Bergson's thought. Finally, the work identifies the dualism of the romantic and the post-romantic tendency as a frame that establishes thinking about music. The diploma thesis aims to present the position of music a musicality in the philosophy of Schopenhauer, Nietzsche and Bergson. It points out significant features of these conceptions of music and highlights the dual...

This is the first intensive study of Henri Bergson's influence on Katherine Mansfield's fiction. As I shall explore more fully in Chapter 1, it has frequently been mentioned that Bergson was a great influence on modernist writers and artists, and even on the public at that time. Although it has been at least acknowledged that Mansfield was also inspired by Bergson's philosophy, with the exception of Angela Smith's discussion in Katherine Mansfield: A Literary Life, no detailed account has been offered as to how much and in what ways Bergson's philosophy influenced Mansfield's writing. The lack of studies on this topic might seem surprising, given that Mansfield played some part in introducing the then new philosophy of Bergson to British literary society, with her colleagues, working on the Bergsonian magazine,Rhythm. Nevertheless, it is no wonder that the link between Mansfield and Bergson has not been dealt with in most studies in Mansfield's fiction, considering that her writing does not show what commentators at present commonly know as 'Bergsonian' as obviously as works by some of her contemporaries do. It might seem easier to link Bergson and writers whose famous works are experimental such as James Joyce and Virginia Woolf In this thesis, however, I argue that this view of the difference between Joyce and Woolf, who are 'Bergsonian', and Mansfield, who is not, results from basic misunderstandings and stereotypicali deas of Bergson's philosophy and Modernism in present literary criticism. Agreeing with other Mansfield critics, I find it worth noting that her fiction has not been appreciated as much as work of some of her contemporary writers such as Woolf, who was jealous of Mansfield's writing. Just like Bergson, who was extremely popular in his lifetime but soon lost his fame posthumously, Mansfield has failed to attract as much critical attention as might have been expected, although it is significant that her work is popular with common readers, and has never gone out of print. Scholars of her work have studied her as a modernist, woman, and colonial writer, but she is seldom discussed in detail in extensive studies on Modernism; her work has not been a major focus for feminist or postcolonial critics either despite the fact that she is a female New Zealand writer. I argue that the ambiguity, or duality, of Mansfield's writing in terms of nationality, gender, and class which often prevents us from reaching a lucid conclusion on these issues in her stories, is one of the causes of the difficulty of approaching Mansfield's apparently simple writing. Although her well planned ambiguity, like Bergson's, might cause her ideas to be wrongly interpreted as inconsistent at times, I see it as her crucial link with Bergson, or as a strong piece of evidence of her modernity. The aim of this thesis is to reassess Mansfield from multiple perspectives by closely examining her connections with Bergson.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-01-31T10:51:54Z No. of bitstreams: 1 Rafael Avila Matede.pdf: 520347 bytes, checksum: 7df3337231397ebbea1aa088a622f442 (MD5) / Made available in DSpace on 2017-01-31T10:51:54Z (GMT). No. of bitstreams: 1 Rafael Avila Matede.pdf: 520347 bytes, checksum: 7df3337231397ebbea1aa088a622f442 (MD5) Previous issue date: 2017-01-23 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The following work presents aspects of the philosophies of Heraclitus and Parmenides through the courses given by Bergson at the University of Clermont-Ferrand between 1884 and 1898 before publishing his first work, Time and Free Will: An Essay on the Immediate Data of Consciousness. Bergson’s perspective is highlighted in relation to the doctrines of Heraclitus and Parmenides in order to clarify the restorative effects of his interpretation, which renews important concepts of these philosophers at the same time as showing features of his future philosophy. We believe a deep study of Bergson’ s courses will contribute both to the research of his mature philosophy as well as to research in Greek philosophy / O trabalho a seguir se insere numa proposta geral que visa apresentar aspectos das filosofias de Heráclito e Parmênides através dos cursos ministrados por Bergson na Universidade de Clermont-Ferrand entre 1884 e 1898, período anterior a publicação de sua primeira obra Ensaio sobre os dados imediatos da conesciência. Ressaltaremos a perspectiva de Bergson em relação às doutrinas de Heráclito e Parmênides, de modo a tornar claros os efeitos restauradores de sua interpretação capaz de renovar os conceitos caros a esses filósofos, da mesma forma que torna patente traços de sua filosofia futura. Acreditamos que um estudo aprofundado dos cursos de Bergson contribui tanto para a pesquisa das obras de sua filosofia madura quanto para a pesquisa no campo da filosofia grega

La présente recherche vise à expérimenter l'assistance informatique au processus d'analyse conceptuelle en philosophie. L'objectif spécifique de recherche consiste à explorer la portée d'un traitement informatique d'assistance à l'analyse du concept d'« évolution » dans l'œuvre d'Henri Bergson. Le traitement expérimenté (traitement LACTAO) repose sur l'hypothèse générale selon laquelle des processus de classification et de catégorisation, lorsque combinés au sein d'une chaîne de traitement, peuvent assister le chercheur dans la lecture et l'analyse exploratoire des propriétés d'un concept philosophique. Afin de mieux comprendre la problématique de l'assistance informatique à l'analyse des concepts de nature philosophique, nous faisons dans un premier temps un tour d'horizon des principaux outils et approches d'analyse des données textuelles, puis, dans un deuxième temps, nous abordons certains des principes théoriques qui sous-tendent les méthodes d'analyse conceptuelle issues de l'approche cognitiviste, de la théorie des espaces conceptuels (Gardenfors, 2000) ainsi que des approches discursives. À la suite de ces éléments théoriques, nous présentons la méthode particulière d'analyse conceptuelle qui est visée par l'expérimentation du traitement LACTAO dans l'analyse du concept d'« évolution » dans l’œuvre de Bergson. L'aspect informatique de la présente recherche est présenté par le biais de la description détaillée des différentes étapes de la chaîne de traitement LACTAO, des principaux postulats qui la sous-tendent et des choix d'opérationnalisation qu'elle suscite au sein de la méthode d'analyse du concept d'« évolution ». Les résultats de l'expérimentation du traitement sont présentés de façon à démontrer la portée de ce dernier dans l'assistance à un processus de lecture et d'analyse exploratoire en contexte de recherche. Nous proposons en conclusion une interprétation des résultats obtenus sous l'angle de la théorie des espaces conceptuels (Gardenfors, 2000) ainsi que des pistes de réflexion qui permettraient d'améliorer la portée du traitement au sein d'expérimentations futures. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : analyse conceptuelle en philosophie, analyse de textes assistée par ordinateur, Henri Bergson, espaces conceptuels, corpus philosophique, méthodologie, classification textuelle.

Thesis (M.A.)--York University, 2008. Graduate Programme in Communication and Culture. / Typescript. Includes bibliographical references (leaves 88-91). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR38821

Most adult human activities reflect a moral position. This thesis aims to show that art, as one form of human endeavour, follows suit. Consequently, art education should reflect this connection. In this thesis I make a philosophical investigation of one possible approach to art education. Furthermore, to be reflective of western society's emphasis on personal autonomy and authenticity, I contend that the only appropriate moral stance in education should be intuitive, non-calculating and non-utilitarian. / In order to philosophically illustrate and support my position, I use the aesthetic thoughts of Bergson and Nietzsche and put them in opposition. This is because they exemplify two opposite conceptions of morality that currently permeate society. Bergson's concept of aesthetics depends upon a stance of disinterest. Nietzsche's is utilitarian. The first exemplifies a humanist orientation that supports an altruistic morality and an aesthetics that puts emphasis on perception. This ethical position actually emerges from an active consciousness, a personal mode of being. On the other hand, Nietzsche's stance is a precursor to one strand of postmodern thought that may be described as a pragmatism oriented towards the achievement of power. This attitude excludes any possible form of disinterestedness. Indeed, Nietzscheism espouses a "noble egoism" and an impersonal mode of being that breeds a narcissistic and immature form of artistic creation. This is a creation that becomes a glorification and edification of oneself, albeit an impersonal self. This is a narcissistic attitude that finds an echo in some trends of contemporary art. / In regard to contemporary art, I argue that Nietzsche's influence may be seen in a deviant utilitarian morality that results in a scientistic and anti-aesthetic artistic current. This is a nihilistic trend evident in the work of artists such as Marcel Duchamp. As an alternative, I propose a Bergsonian "ethico-aesthetic" conception of art, inspired and encompassed by disinterestedness as a mature pedagogical value. From this perspective, instead of a neutral attitude, we maintain a more empathic position toward life and art. This altruistic morality produces a responsible and sensible art---concerned with the creation of common grounds. This suggests a need for a form of creation that unfolds from what Bergson could term a "mysterious" sentiment of obligation to bear witness to beauty, in all its forms, as a precisely non-utilitarian and disinterested experience of perception.

Thesis (Ph.D.) - Carleton University, 2005. / Includes bibliographical references (p. 300-314). Also available in electronic format on the Internet.