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1	Den undervisande Andre : Den undervisande relationen i Filemonbrevet urett levinasianskt perspektiv / The Teaching Other : The Teaching Relationship in the Letter toPhilemon from a Levinasian Perspective Holmgren, Anders January 2021 (has links) The main purpose of the present essay is, based on Emmanuel Levinas’s ethics of responsibility,to gain new knowledge about the teaching relationship and the relationship between the selfand the Other in that relation. The overarching question in this essay is what characterizes theteaching relationship in the Epistle to the Philemon from a Levinasian perspective. The purposeis also to develop theoretical tools and models from this perspective to interpret the teachingrelationship in the Epistle to the Philemon and which can also be applied to the teachingsituations in different churches. The questions to which I sought answers included: Whatconditions or prerequisites are present in the teaching relationship? What conditions createopportunities for the recipient to learn something from the Other? How does the ethicalrelationship in the language of the letter to Philemon manifest itself? What theoretical conceptsand models of practice can be developed from a Levinasian perspective for interpreting theteaching relationship that can be applied to teaching in a church context?According to Levinas, ethics is understood as a relation of the infinitive responsibility to theOther person. The underlying assumption in my thesis is that teaching is, above all else, anethical relationship. In this essay I have used a Levinasian approach about the Subject (or Ego)to come into being in its encounter with the other person. In other words, the relationship isfoundational to the existence of the Subject. The key concepts in this essay are intentionality,Saying (in relation to the Said), the Other, the Face, Levinas’s ethical subject, asymmetricalrelationship, and substitution. In their encounter with the data in the letters to Philemon, theconcepts have been freighted with educational significance.An important conclusion based on the material is that the didactic relationship is constituted asan asymmetrical relationship where the persons are related to each other in a double asymmetry.This two-way asymmetry requires a double trust in the didactic relationship, which isindispensable for all pedagogical practice, not least in church contexts. Throughout the study,a relational ethical perspective has been developed as an alternative interpretative tool foranalyzing and reflecting upon the didactic relationship. Didactic relationship Levinas intentionality teacher teaching conversation Saying the Other face relationality asymmetrical relationship ethical Subject substitution Paul Philemon Onesimus. Religious Studies Religionsvetenskap
2	新聞專業中的真實性：一種倫理主體的探究模式鄭宇君, Cheng,Yu-Chung Unknown Date (has links) 對宣稱以「報導真相」為職責的新聞專業而言，一旦新聞報導的「真實」被解構，不再有客觀真實做為新聞是否正確的參照依據，一切報導都是符號建構的結果，此時新聞專業「報導真相」的宣稱是否仍然有效？特別是當前新聞媒體打著「真實」的招牌進行與真實無關的活動，「真實」淪為新聞常規的儀式化象徵，新聞專業的正當性倍受質疑，新聞記者究竟該如何安身立命？難道真的沒有人在乎真實嗎？本文從新聞記者的實際個案故事裡，探究新聞專業中的「真實」意謂什麼？除了新聞報導所再現的真實之外，從倫理主體的角度來看，記者更在乎的是新聞採訪報導過程中的真實性（truthfulness），關切的是在追求報導真相的過程中，記者是否盡可能真誠地報導他所知的一切？報導內容是否正確地反映他所掌握的現實？此時，真實不再只是報導的對象，真實做為一種價值，它是主體行事判斷的依據，也是主體追求的德行。記者在實際情境下行使專業判斷時，他所感到的良心不安，便是驅使他成為追求真實性的倫理主體之可能所在。藉由傅柯晚期的倫理系譜學架構探究當代新聞專業的倫理問題，本文所關注的是記者如何運用自我技術將自己形塑為道德的行動者。因為良心不安的焦慮促使記者重新關心自己，透過真理意志的作用使他突破集體規訓對於個體的束縛，經由長期的自我修練促成個體由內而外的轉變，將自己打造成為追求真實性的倫理主體。如此一來，才使得新聞專業追求報導真實的理想，在不完美的現實情境下仍然有落實的可能。新聞專業真實性倫理主體系譜學自我技術真理意志 journalism truthfulness ethical subject genealogy technologies of the self the will to truth
3	Dramaturgie et morale dans les comédies de Ménandre et de Plaute. La question de l'axiologie / Dramaturgy and Morals in Menander’s and Plautus’ comedies. The question of axiology Lhostis, Nathalie 29 November 2013 (has links) Notre étude intitulée « dramaturgie et morale », porte sur la mise en scène des valeurs morales dans les comédies de Ménandre et de Plaute. Notre approche consiste à repérer quelles sont les valeurs mobilisées, à étudier la manière dont elles sont exprimées et articulées entre elles. Il s’agit d’analyser leur traitement et la place qui leur est conférée : sont-elles soumises à réflexion, confirmées, mises à l’épreuve ? Ainsi l’enjeu n’est pas tant de chercher la « morale » des pièces ou le message moral qu’elles délivreraient, mais de décrire l’architectonique des valeurs dans les comédies. Nous nous sommes intéressée plus particulièrement à l’axiologie, c’est-à-dire à la forme que prend l’évaluation morale dans les comédies de Ménandre et de Plaute. Quels sont les critères qui déterminent cette évaluation ? Quel est l’enjeu de cette évaluation ? La valeur, telle qu’elle apparaît dans les comédies de Ménandre et de Plaute, est essentiellement de trois types : matérielle, symbolique et éthique. La question est de comprendre comment elles sont pensées et articulées les unes aux autres dans chacun des deux corpus. Cette perspective rejoint la question du rapport entre l’intérêt particulier et l’intérêt d’autrui, centrale dans les philosophies antiques qui posent la question de savoir dans quelle mesure il est nécessaire pour l’agent éthique de prendre en compte l’intérêt d’autrui pour atteindre son propre bonheur.Une première partie est consacrée aux notions de valeurs et d’échange, autour de deux types d’échange : l’échange marchand et l’échange social, le premier mettant en œuvre une morale de type utilitariste et le second faisant appel à des vertus coopératives. Une seconde partie étudie la notion d’infraction. Il s’agit d’examiner les modalités d’évaluation d’une action singulière. Dans une troisième partie, nous étudions la comédie comme expérimentation éthique. / This study, entitled “dramaturgy and morals”, looks at the dramatization of moral values in the comedies of Menander and Plautus. I employ an approach that identifies which values are evoked and looks at how they are conveyed and structured in relation to one another. The aim is to analyse how they are treated and the place that is accorded to them. Are they subjected to reflection, affirmed, or critiqued? Thus what is at stake is less about finding the “morals” in the plays or their supposed moral message, but rather delineating the architectonics of values in these comedies. This study will focus more specifically on axiology, that is to say the form that moral evaluation takes in the comedies of Menander and Plautus. According to which criteria is this evaluation carried out? What is at stake in this evaluation?The concept of value, as it appears in the comedies of Menander and Plautus, entails essentially three domains: the material, the symbolic, and the ethical. The issue at hand is understanding how they are conceived of and related to one another in the comedies of Menander and Plautus. Such a perspective intersects with the question of the relationship between personal interest and the interests of others, a key concern in Ancient philosophy which seeks to discover to what extent an ethical agent is obliged to take into consideration others in order to achieve happiness. The first section is concerned with the concepts of moral values and trade. It looks at two types of trade: commercial trade, which outlines the primacy of utilitarian morals, and communal trade, which is based on co-operative values. The second section deals with the idea of contravention. It examines the procedures used to judge a particular action. The third section looks at comedy as ethical experimentation. Théâtre Comédie Comique Comédie Nouvelle Néa Palliata Ménandre Plaute Dramaturgie Savoir Morale Éthique Axiologie Valeur Évaluation Échange Infraction Faute Erreur Transgression Justice Équité Juste Sujet Sujet éthique Sujet social Expérimentation Fonction morale Didactisme Édification Philosophie et littérature Theatre Comedy Comical New Comedy Nea Palliata Menander Plautus Dramaturgy Knowledge Morals Ethics Axiology Values Evaluation Trade Contravention Fault Error Transgression Justice Equity Fair Subject Ethical Subject Social Subject Experimentation Moral Function Didacticism Edification Philosophy and Literature

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