Konstanz, Univ., Magisterarb., 2006.

The main goal of this research is to analyze the concept of formation within John Locke's work. But this debate is inserted on the moral perspective defended by the philosopher in his work's set. On another hand, we realize that the formation intended by the author has in the gentleman, its main target. This discussion involves, besides the philosopher's educational texts, the theoretician contributions within the Essays on the Law of Nature, Essays Concerning Human Understanding, Two Treatises of Government and a Letter Concerning Toleration. Although, we don't excuse the adoption of other manuscripts from his own and from the commentators we judge pertinent. Once we conclude it, we will reinforce the arguments shown, demonstrating the relevance of the philosopher's educational thought. At last, as a methodological procedure we adopt the reading, analysis and the interpretation of the selected texts. / O objetivo principal desta pesquisa é analisar o conceito de formação contido na obra educacional de John Locke. Mas este debate está inserido na perspectiva moral defendida pelo filósofo no conjunto de sua obra. Por outro lado, percebemos que a formação pretendida pelo autor tem no gentleman, o seu alvo central. Esta discussão envolve, além dos textos educacionais do filósofo, as contribuições teóricas contidas nos Ensaios sobre a lei de natureza, Ensaios sobre o entendimento humano, Dois tratados sobre o governo e as Cartas sobre a tolerância. Entretanto, não dispensamos a adoção de outros manuscritos do próprio e dos comentadores que julgamos pertinentes. Ao concluirmos, reforçaremos os argumentos apresentados, demonstrando a relevância do pensamento educacional do filósofo. Por fim, como procedimento metodológico adotamos a leitura, análise e interpretação dos textos selecionados.

Esta dissertação reserva-se à analise do conceito de intradutibilidade presente na teoria da linguagem desenvolvida por John Locke, no Livro III, das palavras, de seu Ensaio sobre o entendimento humano, de 1690. Essa teoria visa rejeitar conceitos em voga no séc. XVII, especialmente o inatismo, advogando em favor do argumento de que o entendimento é adquirido por meio da experiência sensorial, sendo esta particular a cada indivíduo. Nesse sentido, a forma como as ideias são apreendidas na mente de cada indivíduo é também particular; a linguagem, portanto, é vista pelo autor como o instrumento responsável por socializar essas ideias particulares e permitir a comunicação. Entretanto, somada à crítica ao inatismo, Locke, no Livro III, questiona i. o emprego abusivo das palavras no contexto científico, ao elencar uma série de ações realizadas por debatedores para impressionar seu ouvinte muito mais do que transmitir um conhecimento e refletir sobre a Verdade e ii. a natureza imperfeita das palavras que compõem a linguagem especialmente devido ao seu comportamento arbitrário, ou seja, sua relação com as ideias que devem representar não é natural, mas imposta pelo homem. Ademais, Locke afirma, também como contraposição às discussões da época, haver duas essências: a nominal, acessível à nossa apreensão e delimitada pelas palavras, e a real, cuja totalidade é inapreensível pela experiência e, por extensão, pelas palavras. Assim, ao defender a intradutibilidade, argumenta em favor de um novo método de investigação filosófica, que leva em consideração a particularidade do falante, a arbitrariedade na relação entre as palavras e as ideias e a impossibilidade de 7 se acessar a realidade em sua totalidade. A afirmação da intradutibilidade não exclui a prática da tradução, reconhecida por John Locke no mesmo livro III, defende apenas o supracitado. Por isso, esta dissertação também apresenta uma tradução desse Livro III para uma demonstração prática da teoria predicada por esse autor e uma reflexão das escolhas realizadas no intuito de adequar-se aos argumentos levantados e analisados ao longo de toda a dissertação. / It is intended to analyse the concept of translatability in John Lockes theory of language, which is developed in the Book III, of words, of his Essay concerning human understanding, in 1690. He rejects the 17th century scholars and the inatism theory claiming that the knowledge is apprehended by sense experiences, which are particular to each one. Hence the ideas are also particular, the language, by that means, is the main instrument used by the humans to convey their thoughts and whose chief end is communication. Locke also rejects other two things: i. the abuse of words causing obscure discourses whose only purpose is to impress the hearer, not to present the truth and ii. the imperfection inherent to the nature of words, because its relation to the ideas is arbitrary and not based on any pattern in nature. Thus, Locke arguments that there are two types of essences: a nominal defined by words and a real, which is impossible to describe, because we have only access to reality through our senses. By defending intranslatability Locke is actually defending a new philosophical method which includes the fact that language is particular to each speaker, the arbitrary relation between words and ideas and the impossibility to comprehend thoroughly reality. However it does not excludes translation itself, recognized by Locke in the same Book III; translating it portrays his theory and proposes a debate concerning the choices made to better convey his view.

When observing the values which repeatedly appear in early American literature, we encounter ideas such as liberty, freedom, or the importance of the individual, but while property and ownership are often also core ideas and motivations for many Americans, their appearance is much more limited and excluded from certain contexts. However, property was always a key issue and economic profitability was always considered as foremost both on political and individual level. This can be seen all throughout American history since its beginning until the present, yet there is the curious trend of downplaying the importance of property in politically oriented text. While no one questioned its value in the past, Americans outwardly replaced property with liberty. Nevertheless, its importance cannot be hidden so easily and through careful examination it is shown as being understood as a pre-requisite of freedom and security, even as it is never the central focus of any major early American political text. This thesis explores the concept of property in the context of early American political writing in the area between eighteenth and nineteenth century; drawing from texts such as the Declaration of Independence, The Federalist, The Anti-Federalist Papers, Common Sense and other contemporary political pamphlets...

This is a study of the work of John Locke and his ideas relating to the field of semantics.

Orientador: Lidia Maria Rodrigo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T10:58:37Z (GMT). No. of bitstreams: 1 Nascimento_ChristianLindbergLopesdo_D.pdf: 1307930 bytes, checksum: 73672df8e3b475e3e7b31eb90ef575ba (MD5) Previous issue date: 2015 / Resumo: O presente trabalho tem o propósito de investigar o impacto do ensino da ciência e do ensino da religião na formação moral na criança, fazendo o recorte a partir dos escritos educacionais de John Locke, sem deixar de considerar as demais obras deste filósofo. Para tanto, serão examinados os referenciais teóricos que influenciaram o autor do Ensaio sobre o entendimento humano, como o ceticismo de Montaigne e o realismo baconiano, bem como a contribuição reformista para a educação. Do ponto de vista da teoria educacional de Locke, trata-se de problematizar a relação, em princípio controversa, que o autor estabelece entre o ensino da ciência e o ensino da religião para produzir determinada formação moral. A pesquisa trabalha com a hipótese de que, com esse tipo de formação moral, o autor visa a constituição de uma sociedade moralmente cristã. Dito isto, a presente tese é dividida em quatro capítulos. No primeiro, serão apresentados os antecedentes do pensamento educativo de John Locke. Em seguida, será feita a análise das principais obras do filósofo inglês, tendo como elemento norteador os temas da ciência, da religião e da moral. No capítulo terceiro, a investigação ficará alicerçada nas obras educativas dele, no qual os conteúdos educativos tornam-se central. No último capítulo, os conceitos de infância e de formação sofrerão uma breve consideração conceitual, para, em seguida, serem utilizados como fundamento para a reflexão acerca do tema da formação moral da criança em Locke. Do ponto de vista operacional, a presente investigação alicerça-se na hermenêutica como concepção metodológica, adotando a análise de conteúdo como método. Já os procedimentos metodológicos utilizados são a leitura, o fichamento, a análise dos dados coletados e a redação do texto propriamente dita. Por fim, adotou-se as obras de John Locke como fonte primária e a dos comentadores e/ou filósofos julgados como relevantes para o desenvolvimento da argumentação como secundária / Abstract: This paper aims to investigate the impact of science teaching and religious teaching in children¿s moral education, by emphasizing the educational writings of John Locke, without forgetting the other works of this philosopher. Therefore, the theoretical frameworks, as the skepticism of Montaigne and the Baconian realism, as well as the reformist contribution to education, which influenced the author of An Essay Concerning Human Understanding, will be examined. From the perspective of Locke¿s educational theory, it is necessary to discuss the relationship, at first controversial, that the author establishes between the science teaching and the religious teaching to produce a certain moral education. This research considers the hypothesis that, with this kind of moral education, the author aims the establishment of a society morally christian. Thus, this thesis is divided into four chapters. In the first, John Locke¿s history of educational thought will be presented. Then, the analysis of Locke¿s main works will be done, having as guiding elements the themes: science, religion and morals. In the third chapter, the research will be grounded in his educational works, in which educational content become central. In the last chapter, the concepts of childhood and education will have a brief conceptual consideration, to then be used as a basis for reflection on the theme of children¿s moral education in Locke. Regarding the operational point of view, this research is founded in hermeneutics as a methodological conception, adopting the content analysis as a method. The methodological procedures used were reading, book reporting and analysis of the collected data and drafting the text. Finally, John Locke¿s works were adopted as a primary source and the commentators and/or philosophers¿ works were judged relevant to the development of the argument as a secondary source / Doutorado / Filosofia e História da Educação / Doutor em Educação

La phénoménologie est née comme une philosophie de la conscience, au début du XXe siècle. En cela, elle est l’héritière d’un concept particulièrement marqué par la pensée empiriste, de Locke à Brentano. En tant que telle, la naissance de la phénoménologie peut s’interpréter au titre d’un événement historique, et nous l’abordons sous l’angle de la question : « les évolutions propres au concept phénoménologique de conscience s’inscrivent-elles en continuité ou en rupture, par rapport à sa tradition ? ». D’un autre côté cependant, les textes qui témoignent de cette naissance sont aussi l’oeuvre d’un homme, et le résultat d’un effort de pensée. Les interpréter ainsi exige alors une toute autre approche. Nous avançons dans ce travail les éléments d’une lecture pratique, à savoir que la philosophie, comme toute pratique, progresse par répétition de gestes. Nous adressons alors la question : « comment cette répétition peut-elle parvenir à des résultats nouveaux sur le plan de la conscience ? ». C’est le croisement, nullement prémédité, de ces deux problématiques, qui caractérise notre travail. En cela, le concept d’intention y occupe une place centrale. Initialement dédié au domaine de l’action humaine, il sert pourtant à caractériser l’essence même de l’acte de conscience, dans les Recherches Logiques. C’est pourquoi, loin de prétendre unifier ces deux problématiques, nous avons seulement cherché à les articuler, à partir de ce concept. / The phenomenological movement was born as a philosophy of consciousness, at the beginning of the XXth century. In this regard, it inherits a concept particularly marked by empiricism, from Locke to Brentano. As such, the rise of phenomenology can be interpreted as a historical event, and I therefore address the following question : “is the phenomenological concept of consciousness part of a continuum, or a more radical shift, regarding its tradition?”. On another side however, the texts that bear witness of this birth are also the work of an individual thinker, and the result of a thinking effort. To interpret them as such requires thus a very different approach. I propose in my work to offer the starting elements of a practical interpretation, precisely in the sense that philosophy, like any other practice, progresses by repetition of gestures. I therefore address the following question: “how can this repetition produce new results for the concept of consciousness?”. It is the junction, that wasn’t predetermined, of these two problems, that characterises my work. Therein, the concept of intention plays a central role. Initially dedicated to human action, it is however used to characterise the essence of the conscious act, in the Logical Investigations. Far from pretending unifying these two problems, I have only tried to articulate them, with the help of this concept.

This paper examines two contrasting ethical approaches to waste within the context of modern day western food poverty and attempts to examine the justifications that these ethical definitions of waste might lend to impoverished people in re-appropriating the wasted food for themselves. Towards the end of the paper there is also a brief discussion regarding the political implications that can be found in competing ethical definitions of waste.

Thesis advisor: Richard Cobb-Stevens / The right of revolution in the social contract theories of Thomas Hobbes and John Locke is a curious topic. This paper discusses the differences and similarities between the two philosophers’ discussions of this topic. It is argued that Hobbes and Locke differ most drastically on the notion of who the sovereign is. While Hobbes prefers to establish the sovereign as a demigod, Locke understands the sovereign as a mortal, and thus fallible, man. It is because of this distinction that Hobbes and Locke disagree on the notion of the right of revolution. Furthermore, the American Founding Fathers, including James Madison and Thomas Jefferson, inherited Locke’s perspective on this matter when arguing for the independence of the colonies. Finally, it is the conclusion of this paper that this notion of the right of revolution continues today, when observing the numerous political revolutions around the world. / Thesis (BA) — Boston College, 2011. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program. / Discipline: Philosophy.

The aim of this dissertation is to shed light on an oft-overlooked aspect of Hobbes’ and Locke’s educational theories. Specifically, this dissertation examines the role of mothers in Hobbes’ Locke’s, and Wollstonecraft’s political theories and defends the claim that mothers have an overlooked, important role to play in civic society insofar as they contribute to educating children to become good members of civic society. To date, scholars working on Hobbes and Locke have largely focused on only one type of education and its relationship to civic society. Specifically, they have focused on civic education. Civic education refers to formal programs, such as day school or university curricula aimed at molding individuals into citizens or subjects, capable of sustaining a thriving commonwealth. However, when scholars focus on civic education, they miss part of the story surrounding how Hobbesian and Lockean education is implemented because not all of their educational program can be contained in formal schooling. In the Chapters 1 and 2 of the dissertation, I show that mothers play a role in educating future subjects and citizens in Hobbes’ and Locke’s theories by means of what I call civic socialization. Civic socialization refers to the informal processes by which children are educated to become good subjects and citizens who contribute to the wellbeing and stability of the commonwealth. In Chapter 3, I consider whether mothers’ role in civic socialization is compatible with early modern, liberal theories. Insofar as Hobbes and Locke are early modern, liberal thinkers, they maintain that men and women are naturally equal. However, mothers’ role in civic socialization often results in their subordination to fathers. Mary Wollstonecraft, although a figure in modern philosophy, is useful for showing this tension. In her theory, even when mothers are highly educated, their role in civic socialization often means that mothers must use their education for the benefit of their children and not for themselves. / 2020-11-27T00:00:00Z