<p>This thesis interprets John Dewey’s theory of the moral life in the global context in order to shed a light on major ethical challenges of the process of globalization. Dewey’s perspective provides an explanation of (1) formation of the individual commitments to particular sets of values,(2) justification of the responsibilities to the distanced peoples as opposed to the responsibilities to the nearest and dearest peoples and (3)the meaning of democratic social arrangements on the global scale.</p><p>In order to find a theoretical basis for justification of democracy in the globalizing world, the thesis reviews Dewey’s educational philosophy. His inquiry in the underlying ideas of public education reveals its core democratic meaning which points out the necessity of progressive democratic character education. This thesis suggests that in the current global context the existing educational bodies (such as UNDP and UNESCO) are insufficient in providing such a humanistic education which would actualize democracy as interdependence of all humans within civilization.</p><p>In order to establish a just social order which would be responsive to every human being within civilization there is the need to maintain a democratic mode of associated living on the global scale where every human partakes in the accumulation of knowledge of civilization and benefits from it in return. Relying on Dewey's theoretical basis the thesis suggests the criteria which the global educational institution should fulfil in order to maintain democracy as a mode of associated living in the global society.</p>

This thesis interprets John Dewey’s theory of the moral life in the global context in order to shed a light on major ethical challenges of the process of globalization. Dewey’s perspective provides an explanation of (1) formation of the individual commitments to particular sets of values,(2) justification of the responsibilities to the distanced peoples as opposed to the responsibilities to the nearest and dearest peoples and (3)the meaning of democratic social arrangements on the global scale. In order to find a theoretical basis for justification of democracy in the globalizing world, the thesis reviews Dewey’s educational philosophy. His inquiry in the underlying ideas of public education reveals its core democratic meaning which points out the necessity of progressive democratic character education. This thesis suggests that in the current global context the existing educational bodies (such as UNDP and UNESCO) are insufficient in providing such a humanistic education which would actualize democracy as interdependence of all humans within civilization. In order to establish a just social order which would be responsive to every human being within civilization there is the need to maintain a democratic mode of associated living on the global scale where every human partakes in the accumulation of knowledge of civilization and benefits from it in return. Relying on Dewey's theoretical basis the thesis suggests the criteria which the global educational institution should fulfil in order to maintain democracy as a mode of associated living in the global society.

Made available in DSpace on 2016-12-23T13:52:59Z (GMT). No. of bitstreams: 1 Tatyana Lellis da Matta e Silva.pdf: 660691 bytes, checksum: 523dbc3d466526c92d6a08ef6639e5a6 (MD5) Previous issue date: 2012-09-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nesta dissertação, buscamos estudar de modo preliminar a contribuição de Axel Honneth, atual diretor do Instituto de Pesquisa Social da Universidade de Frankfurt, e um dos principais pensadores da atualidade, à vertente conhecida como teoria crítica, em sua relação com a ideia de uma ampliação das relações de reconhecimento numa sociedade que se postula democrática. Para tal, tomamos como objeto de análise as elaborações contidas em Luta por reconhecimento , suas influências teóricas, com ênfase à categoria de eticidade, herança dos primeiros escritos de Hegel que dialogam com Aristóteles. Honneth busca aperfeiçoar tal categoria para elaborar um modelo de teoria social normativa uma vez que Hegel enxergara a sociedade como uma totalidade ética em oposição aos pressupostos atomísticos. A eticidade, conceito posto em destaque por Honneth, diz respeito a um conjunto de formas elementares de convívio intersubjetivo que, desde o início, fizeram com que os sujeitos se movessem juntos em uma base natural da socialização humana . Ainda segundo Honneth, o nexo entre a experiência do reconhecimento e a construção identitária do sujeito (individual ou coletivo) é vital e se dá em três dimensões: amor, reconhecimento jurídico e solidariedade que, se bem sucedida, potencializam, as chances respectivas de desenvolvimento da autoconfiança, do autorrespeito e da autoestima. O reconhecimento mútuo, portanto, só se aperfeiçoa na interação entre indivíduos que se dá mediante luta, na possibilidade de termos com isso uma alteração da gramática moral