Nosso trabalho consiste em investigar a relação entre formação do juízo e educação moral no Emílio de Rousseau. Para examinar esta relação, pretendemos, num primeiro momento, analisar, nos três primeiros livros da obra, como Rousseau concebe a preparação da criança, desde o nascimento até a idade da razão, para a formação moral. Trata-se aqui de acompanhar o processo de desenvolvimento da criança, tal como descrito por Rousseau, assinalando os aspectos deste desenvolvimento que irão possibilitar ao discípulo chegar ao momento de sua formação em que ele se torne capaz de formar juízos morais. Em segundo lugar, analisamos a questão mesma da relação entre formação do juízo e educação moral, tal como Rousseau a concebe no livro IV do Emílio. Esta análise exigirá o exame da distinção entre sensação e juízo, que está exposta na Profissão de Fé do vigário de Savóia, no mesmo livro IV / Our job is to investigate the relationship between formation of judgment and moral education in Emile Rousseau. To examine this relationship, we aim, at first, to analyze the first three books of the work, as Rousseau conceives the preparation of the child from birth to the age of reason, to moral education. it is to follow the process of the child as described by Rousseau, signaling aspects of this development that will enable the disciple to reach the moment of its formation in that it becomes capable of forming moral judgments. Secondly, we analyzed the same question of the relationship between formation of judgment and moral education as Rousseau conceives it in Book IV of Emilio. This analysis will require the examination of the distinction between sense and judgment, which is exposed in the Profession of Faith of the Savoyard Vicar, in the same book IV

Made available in DSpace on 2016-04-27T19:30:58Z (GMT). No. of bitstreams: 1 Jose do Espirito Santo Dias Junior.pdf: 7092852 bytes, checksum: ece7f9025be578aab2c93f655bf12bfa (MD5) Previous issue date: 2014-08-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper deals with the representations bohemian in Belem between 1950-1980, from the understanding of the discourses produced by Para press , cinema , history and memory of their regulars : musicians , bohemians , artists , prostitutes and other social agents involved with these parties . Seek to understand the importance of these houses on the social scene and playfulness of Bethlehem during the chronological cut above, considering the geographical changes of the city and the symbolic and cultural representations created about these establishments. Thus , we intend to understand the history of men and women who made these spaces , its locus par excellence of entertainment and leisure , the sacred place of amusement weekend and early mornings , a universe marked by bohemian social relations of pleasure , joy and entertainment that , was the victim of repressive and vigilant eyes of the powers that be, always with the justification defense of "good manners".." A cultural environment wrapped in beverages, boleros, meringues, bohemians , whores and bums , who helped achieve the specter of danger and adventure, but at the same time , built romantic and nostalgic images of these places / O presente texto trata das representações boêmias em Belém do Pará entre 1950-1980, a partir da compreensão dos discursos produzidos pela imprensa paraense, pelo cinema, pela história e memória de seus frequentadores: músicos, boêmios, artistas, meretrizes e demais agentes sociais envolvidos com essas festas. Busco entender a importância dessas casas no cenário social e lúdico de Belém durante o recorte cronológico supracitado, considerando as transformações geográficas da cidade e as representações simbólicas e culturais criadas acerca desses estabelecimentos. Assim, pretendo compreender a história de homens e mulheres que faziam desses espaços, seu lócus por excelência de entretenimento e lazer, o lugar sagrado das diversões de final de semana e das madrugadas, um universo boêmio marcado por relações sociais de prazer, alegria e entretenimento, que, não raras vezes, foi vítima dos olhos vigilantes e repressores dos poderes instituídos, sempre com a justificativa de defesa dos bons costumes . Um ambiente cultural envolto em bebidas, boleros, merengues, boêmios, meretrizes e festeiros, que ajudaram a lograr o espectro da periculosidade e aventura, mas que, ao mesmo tempo, construíram imagens nostálgicas e românticas desses lugares

A concepção dos profissionais da educação sobre desenvolvimento moral pode influenciar na formação cidadã dos seus alunos. Por isso, este estudo tem como objetivo descobrir como profissionais da educação nos dizem agir, e, a partir disso, descobrir a sua concepção têm eles sobre o desenvolvimento moral dos estudantes do IFRS. Para isso, foram realizadas entrevistas baseadas no método clínico piagetiano com profissionais do IFRS – campus Farroupilha. Os resultados revelam três concepções organizadas em categorias: Autoridade Escolar, Obediência à Escola e Autonomia. Na primeira, a escola assume um papel de autoridade e espera-se que os alunos estejam prontos para receber e aceitar as ordens e regras escolares sem qualquer resistência. Na segunda, os profissionais da educação têm expectativa em fazer o estudante compreender que se deve obedecer a uma autoridade e às regras por ela emanadas, e que essa conduta o conduz a seu pleno desenvolvimento moral. Na terceira, a família tem competência inicial para a educação moral, mas, a partir de outros contatos sociais (creche, escola, outros) e de cada nova relação social, o aluno constrói sua moralidade para a cidadania. Por fim, as explicações para o desenvolvimento moral dos alunos são depositadas nas condutas de obediência à autoridade (heteronomia) e nos atos de vontade (autonomia). / The conception of educational professionals about the moral development can influence the citizenship formation of students. Therefore, this study aims to find out how education professionals tell us they act, and, from that, to discover what conception they have about the moral development of IFRS students. For this, interviews were conducted based on the Piagetian clinical method with IFRS professionals - Farroupilha campus. The results reached three conceptions organized into categories: School Authority, School Obedience and Autonomy. In the first, the school assumes a role of authority and expects students to be ready to receive and accept school orders and rules without any resistance. In the second, the school expects to make the student understand that one must obey an authority and the rules emanated from it, and that this conduct leads to its full moral development. In the third, the family has initial competence for moral education, but from other social contacts (day care, school, others) and each new social relation, the student constructs his morality for citizenship. Finally, explanations for the moral development of students are deposited in the conduct of obedience to authority (heteronomy) and acts of will (autonomy).

Magister Theologiae - MTh / South Africa has progressed towards the realisation of an expressive culture of disclosure. Significant implementation and enforcement of the Protected Disclosures Act (26 of 2000 – hereafter referred to as “the Act” or “the PDA”) of South Africa has assisted to enforce the practices and protections provided in terms of the enabling laws and a societal culture which is receptive to and respectful of whistle blowers. This thesis seeks to make a contribution to the discourse on whistle blowing and the PDA from an ethical perspective, by means of using ethical concepts and analysing and discussing ethical dilemmas to provide a greater understanding of the real cases of whistle blowing that has occurred. Various aspects of whistle blowing are defined and reviewed with reference to Hans Jonas’s theory of an ethics of responsibility. One such aspect is the idea of collective responsibility as understood by Hans Jonas. Hans Jonas describes responsibility; in terms of the future responsibility present individuals have as a collective in order to ensure that the future human being are able to actively engage in the world with the same familiarities as is experienced today. This thesis will investigate, more specifically, the contribution made by Hans Jonas’s theory of responsibility in understanding the PDA in terms of an ethics of responsibility. The research question is posed and attempts to discuss and analyse whether Hans Jonas’s theory of an ethics of responsibility may help to identify, analyse and assess ethical issues embedded in the Protected Disclosures Act 26 of 2000.

A escola ocupa um lugar central na sociedade, propondo-se realizar tanto o desenvolvimento cognitivo como afetivo, além de preocupar-se com a formação integral dos alunos, sendo também responsável pela formação moral, transmitindo valores, princípios e normas. Como um espaço privilegiado de trabalho com as relações, oferece oportunidades de autoconhecimento e conhecimento do outro, portanto, exige ações que promovam a construção da atmosfera sociomoral cooperativa e da personalidade moral, o que, no contexto atual, representa um grande desafio. Os comportamentos de transgressão, mesmo quando não violentos, permeariam o cotidiano escolar e expressam a maneira singular do jovem relacionar-se com o mundo. Portanto, é necessário refletir sobre as relações da obediência e da transgressão com a constituição das regras, a organização institucional, os valores da sociedade e a personalidade dos alunos. A presente pesquisa teve como propósito investigar as questões da obediência e da transgressão escolar sob a perspectiva dos jovens, sendo organizada em torno de três eixos: relações do aluno com o ambiente escolar e com os pares; relação do aluno com a autoridade e concepção de projetos de vida. Para isso, foram realizadas observações e entrevistas individuais, com o objetivo de verificar se a perspectiva ética faz parte do projeto de vida dos adolescentes, que razões os jovens identificam para obedecer e transgredir e a presença de motivações para os comportamentos de obediência e transgressão no ambiente escolar. Participaram desta pesquisa 151 alunos, de 10 a 15 anos, ambos os sexos, de escolas públicas e particulares. As questões da obediência e transgressão foram equacionadas na convergência das referências teóricas de Piaget, Arendt, Sennett, Fromm e La Taille, sempre procurando manter uma postura dialógica e de complementaridade, sustentando os conceitos de obediência e transgressão como parte do desenvolvimento da moralidade. Os resultados apontam para a supervalorização do ambiente familiar e da vida privada por parte dos jovens, para uma percepção de si mais relacionada às experiências individuais do que em conexão com outrem, tendo como consequência uma maior dependência, o fortalecimento da heteronomia e o distanciamento da vida pública. Assim como indicam a ausência do professor na mediação e no processo de solução dos conflitos o que leva o jovem à desejar um maior protagonismo do professor, e revelam a frequente prática escolar autoritária centrada no poder dos adultos e no uso de recompensas e punições que está criando dificuldades para o desenvolvimento de uma moralidade autônoma. Além disso, identificamos que o jovem faz uma valorização extrínseca, instrumental e idealizada do papel da escola, sendo necessário que os professores equalizem as exigências feitas aos alunos, sem subestimar ou superestimar suas capacidades, propondo interações sociais e trocas de pontos de vista entre eles, favorecendo a descentração, a cooperação e a reciprocidade. Por fim, e, principalmente, notamos que as atitudes transgressoras dos alunos não são, em sua maior parte, dirigidas ao professor / The school plays a central role in our society, as it proposes to be responsible for the students cognitive and affective development as well as their moral education, conveying values, principles and standards. As a privileged place to work with relationships, it provides the opportunity for self-knowledge and knowledge of the others, therefore, it requires actions that promote the construction of a sociomoral cooperative atmosphere and of a moral personality, which, in the present context, represents a major challenge. Transgressive behaviour, even when nonviolent, underlies school daily life and expresses the singular way in which young people relate to the world. Therefore, it is necessary to reflect on how obedience and transgression are connected to the creation of rules, the school organization, society values and students personalities. The present study was designed to investigate the issues of obedience and transgression in the school context from the perspective of young people. It is organized around three areas: how young people relate to the school environment and their peers); how students relate to school authority; and how they view their life projects. 151 male and female students between the ages of 10 and 15 have participated in this study, both from public and private schools. Observations and interviews were conducted in order to check whether an ethical perspective is part of the adolescents life projects, what reasons may lead them to obey or transgress and to what extent school environment contributes to obedient or transgressive behavior. The discussion of the issues of obedience and transgression was based on a theoretical framework that included concepts and ideas from the work of Piaget, Arendt, Sennett, Fromm and La Taille, and looked at the way they relate to and complement each other in order to provide support to the idea that the concepts of obedience and transgression are part of moral development. The results show that young people overestimate the importance of family and private life and that they have a perception of themselves which is more influenced by individual rather than group experience. This results in greater dependency and it strengthens heteronomy and detachment from social life. They also show the teacher is usually absent in the process of mediation and conflict resolution, which makes students wish teachers would play a greater role in this process, and reveal that frequent authoritarian practices centered around adult power and based on punishment and reward make it difficult for students to develop autonomous moral behaviour. In addition, we observed that young people have an extrinsic, instrumental and idealized view of the role of the school, which requires teachers to make appropriate demands on students, without underestimating or overestimating their abilities, and by providing different kinds of social interaction and debate and by encouraging decentration, cooperation and reciprocity). Last but not least, we noticed that students transgressive behavior is mostly directed towards teachers

Os altos índices de corrupção no Brasil levaram a criação de algumas leis com o intuito de combater este mal que corrói a democracia e que preocupa todos os países democráticos. Este trabalho busca verificar as novas ferramentas jurídicas, bem como a responder a uma questão. Há mais alguma reforma necessária? Alguns estudos apontam influência de aspectos do sistema eleitoral no índice de corrupção. Se há, que reforma nesse sentido o Brasil poderia adotar? Foram utilizados método dialético e método comparativo, para análise de doutrina e legislação estrangeiras, comparando-as com as nacionais, e método indutivo para a análise de dados. Foram feitos grandes avanços legislativos, mas há que discutir o que pode ser aprimorado para criar um ambiente menos fértil à corrupção e tornar mais eficazes os mecanismos de controle dos agentes públicos. / The high levels of corruption in Brazil have led to the creation of some laws in order to fight this evil that corrodes democracy and worries all democratic countries. This study aims to verify the new legal tools, as well as to answer a question. Are there any other legal reforms needed? Some studies point out the influence of aspects of the electoral system in the corruption index. If so, what reform in that sense could Brazil adopt? The dialectical method and the comparative method were used to analyze foreign doctrine and legislation, comparing them to the national ones, and the inductive method for data analysis. Major legislative advance has been made, but it must be put into discussion what can be improved as to create a less fertile environment to corruption, in order to make control mechanisms for public officials more efficient.

Esta dissertação narra o debate entre R. Dworkin e S. Fish, ocorrido em uma troca direta de artigos entre os autores na década de 80. A leitura desta discussão, bem como de discussões correlatas, foca nas temáticas da Objetividade e da Interpretação, as quais perpassam o pensamento de ambos. Este debate ainda possui poucos estudos no Brasil, de forma que a escolha por este objeto pretende trazer mais à luz os ricos argumentos desenvolvidos neste embate, os quais, devido a sua importância, precisam ser detalhadamente analisados, percorrendo-se cada movimento, com a finalidade de surtirem efeitos cada vez mais pungentes em nosso pensamento e prática jurídica. O caminho trilhado nesta dissertação se inicia com o artigo Direito como Interpretação (1982), de Dworkin, e finda com o artigo Ainda errado após todos esses anos (1987), de Fish. Curiosamente, essa linha de artigos seguida neste trabalho terminou por levar essa dissertação à conclusão de que, se compreendermos bem os ensinamentos de Dworkin e Fish, compreenderemos que tais autores, na verdade, não estão discordando entre si como imaginam. Ao contrário, as teorias de ambos são harmônicas entre si. Há uma discordância no âmbito existencial-moral, mas não em um âmbito teórico, conforme julgavam. Para além destes resultados, a feitura desta dissertação mostrou que ela mesma é inevitavelmente uma teoria sobre a interpretação na medida em que se comenta um debate sobre teoria da interpretação. A própria escrita desta pesquisa é, pois, também, ela mesma, um exemplo de como a interpretação ocorre e de como podemos melhor compreendê-la e compreender o Outro. O escopo foi adentrar no debate entre um Crítico Literário e um Teórico Jurídico e pensar sobre os aprendizados que fruiríamos para o modo de olharmos a Interpretação, a Linguagem e a empreitada do Direito. Porém, para além destes aprendizados, a desenvoltura dos estudos e ponderações acerca deste tema específico contribuíram para uma maior percepção tanto sobre do que se trata este debate quanto do que se trata estar no mundo constantemente interpretando: as nossas ações estão fatalmente integradas em uma postura existencial e moral no mundo. Compreender o porquê das incompreensões entre Dworkin e Fish é compreender o porquê das incompreensões em geral; e tal compreensão é um passo importante para melhor conseguirmos nos entendermos e sermos mais sensíveis ao discurso do Outro. / This dissertation narrates the debate between R. Dworkin e S. Fish, occurred in a direct exchange of articles between the authors in the 80s. The reading of this discussion, as well as related discussions, focuses on Objectivity and Interpretation, which pervade the thought of both. This debate has yet few studies in Brazil, so that the choice of this object is willing to bring to light the rich arguments developed on this debate, which, given its importance, must be particularly analyzed, covering up every movement, with the purpose of rising effects increasingly poignant in our thought and legal practice. The path trodden in this dissertation begins with Dworkins article Law as Interpretation (1982) and ends with Fishs article Still wrong after all these years (1987). Curiously, this line of articles followed in this piece of work finally lead this dissertation to the conclusion that, if we comprehend well the teachings of Dworkin and Fish, we will comprehend that these authors indeed are not disagreeing among themselves as they imagine. On the contrary, both theories are harmonic between themselves. There is a disagreement within the existencial-moral sphere, but not in a theoretical, as they thought. In addition to these results, the writing of this dissertation has shown that this thesis is itself inevitable a theory about interpretation insofar it comments a debate about a theory of interpretation. The writing itself of this research is, therefore, also itself an example of how interpretation occurs and how we can better understand it and understand the Other. The scope was entering the debate between a Literally Critic and a Legal Theorist and think about the learnings we would make towards the way we look Interpretation, Language and the enterprise of Law. But, in addition to these learnings, the development of these studies and ponderings about this specific theme contributed to a greater perception on what is this debate about as well as what is being in the world constantly interpreting: our actions are fatally integrated in an existencial and moral posture within the world. Comprehend the why of the incomprehensions between Dworkin and Fish is comprehend the why of the incomprehensions in general; and that comprehension is an important step for us to better understand ourselves and to be more sensible to the discourse of the Other.

James Mill sur la moralité et la décision : une question de calcul. / Through the part it played in the formation of William Stanley Jevons’s mathematical theory of economics (Nathalie Sigot 2002), Jeremy Bentham’s felicific calculus seems to have influenced recent views on individual behavior and decisional issues (William Stark 1946; Collison R. D. Black 1988). Obviously, this influence was complex, such that Bentham’s teaching remained far from being a mere pre-figuration of the standard approach (see, forinstance, Andre Lapidus & Sigot 2000). This conjunction between an influence on the standard approach and an analysis which was irreducible to it, recalls that Bentham’s own period was also a turning point: that of a passage from the moral debates of the eighteenth century, to the first formulation of the manner in which decision-making became understood from the second half of the nineteenth century onwards. It is from this point of view that James Mill was to play a crucial part, and not only as a well-known friend of Bentham and as official spokesman for classical Utilitarianism. James Mill had something to say about calculation, which had specific relevance for him through the importance he gave to associationism and, more generally, to psychological matters.

This thesis is a critique and proposed reform of the decision-making process under the European Patent Convention 1973, Article 53(a) as it relates to morality. It postulates that the manner in which the morality bar is currently managed is inappropriate as it relies on patent officials to make the initial decision as to whether the patent application is morally permissible or not. In a pluralistic world, morality is understood differently by a wide variety of people but this is not currently being acknowledged within the patent system. Whilst there is an option to bring opposition proceedings to challenge patent grants, this onus is considerable on the challenger and any debate is then played out by a very small sector of highly specialised experts, often with very differing views on morality. This thesis seeks to broaden the decision-making process to reflect society's pluralism. Officials, it will be argued, should instead of trying to decide what constitutes morality in a realm of such importance for humanity as a whole, administer a system which facilitates public participation and a vote. This will be based on existing models of widespread public deliberation and participation, albeit not ones that currently operate in (or near) the patent world. At present, criticisms in the legal literature tend to suggest more deliberation in the patent field and more participation is recommended in science literature but the logistics are unexplored and will be brought together in this work, making an original contribution to knowledge. In order to achieve its aim, the thesis employs a pluralistic methodology which includes doctrinal, socio-legal and interdisciplinary facets which will enable the construction of a model for reform of the patent system in the domain of morality. This will come from outside of traditional legal mechanisms such as legislative, judicial or patent office reform solutions, as a far-reaching paradigm is envisaged. The claim to originality lies in the extraction of principles from deliberative and participatory models of democracy and their application to the decision-making process in morally controversial biotechnological patents.

This dissertation is a study of Plutarch's portrayal of military leadership in his Parallel Lives. I investigate Plutarch's use of extended military narrative to provide examples of good generalship for his readers, his conception of the importance and dangers of a military education, his attitude toward the moral use of deception in warfare, and the importance of synkrisis to the reader's final assessment of a general's military ability. I conclude with a case study of the Pyrrhus-Marius, in which I examine how Plutarch uses military narrative throughout the pair to compare the generalship of the two men. I demonstrate that Plutarch's conception of generalship in the Parallel Lives is nuanced, consistent, and often significant to the interpretation of a pair. Plutarch constructs his military narratives in such a way as to identify specific acts of generalship through which the military leaders among his readership could evaluate and improve their own generalship. Plutarch's treatment of the morality of generalship is consistent with his views on education and character; while he accepts the necessity and appreciates the effectiveness of military deception, he also recognizes its limitations and holds up for criticism those generals who do not use it appropriately. I also examine the importance of the formal synkrisis at the end of each pair of Lives to the structural integrity of the Plutarchan book and the evaluation of military leadership in each pair. These concluding synkriseis demonstrate that Plutarch had a consistent set of criteria for evaluating the generalship of his subjects, and encourage the reader to make similar judgments on military ability themselves. This process of evaluation and comparison of military leadership is particularly important to my reading of the Pyrrhus-Marius, as comparing the military careers of its subjects allows for a more complete reading of the pair than is otherwise possible.