Orientador: Amneris Angela Maroni / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-07-24T15:23:07Z (GMT). No. of bitstreams: 1 Campos_EdemilsonAntunesde_M.pdf: 2649874 bytes, checksum: 20b696e10929bc0179c7517efd555828 (MD5) Previous issue date: 1998 / Resumo: Este trabalho tem por objetivo estudar as relações entre alteridade, narcisismo e política na obra de Jean-Jacques Rousseau. A partir de uma sugestão de Salinas Fortes, presente em seu livro Paradoxo do espetáculo: política e poética em Rousseau, buscamos mostrar como o problema da alteridade, constitui o aspecto central da obra de Rousseau. Com efeito, é a partir da relação entre o eu e o outro que se constitui o laço social, criando as condições de possibilidade para a degeneração das paixões naturais - amor-de-sí e pitié - conduzindo no limite ao "mal do século": o amor próprio. Nesta perspectiva, procuramos mostrar como uma configuração sócio-cultural baseada na civilidade e nos jogos da aparência, engendra o homem do amor-próprio - o moderno Narciso - que anula a alteridade, usurpa todos os lugares e rouba para si a cena do espetáculo público, constituindo-se no princípio de destruição de toda vida comunitária efetiva / Abstract: Not informed. / Mestrado / Mestre em Ciência Política

Sade has had many titles over the centuries. He was ‘Marquis’, a noblesse d’épée, sitting in his château atop Lacoste; ‘Wolf-man’, on the run from the authorities, a cause célèbre for his notorious sexual adventures; ‘Citizen’, a turncoat royalist, a functionary within the bureaucracy of the new French Assembly, eulogizer of the revolutionary heroes, Marat and Le Pelletier; and ‘Divine’, a patron saint of Romantic poets like Flaubert and Baudelaire, and later, the same for the Surrealists. Sade has yet to be given the name: ‘Scientist’. In my dissertation I lay out the ground work for defending this choice of designation by situating Sade and a sampling of his works within a defining period in the history of the object of scientific inquiry: from the eve of the 1789 French Revolution until its dénouement following the death of Robespierre. The three works of focus are Les 120 Journées (1785), Aline et Valcour, ou le Roman philosophique (1795) and La Philosophie dans le Boudoir (1795); and each one is strategically selected to bring to light singular events, marking important changes in humankind’s relationship with the natural world. This intense focus on Sade magnifies many times over the position Foucault had already assigned him in Les Mots et les chose (1966) when, in offering his own version of the evolution of the object of scientific inquiry from the Classical to the Modern Age, he isolates Sade as a heuristic bridge linking the two eras of his focus, using Sade’s erotic novels Justine (1791) and Juliette (1797) to support his argument. However overly pithy Foucault’s application of Sade may have been, it is felt that he lays a sufficient groundwork, one that I take up in my dissertation and push to even further depths. More than simply conforming to Foucault’s employment of Sade as the “midwife” to Modern science, I do two things of notable difference: 1) I take up the challenge Foucault set in the “Foreword to the English Edition” of Les Mots et les chose when he professes “embarrassment” over not being able to account for how “[…] instruments, techniques, institutions…” (p. xiii) of empirical sciences came to match in complexity those individuals and societies that would come to use them. On the one side, Foucault expresses a clear limitation; on the other, he offers up what he believes is half of what it takes to get at this limitation: “I left the problem of cause to one side. I chose instead to confine myself to describing the transformation themselves, thinking that this would be an indispensable step if, one day, a theory of scientific change and epistemological causality was to be constructed” (p. xiv). This dissertation offers up a heuristic framework to account for the relationship between both these sides Foucault can only adumbrate: the side of an emergent scientific knowledge and the ontological status of the producers of this knowledge. 2) I position Sade as a representative of an older scientific tradition, one overshadowed in Foucault’s emphasis on Sade and Modern science. Since Iwan Bloch compared Les 120 Journées to Psychopathia Sexualis, Richard von Krafft-Ebing’s 1886 manual of sexology, dedicated to documenting qualitatively all possible sexual deviancies in human behavior, most readings of Sade in the History of Science have taken him to be on the modern most end of the timeline of the History of Science (Foucault, 1966; Harari and Pellegrin, 1973; Morris, 1990; Vila, 1998; Polat, 2000; Quinlan, 2006; Quinlan, 2013). Some writers in recent years, however, have had the acuity to highlight older scientific influences on Sade’s oeuvre. Armelle St-Martin is one such example, who has written extensively on the influence of Italian science on Sade. Such a focus is a departure from a trend that sees English empiricism defining the scientific mindset in France that, it is believed, would have influenced Sade’s ideas. This would have included the “spirit of exactitude and method” (p. 91) D’Alembert (1751) speaks of in his panegyrics of Bacon, Locke and Newton in Discours préliminaire de l’Encyclopédie de Diderot or Voltaire’s popularization (1763) of all things English in Dictionnaire philosophique. The legacies of both these perspectives have weighed heavily on Caroline Warman’s reading of Sade, who sees him (2002) through a more “positive” prism of “sensationist materialism” in Sade: from materialism to pornography. St- Martin sees Sade’s scientific orientation directed rather towards much older and ulterior forms of scientific “objects”, ones much less “positive”. Casamaggi and St-Martin see pneumatological themes like miasmas and corruptions in Histoire de Juliette, arriving from Sade’s own explorations in such places as amongst the swamps and famously licentious denizen of Venice, the namesake for that special contagion: “maladies vénériennes”. Both these departures from Foucault’s conceptualization imply the need to articulate what I call a “negative” trajectory within the History of Science. This term plays an important part in how I engage with Sade and his contemporaries and its explication constitutes a significant aim throughout the course of my dissertation. Sade’s own inquiry into the object of scientific inquiry came at a time of great upheaval and he relied on one approach hitherto capable of articulating such “negativity”: metaphysics. The very notion of metaphysics was anathema for many, such as D’Alembert who even labeled it a despicable science in the relevant entry in L’encyclopédie de Diderot. This dissertation will situate Sade within this battle over the future of science in what was that all crucial period of history when the die was cast in favor of Modern science and its penchant for “positivity”; the period of the French Revolution.

Orientador: Roberto Romano da Silva / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-04T02:07:00Z (GMT). No. of bitstreams: 1 Silva_GenildoFerreirada_D.pdf: 16586946 bytes, checksum: 6d588d0bfa8880456757d52c56beeb0e (MD5) Previous issue date: 2004 / Resumo: Um dos temas centrais da filosofia moderna sempre foi o problema da fundamentação da moral. O cenário que emoldura nosso tema é o confiito que, no século XVIII, envolveu posições da apologia cristã e do ateísmo em torno da definição das bases da justificação do agir moral, no lIuminismo francês... Observação: O resumo, na integra, podera ser visualizado no texto completo da tese digital / Resume: Un des themes centraux de Ia philosophie moderne a été toujours le probleme du fondement de Ia morale. La toile de fond qui sert de cadre à notre theme est le conflit qui, au cours du XVllléme siecle, a opposé les positions de I'apologétique chrétienne et celles de I'athéisme au sujet de Ia définition des bases de Ia justification de I'agir moral, pendant le Siecle des Lumieres français... Note: The complete abstract is available with the full electronic digital thesis or dissertations / Doutorado / Filosofia / Doutor em Filosofia

Syftet med denna uppsats är att granska det altruistiska idealet i relation till Rousseaus och Nietzsches föreställning om den gode läraren. Att altruism är moraliskt gott är något som oftast ses som självklart. Även den allmänna förståelsen av lärarrollen präglas av sådant antagande, så till den milda grad att det blir praktiskt omöjligt att tänka sig en bra lärare som inte är altruistisk. Tidigare forskning har dock visat att det altruistiska idealet kan vara problematiskt. För att kunna övervinna detta problem använder jag Rousseaus och Nietzsches utbildningsfilosofier. Trots att de två ofta ses som varandras motsatser, synes det som att Rousseau och Nietzsche delar någon gemensam och paradoxal föreställning om den gode läraren: att denne odlar självbehärskning, och kan undervisa såsom ett exempel. Utifrån dessa perspektiv, och med hjälp av fiktiva exempel från filmer, argumenterar jag att det altruistiska idealet inte endast är ohållbart, utan även förvränger föreställningen av den gode läraren.

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Arbetets syfte är att fördjupa förståelsen för vad ett socialt kunskaps- och lärandebegrepp är och vilka konsekvenser det kan få för utformningen av undervisningen. Arbetet utgår ifrån Johan Asplunds begrepp om social responsivitet och dess betydelse för en social förståelse av kunskap och lärande. Det sker genom kvalitativa textanalyser av Jean Jacques Rousseaus bildningsroman Emile (1762)och Lpf 94. Översiktligt anger resultatet vilket utrymme elevens sociala responsivitet ges genom den förmedlade förståelsen av kunskaps- och lärandebegreppen. Lpf 94 utvecklar en bildningsorienterad och konstruktivistisk syn på begreppen. Rousseaus pedagogik är praktisk och handlingsinriktad där ramstyrningen anges av Emiles kunskapsutveckling.

Dangerous things can happen in the name of good intentions and we, as teachers or parents, are unaware of the ways we hurt children. In the book Emile or on Education we see a fictional example of a pedagogical relationship between a teacher and a student, where the teacher -Jean Jacques- is eager to teach and raise his pupil, Emile, in certain ways, so as to make him independent and happy. Jean Jacques’ intentions are unquestionably good. His goal is to protect Emile and prevent his alienation by society, through the appropriate negative education. In trying to prevent Emile’s alienation, though, he creates another type of alienation, unknowingly and unintentionally. The aim of my thesis is to analyze the system of negative education and its negative consequences, focusing on the notion of alienation. Jean Jacques, while striving to prevent alienation, through negative education, created a new type of alienation, that is even more dangerous than the one he avoided. Thus, my thesis aims to raise awareness regarding the following: a) even when pedagogical processes are based on good intentions, they can still lead to negative consequences, b) upbringing and education are both a broadening and a narrowing process.

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