The main aim of the thesis is to answer the question whether rock climbing, as a sport leisure time activity, can offer values substantial for life. The fundamental chapter, which is focused on rock climbing values, consists of two parts. The first theoretical part presents a few examples of values that are important for rock climbing. The practical part is based on a survey carried out among rock climbers. Both parts come to the conclusion that rock climbing is inspiring for rock-climbers as well as non-climbers. However, it is the courage to take responsibility for life that is essential for it to be fully-fledged, and only for such a person is rock climbing an inspiring activity.

Desde a Modernidade, a Educação vem pautando suas práticas no racionalismo exacerbado, excluindo da vida do aluno a sensibilidade e a emoção. Os resultados deste culto à divisão mente/corpo se fazem presentes hoje na sociedade através do sentimento de incompletude e de busca do ser humano, da crescente violência e indiferença da sociedade, e da desvalorização das questões referentes à ética e à espiritualidade. Como uma tentativa de resgate da completude do Ser, e do alcance da conseqüente cura da sociedade, surge um novo paradigma, o qual busca a reintegração mente-corpo através da abordagem multidimensional do homem e da educação integral. Este trabalho de pesquisa enfoca o Projeto de Potencialização e Enriquecimento – PROPEN – do Colégio Militar de Porto Alegre, o qual é direcionado a alunos que apresentam indicadores de altas habilidades e que, através das contribuições desta nova proposta educacional, a abordagem holística, ampliou seu fazer pedagógico de modo a contemplar não apenas o lado racional do aluno, mas sim o seu Ser integral – seus aspectos mental, físico, emocional e espiritual. Tomando como base do trabalho as Ferramentas para Pensar de Edward de Bono e o legado filosófico que Espinosa nos deixou em sua Ética, esta investigação busca analisar algumas atividades propostas por este projeto aos seus alunos, a fim de esclarecer seus reflexos, seu alcance e sua validade. Como instrumentos de pesquisa foram utilizadas bioeletrografias registradas antes e depois das atividades propostas, as quais são analisadas sob a luz da Semiótica, e a análise de questionários respondidos pelos alunos e por seus pais. Os achados desta pesquisa apontam que a educação pelo sensível e pelo autoconhecimento, através de práticas que buscam a integração mente-corpo, configura-se em uma contribuição positiva para a formação do indivíduo como um todo, ampliando sua perspectiva em relação a si mesmo e aos seus semelhantes. / Since Modernity, Education has been developing its practice based on exaggerated rationalism, excluding sensitivity and emotion from students’ life. The results of this cult of mind/body division can be seen today through man’s feeling of incompleteness and search, through increasing violence and indifference in society and through the devaluation of questions concerning ethics and spirituality. As an attempt to rescue the completeness of the Being, and the consequent cure for society, a new paradigm rises, one which searches for mind-body integration through the multidimensional approach of man and integral education. This research focus on Projeto de Potencialização e Enriquecimento (Enrichment and Potential Development Project) – PROPEN – held by Colégio Militar de Porto Alegre ( Porto Alegre Military School), which is directed to students who present traits indicative of talent potential, and which has broadened its pedagogical practice, through the contributions of holistic approach in order to encompass not only the rational side of students but also their whole Being – their mental, physical, emotional and spiritual aspects. Taking as basis for work development the Thinking Tools created by Edward de Bono and the legacy that Spinoza left us in his Ethics, this investigation aims at analyzing some activities proposed by this Project to its participants, in order to throw light on its reflections, reach and validity. Kirlian photographies taken before and after the activities proposed, which are analyzed in the light of Semiotics, and the analysis of questionnaires answered by the students and by their parents were used as research instruments. The findings of this research suggest that the education that searches for the development of sensitivity and self-knowledge, by means of practices that aim at mind-body integration, contributes positively to the growth of the person as a whole, broadening their perspective in relation to themselves and to others alike.

Desde a Modernidade, a Educação vem pautando suas práticas no racionalismo exacerbado, excluindo da vida do aluno a sensibilidade e a emoção. Os resultados deste culto à divisão mente/corpo se fazem presentes hoje na sociedade através do sentimento de incompletude e de busca do ser humano, da crescente violência e indiferença da sociedade, e da desvalorização das questões referentes à ética e à espiritualidade. Como uma tentativa de resgate da completude do Ser, e do alcance da conseqüente cura da sociedade, surge um novo paradigma, o qual busca a reintegração mente-corpo através da abordagem multidimensional do homem e da educação integral. Este trabalho de pesquisa enfoca o Projeto de Potencialização e Enriquecimento – PROPEN – do Colégio Militar de Porto Alegre, o qual é direcionado a alunos que apresentam indicadores de altas habilidades e que, através das contribuições desta nova proposta educacional, a abordagem holística, ampliou seu fazer pedagógico de modo a contemplar não apenas o lado racional do aluno, mas sim o seu Ser integral – seus aspectos mental, físico, emocional e espiritual. Tomando como base do trabalho as Ferramentas para Pensar de Edward de Bono e o legado filosófico que Espinosa nos deixou em sua Ética, esta investigação busca analisar algumas atividades propostas por este projeto aos seus alunos, a fim de esclarecer seus reflexos, seu alcance e sua validade. Como instrumentos de pesquisa foram utilizadas bioeletrografias registradas antes e depois das atividades propostas, as quais são analisadas sob a luz da Semiótica, e a análise de questionários respondidos pelos alunos e por seus pais. Os achados desta pesquisa apontam que a educação pelo sensível e pelo autoconhecimento, através de práticas que buscam a integração mente-corpo, configura-se em uma contribuição positiva para a formação do indivíduo como um todo, ampliando sua perspectiva em relação a si mesmo e aos seus semelhantes. / Since Modernity, Education has been developing its practice based on exaggerated rationalism, excluding sensitivity and emotion from students’ life. The results of this cult of mind/body division can be seen today through man’s feeling of incompleteness and search, through increasing violence and indifference in society and through the devaluation of questions concerning ethics and spirituality. As an attempt to rescue the completeness of the Being, and the consequent cure for society, a new paradigm rises, one which searches for mind-body integration through the multidimensional approach of man and integral education. This research focus on Projeto de Potencialização e Enriquecimento (Enrichment and Potential Development Project) – PROPEN – held by Colégio Militar de Porto Alegre ( Porto Alegre Military School), which is directed to students who present traits indicative of talent potential, and which has broadened its pedagogical practice, through the contributions of holistic approach in order to encompass not only the rational side of students but also their whole Being – their mental, physical, emotional and spiritual aspects. Taking as basis for work development the Thinking Tools created by Edward de Bono and the legacy that Spinoza left us in his Ethics, this investigation aims at analyzing some activities proposed by this Project to its participants, in order to throw light on its reflections, reach and validity. Kirlian photographies taken before and after the activities proposed, which are analyzed in the light of Semiotics, and the analysis of questionnaires answered by the students and by their parents were used as research instruments. The findings of this research suggest that the education that searches for the development of sensitivity and self-knowledge, by means of practices that aim at mind-body integration, contributes positively to the growth of the person as a whole, broadening their perspective in relation to themselves and to others alike.

A presente dissertação, concebida a partir do modelo teórico desenvolvido por Luigi Ferrajoli, questiona a previsão da conduta social e da personalidade, do artigo 59 do Código Penal Brasileiro, como critérios orientadores aos magistrados, para fixação da pena-base entre o mínimo e o máximo. A pesquisa abordou o conceito dessas circunstâncias judiciais tanto na Doutrina quanto na Jurisprudência, sendo que o resultado do estudo revelou a excessiva carga moral que ainda orienta sua análise. Aborda-se a falácia do mito da neutralidade judicial, uma vez que não é possível apartar os juízes de sua natural condição de seres humanos, e de seus contextos de vida. Trata da necessária tomada de consciência de que toda decisão está contaminada de subjetividade, por parte daqueles que pretendem exercer a judicatura. E apresenta o Autoconhecimento como única via capaz de controlar a subjetividade nas decisões judiciais, na medida em que a investigação interna acarretará humanização, o confronto com o lado sombrio, e reconhecimento da dualidade convivendo em todos os seres humanos, de modo a demonstrar que ninguém está acima do bem e do mal. A pesquisa ainda demonstrou a incoerência da necessidade de analisar circunstâncias significativamente pessoais e subjetivas dos réus, quando o ser humano cresceu, aprendendo desconsiderar e atropelar qualquer particularidade própria e de outros indivíduos. Para tanto, faz uma análise de digressão aos primeiros anos de vida e aos bancos escolares, em que plantadas as primeiras sementes de desconsideração, e de valorização do externo em detrimento do interno, almejando-se profissões de prestígio, em prejuízo da realização pessoal. Faz uma crítica ao Sistema Judicial Brasileiro, a fim de que assuma seu lado humano, colocando um desafio à Magistratura para buscar aqueles que realmente são vocacionados para a função, fornecendo sugestões de modificações na Formação Jurídica. / The instant research took into consideration the theoretical model developed by Luigi Ferrajoli, which questions the prediction of social conduct and personality, in Article 59 of the Brazilian Criminal Code, as guiding criteria for judges to determine standards of minimum and maximum sanctions. The research addressed the concept of such legal circumstances both in doctrine and in case law, and the result of the study revealed excessive moral burden that still guides the judges analysis. This research addresses the fallacy of the myth of judicial neutrality, since it is not possible to separate the judges from their natural condition of human beings and their life contexts. This separation requires awareness that every decision has a subjective component. And introduced the self-knowledge as the only way able to control subjectivity in judgments, as the internal investigation will result in humanization, the confrontation with the dark side, and recognition of duality in all living humans, in order to demonstrate that no one is above good and evil. The survey also showed the inconsistency of the need to analyze so personal and subjective circumstances of the defendant, when human beings were raised, learning to ignore its own and other individuals personal traits. To this end, an analysis of the early years as well as schooling system, where the first ideas of disregard, and enhancement of external rather than internal values arose, targeting prestigious positions, at the expense of personal fulfillment. This research criticizes the Brazilian Judicial System, so that it enhances its human side, posing a challenge to judges to seek those who are really devoted to the function, providing suggestions for changes in the Legal Training System.

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

The thesis deals with the exploration and deeper understanding of the problems of relations personality typology and style of management of executives in the Czech education system, ie directors, from the perspective of self-concept. The purpose is to ascertain existence of a relationship between personality characteristics and the manner of school management. What typology director of the Czech education system can be considered effective in relation to the management of educational institutions such as the Czech school and whether this environment calls for a new, own typology. Based on the theoretical background and knowledge dealing with the personality and different theories about its typology, managerial approach to the school principal in the Czech Republic, management styles, the typology of the existence of related areas. The survey will be a combination of forms, in the form of a questionnaire in the form of semi-structured interviews. The basic research sample are directors of art schools of the Czech Republic.

Practitioners working with children under three are often marginalised; both in terms of group settings and in terms of being a focus of research (see Manning-Morton, 2006; McDowell-Clark and Baylis, 2012). This research prioritizes the practitioner’s voice by exploring the subject area of personal theory. In this thesis, personal theory is conceptualised as a composite of understandings and experiences including policy, organisational procedures, Early Years literature, training and Continuing Professional Development as well as personal and professional experiences, beliefs, and values. As Stephen and Brown (2004) indicate, particular constructions of care, learning, and children shape what is considered desirable educational practice. Drawing on Aristotle’s intellectual virtue of phronesis, this research’s aim is to understand how practitioners’ personal and professional experiences and understandings contribute to practitioners’ construction of personal theory. Research questions focus on: 1) understanding which relationships are particularly influential, 2) understanding which experiences are particularly influential and 3) identifying key features of practitioners’ personal theories. Case study methodology frames the research design. The research demonstrates that although personal theory is tacit, linking to specific instances of practice enables practitioners to articulate personal constructions of care, learning and children. Findings relate to six key characteristics of practitioners’ personal theories: practice as an ‘Ethic of Care’, practice as pedagogy, practice as ‘subsitute mothering’, practice as distinctive for children aged birth to three years, practice as rooted in experience and practice as emotional activity. Joan Tronto’s (1993, 2013) ‘Ethic of Care’ affords further consideration of personal theory; particularly the contradiction between personal theory that shapes engagements with young children as an ‘Ethic of Care’ and that which shapes engagements as ‘substitute mothering’. The thesis’ discussion highlights how the articulation and discussion of personal theory enables a richer construction of Early Years professionalism and professional identity within Birth to Three settings.

Cette étude a pour objet d'évaluer la pertinence de l'application du dispositif de bilan de compétences et l'évolution de ses effets psychologiques pour les salariés, dans un pays où il n'est pas pratiqué, et où l'environnement professionnel et socio-culturel diffère du modèle occidental. Ce dispositif a été appliqué en tant qu'outil au service des ressources humaines au sein d'une entreprise de construction automobile en Iran. Pour cela, nous avons fait une étude longitudinale en deux temps avec cinq mois et demi d'intervalle, T1 avant et T2 après le bilan, avec deux groupes de salariés : un groupe expérimental qui a fait le bilan (n=32), et un groupe contrôle (n=30). Les résultats révèlent un renforcement du niveau de l'estime de soi, une meilleure auto-connaissance, une amélioration de la gestion du stress et une augmentation de la motivation au travail. Nous avons tenté à partir d'un échantillon relativement modeste de démontrer que cette démarche de professionnalisation d'orientation des adultes peut être transposée dans certaines conditions aux contextes civilisationnels différents. Son application peut être considérée comme une alternative de soutien et d'aide pour les salariés. C'est à partir des effets de ce dispositif que notre étude contribue au cumul de connaissances scientifiques, dans des contextes socioculturels différents. / This study aims to estimate the suitability of the application of skills assessment device and development of its psychological effects on employees, in a country where it is not practiced, and where the work environment and the culture is different from here. That is to say, the application of this device as an instrument for human resources in a car manufacturing company in Iran, in a different sociocultural context of the Western model. For this, we made a longitudinal study in two stages with five and a half months apart, before T1 and T2 after the skills assessment, with two employee groups : an experimental group that has done the skills assessment (n=32), and a control group (n=30). Results show an enhanced level of self-esteem, better self-knowledge, better stress management and increased motivation to work. We tried from a relatively small sample to demonstrate that the approach of professional adult guidance can be implemented under certain conditions to different civilizational contexts. Its application can be considered as an alternative support and assistance for employees with another culture. It is from the effects of this device that our study contributes to the plurality of scientific knowledge in different sociocultural context.

The House of Mirth's main character, Lily Bart, is charaterized a fated character, incapable of exerting free will. With the help of Lawrence Selden and Gerty Farish, she realizes that, for the most part, she has lived and acted according to what others expect of her.

The essay is an attempt to make sense of the apparently special relation between self-knowledge and agency. To achieve that goal, the essay translates the account of what it is like to be a human self offered by Sartre into the language of evolutionary psychology. In L’être et le néant, Sartre describes the phenomenology of the self as a series of inescapable choices in a contingent set of circumstances. This essay identifies Sartre’s description with what Baumeister, Maranges and Sjåstad call a matrix of maybe: the mechanism of nonfactual pragmatic prospection found in humans. Consequently, it defines the self as a matrix of maybe operating within a contingency matrix and reflecting on its own operation. Self-knowledge, the essay concludes, seems special because we routinely and erroneously ascribe to the self features of its contingency matrix. Most of our true first-person claims should not be read as I PREDICATE. Instead, they can be explicated as I have to act in a world where C PREDICATE, where C is the relevant part of the contingency matrix.