O Alcibíades Primeiro está inserido na temática da dimensão educativa da filosofia platônica e consiste num retrato do Eros socrático em perseguição e dedicação ao jovem ateniense que leva o nome do diálogo. A trajetória do diálogo culmina na justificativa da positividade da aporia em que se encontra Alcibíades após o elenchos socrático: a aporia constitui o primeiro movimento do despertar da reflexão crítica a que se submetem aqueles que desejam cursar o caminho da filosofia. Esta dissertação será contemplada por um estudo introdutório baseado no tema geral exposto brevemente acima, além da proposta de uma nova tradução em língua portuguesa a partir da edição do texto grego de J. Burnet (Platonis Opera, Tomus II, 1967). / The First Alcibiades is inserted into the theme of the educational dimension of Platonic philosophy and is a portrait of the Socratic Eros in his pursuit and dedication to the young Athenian who has the name of dialogue. The path of dialogue culminates in the justification of the positivity of the aporia which Alcibiades has fallen after the Socratic elenchos: the aporia is the first movement of the awakening of critical reflection in which are subdued those who wish to follow the path of philosophy. This dissertation will be contemplated with an introductory study based on the general theme briefly explained above, besides the proposal of a new translation in Portuguese from the edition of the Greek text of J. Burnet (Platonis Opera, Tomus II, 1967).

Made available in DSpace on 2016-04-27T17:27:04Z (GMT). No. of bitstreams: 1 Marcelo P de Andrade.pdf: 851538 bytes, checksum: 8c48a3c22cac60046782c37e12327e93 (MD5) Previous issue date: 2013-05-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Augustine makes the double distinction between the self of the mind: one, understood as an inner experience, intimate and immediate, the other, understood as a definition of the nature of mind achieved in the truth itself. Thomas Aquinas, dealing with the problem of the self-knowledge of the soul, resumes the distinction made by Augustine, but within a gnoseology of Aristotelian inspiration, in which the soul is conceived as a form of communicating the act of being to the body, but supposing it to obtain the necessary material for knowledge. Thus does Thomas Aquinas move away from Augustine when it comes to the self-knowledge immediate and originary from the soul / Agostinho realiza a distinção entre o duplo autoconhecimento da mente: um entendido como uma experiência interior, íntimo e imediato; outro, entendido como uma definição da natureza da mente atingida na verdade mesma. Tomás de Aquino, ao tratar do problema do autoconhecimento da alma, retoma a distinção feita por Agostinho, mas dentro de uma gnoseologia de inspiração aristotélica, em que a alma é concebida como forma comunicando o ato de ser ao corpo, mas supondo-o para a obtenção do material necessário para o conhecimento. Ao fazer isso, Tomás afasta-se de Agostinho no tocante ao autoconhecimento imediato e originário da alma

Made available in DSpace on 2016-04-25T20:21:26Z (GMT). No. of bitstreams: 1 Marcos Flud Giacomo.pdf: 19364095 bytes, checksum: c040a3e91c1a30ab61b3873e96b65b93 (MD5) Previous issue date: 2015-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / We live in a work society. In the course of accumulated jobs in our curricula vitae we daily share with others in a rich laboratory of experiences, not only professionals but mainly personal. In addition to technical knowledge, we collect socio-cultural experiences. We shape our character and build our personal values. In the name of productivity we constantly challenge ethics and threaten the environment. The contemporary work presents peculiarities dating back to the industrial revolution. Its format is not contributing to the development of the human being, increasingly fragmented in its specializations. Fears and insecurities prevail in the workplace of organizations, causing widespread stress in the search for short-term goals, performance and profits. We learn, build, produce, while workers. We live the joys, sorrows, accomplishments, frustrations, emotions, fears, vanities in the human role, inseparable from the professional one. Growing consciousness from ourselves and others, from our accomplishments and the things that discourage us. We mature. This equation appears to lack from a variable that makes our relationship with the work positive. While experiencing changes on the route of the economic model, the purpose presents itself as a possible via to the social-cultural regeneration / Vivemos em uma sociedade do trabalho. Na trajetória dos empregos acumulados em nossos curricula vitae comungamos diariamente com outras pessoas em um rico laboratório de vivências não só profissionais mas, principalmente, pessoais. Além dos conhecimentos técnicos, colecionamos experiências socioculturais. Moldamos nosso caráter e construímos nossos valores pessoais. Em nome da produtividade desafiamos constantemente a ética e ameaçamos o meio ambiente. O trabalho contemporâneo apresenta peculiaridades que remontam à revolução industrial. Seu formato não vem contribuindo para o desenvolvimento do ser humano, cada vez mais fragmentado em suas especializações. Medos e inseguranças afloram nos ambientes de trabalho das organizações, causadoras de estresse generalizado na busca por metas, desempenho e lucros de curto prazo. Aprendemos, construímos, produzimos, enquanto trabalhadores. Vivemos as alegrias, tristezas, realizações, frustações, emoções, medos, vaidades no papel humano indissociável do profissional. Vamos tomando consciência de nós mesmos e dos outros, daquilo que nos realiza e das coisas que nos desmotivam. Amadurecemos. Essa equação parece carecer de uma variável que torne nossa relação com o trabalho positiva. Enquanto experimentamos alterações de rota do modelo econômico, o propósito apresenta-se como uma possível via para a regeneração sociocultural

O presente trabalho visa motivar e defender o disjuntivismo epistemológico, a tese de que a percepção é estado factivo e racionalmente fundado. Essa variação de disjuntivismo é apresentada como uma dissolução do paradoxo cético da subdeterminação. Diante do problema cético do sonho, o disjuntivismo epistemológico é tomado conjuntamente com uma concepção enactivista da percepção, cuja tese central é que estados perceptuais são constituídos pelas ações do agente no ambiente. A conjunção dessas duas teses promove uma concepção corporificada da racionalidade, segundo a qual estados percpetuais racionalmente fundados são obtidos pelo exercício de habilidades do indivíduo no ambiente. Essa tese é ameaçada pela intuição supostamente plausível de que indivíduos em cenários céticos poderiam ser racionais, ainda que não possuíssem meios corpóreos para interação com seu em torno. Argumenta-se contra essa intuição pela crítica à maneira como cenários céticos são concebidos. Por fim, aplica-se o enactivismo radical ao autoconhecimento, promovendo um meio termo entre um modelo perceptual de autoconhecimento e um modelo racionalista. / This work is intended to motivate and defend epistemological disjunctivism, the view that perception is a factive and rationally grounded state. This version of disjunctivism is presented as a dissolution of the underdetermination skeptical paradox. Facing the dream skeptical problem, epistemological disjunctivism is taken in conjunction with an enactive conception of perception, whose core thesis is that perceptual states are constituted by one’s actions in the environment. The conjunction of these two theses promotes an embodied notion of rationality, according to which rationally grounded perceptual states are achieved by the exercise of one’s abilities in the environment. That view is threatened by the apparently plausible intuition that individuals in skeptical scenarios could be rational even if they lacked the bodily means to interact with their surroundings. This intuition is defeated by a critique to the way skeptical scenarios are conceived. Lastly, radical enactivism is applied to self-knowledge, attaining a middle ground between the perceptual and the rationalist models of self-knowledge.

O Alcibíades Primeiro está inserido na temática da dimensão educativa da filosofia platônica e consiste num retrato do Eros socrático em perseguição e dedicação ao jovem ateniense que leva o nome do diálogo. A trajetória do diálogo culmina na justificativa da positividade da aporia em que se encontra Alcibíades após o elenchos socrático: a aporia constitui o primeiro movimento do despertar da reflexão crítica a que se submetem aqueles que desejam cursar o caminho da filosofia. Esta dissertação será contemplada por um estudo introdutório baseado no tema geral exposto brevemente acima, além da proposta de uma nova tradução em língua portuguesa a partir da edição do texto grego de J. Burnet (Platonis Opera, Tomus II, 1967). / The First Alcibiades is inserted into the theme of the educational dimension of Platonic philosophy and is a portrait of the Socratic Eros in his pursuit and dedication to the young Athenian who has the name of dialogue. The path of dialogue culminates in the justification of the positivity of the aporia which Alcibiades has fallen after the Socratic elenchos: the aporia is the first movement of the awakening of critical reflection in which are subdued those who wish to follow the path of philosophy. This dissertation will be contemplated with an introductory study based on the general theme briefly explained above, besides the proposal of a new translation in Portuguese from the edition of the Greek text of J. Burnet (Platonis Opera, Tomus II, 1967).

A temática sobre a aporia da memória do esquecimento, no livro X das Confissões, busca a compreensão do fio condutor do pensamento de Agostinho. O foco central da discussão aponta para o desenvolvimento sobre a memória em inter-relação com a vontade no discurso da interioridade. Ao mesmo tempo, coloca como problema chave no livro X a memória de si mesma e a imagem, que mostra a vontade no próprio espírito como causa da dispersão e aproximação do conhecimento de si em busca da felicidade. / The study of the aporia of the memory of forgetfulness, from the Confessions Book X, seeks for the understanding of the conducting line of Augustines thinking. The main focus of the discussion aims the development of the memory inter-related with the will on the subject of the interiority, treating as a key problem the memory of memory itself and the image, showing will on owns soul as a cause for dispersion and closeness of self-knowledge in search for happiness.

Este trabalho constitui um estudo a cerca da construção da identidade feminina tal como se apresenta nos quatro primeiros romances da autora portuguesa Lídia Jorge. Para tanto, foram selecionadas as seguintes obras: O Dia dos Prodígios (1980), O cais das merendas (1982), Notícia da Cidade Silvestre (1984) e A Costa dos murmúrios (1988). A análise dessas obras busca revelar a trajetória percorrida pelas personagens femininas nos romances, observando seus comportamentos, suas angústias, seus medos e suas paixões, para que se possa examinar como se processa a construção identitária da mulher que se insere na época ditatorial vivida por Portugal (como no primeiro romance) e daquelas que vivem no contexto pós-Revolução de 74 (como as mulheres dos outros três romances). Propõe-se identificar, neste estudo, de que maneira se desenvolve a busca do autoconhecimento das personagens, no sentido de, pelo menos, se investigar como se inicia o processo de construção da identidade da mulher portuguesa, que ficou esquecida no período que antecedeu e marcou a experiência de Abril de 1974 (destacada na obra O dia dos prodígios); como ocorre a busca pelo autoconhecimento no contexto de colonização cultural que Portugal vive nos tempos subsequentes ao 25 de Abril de 1974 (como se vê em O cais das merendas); como se processa a luta da mulher pela sobrevivência na Lisboa do final dos anos setenta (destacada em Notícia da cidade silvestre); e de que modo se desenvolve a ação entre os finais dos anos sessenta e princípio dos anos setenta, em pleno ambiente de Guerra Colonial (tal como é ficcionalizado no romance A Costa dos Murmúrios). Estas obras representam uma incursão pela vida das mulheres portuguesas da segunda metade do século XX. Esta investigação se desenvolve por meio da observação detalhada de personagens femininas que buscavam um lugar seu, um espaço próprio, tentando revelar e compreender o mundo. / This thesis is a study about how female identity has been built up in the first four novels written by the Portuguese woman writer Lídia Jorge. So, O Dia dos Prodígios (1980), O cais das merendas (1982), Notícia da Cidade Silvestre (1984) and A Costa dos murmúrios (1988) form the corpus of this study. Analysing such works searches to reveal the route covered by the female characters in such novels, having in view their behaviours, anguishes, fears and passions, in order that, by such means, one can examine the way of construction of identity of women during Salazar dictatorship, as it can be seen in the first novel, as opposed to the identity of those women living after 1974 April Revolution, as shown in the other novels of this corpus. Thus, this work aims at identifying the manner in which the search for self-knowledge happens and develops in each female character, in the sense that one can at least investigate the beginning of Portuguese woman´s identitary construction process (this woman remained forgotten and apart from Portuguese society before and shortly after Carnation Revolution, experience which has been detached in the first novel, O dia dos prodígios. Another aim of this study is to investigate womens search for self-knowledge in the context of cultural colonization experienced by Portugal in the years ahead of April 74 (as it is shown in the second work, O cais das merendas) and also the struggle for woman´s survival in the Lisbon after the seventies (shown in Notícia da cidade silvestre) and finally the way the action occurs in the period between the final years of the sixties and the first years of the seventies, when the Colonial War was taking place (as it is fictionalized in A costa dos murmúrios). Such works represent an incursion into the Portuguese women´s lives in the second half of the 20th century. This investigation is developed by means of a detailed observation of female characters who searched for a place for themselves in the world an also ried to reveal and understand the world around them.

Made available in DSpace on 2016-04-26T14:55:23Z (GMT). No. of bitstreams: 1 Marcos Flud Giacomo.pdf: 19364095 bytes, checksum: c040a3e91c1a30ab61b3873e96b65b93 (MD5) Previous issue date: 2015-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / We live in a work society. In the course of accumulated jobs in our curricula vitae we daily share with others in a rich laboratory of experiences, not only professionals but mainly personal. In addition to technical knowledge, we collect socio-cultural experiences. We shape our character and build our personal values. In the name of productivity we constantly challenge ethics and threaten the environment. The contemporary work presents peculiarities dating back to the industrial revolution. Its format is not contributing to the development of the human being, increasingly fragmented in its specializations. Fears and insecurities prevail in the workplace of organizations, causing widespread stress in the search for short-term goals, performance and profits. We learn, build, produce, while workers. We live the joys, sorrows, accomplishments, frustrations, emotions, fears, vanities in the human role, inseparable from the professional one. Growing consciousness from ourselves and others, from our accomplishments and the things that discourage us. We mature. This equation appears to lack from a variable that makes our relationship with the work positive. While experiencing changes on the route of the economic model, the purpose presents itself as a possible via to the social-cultural regeneration / Vivemos em uma sociedade do trabalho. Na trajetória dos empregos acumulados em nossos curricula vitae comungamos diariamente com outras pessoas em um rico laboratório de vivências não só profissionais mas, principalmente, pessoais. Além dos conhecimentos técnicos, colecionamos experiências socioculturais. Moldamos nosso caráter e construímos nossos valores pessoais. Em nome da produtividade desafiamos constantemente a ética e ameaçamos o meio ambiente. O trabalho contemporâneo apresenta peculiaridades que remontam à revolução industrial. Seu formato não vem contribuindo para o desenvolvimento do ser humano, cada vez mais fragmentado em suas especializações. Medos e inseguranças afloram nos ambientes de trabalho das organizações, causadoras de estresse generalizado na busca por metas, desempenho e lucros de curto prazo. Aprendemos, construímos, produzimos, enquanto trabalhadores. Vivemos as alegrias, tristezas, realizações, frustações, emoções, medos, vaidades no papel humano indissociável do profissional. Vamos tomando consciência de nós mesmos e dos outros, daquilo que nos realiza e das coisas que nos desmotivam. Amadurecemos. Essa equação parece carecer de uma variável que torne nossa relação com o trabalho positiva. Enquanto experimentamos alterações de rota do modelo econômico, o propósito apresenta-se como uma possível via para a regeneração sociocultural

Internal and personal strengths are associated with positive academic outcomes in the higher educational setting and are particularly relevant to the 21st century learner in the modern complex and global society. There is limited research addressing the connection between intrapersonal intelligence, resilience, and academic success. This information is important to better assist students in developing qualities that foster academic success and sustainability. The purpose of this study was to investigate the correlations between intrapersonal intelligence, as measured by the Multiple Intelligences Development Assessment Scales (MIDAS); resilience, as measured by the Connor-Davidson Resilience Scale (CD-RISC); and academic success, as measured by the Scale of Implicit Theory of Intelligence (SITI), grade point average (GPA), and grade level. Ninety-one undergraduate students recruited through an online research pool and flyers distributed on campus participated in the study. Participants were asked to complete 3 surveys and a demographic questionnaire. Constructivist and transformative learning theories were used to frame the study and address self-development in the learning process. Results of a multiple regression analysis revealed a significant correlation between intrapersonal intelligence and GPA (a component of academic success). This research study promotes positive social change by emphasizing the intrinsic strengthening and transformation of the learner for a sustainable education. To enhance academic outcomes, academic leaders could focus on developing curricula with objectives that support the increase of intrapersonal intelligence. Building awareness of the significance of intrapersonal intelligence and resilience is important for the development of a sustainable education and to equip students for the problem solving challenges of the 21st century.

The purpose of this research study was to understand better and reconstruct the concept of values-led principalship. In recent times, in response to constant change and uncertainty, there has been a consistent call for a new form of principalship: values-led principalship. Principals are now being urged to allow values to shape their principalship behaviour. In short, values-led behaviour is said to afford the principal the means of providing appropriate school leadership in unpredictable, and even ambiguous, times. However, the assertion that values can play a positive role in a principal’s performance needs to be substantiated. Despite their innate appeal, the nature and function of values in human endeavours remains somewhat unclear. This research study seeks to redress this lack of understanding by investigating how knowing personal values might help the principal to be led by these values and, thereby, be able to act more effectively as an educational leader. To this end, this research study is situated within the research paradigm of pragmatic constructivism and informed by the theoretical perspective of symbolic interactionism. The orchestrating perspective was case study with the boundaries of the case defined in terms of the system of secondary schools operating under the auspices of the Catholic Archdiocese of Brisbane. This case study included an open-ended questionnaire, two closed questionnaires, and a series of three semi-structured interviews with five principals. This research study began with a comprehensive review of literature from psychology, ethics and values theory to establish the relationship between values and behaviour. This review highlighted five important insights in respect to personal values. First, personal values are formed during the general experiences of life. Second, these personal values influence behaviour. Third, personal values are subjective inner-world phenomena that are more likely to be tacit and subliminal influences upon one’s behaviour. Fourth, having knowledge of one’s own personal values is not a natural or a common occurrence and the gaining of this particular form of self-knowledge is difficult and requires effort and appropriate processes. Finally, the appropriate process for gaining self-knowledge of one’s personal values is through self-reflection and introspection. Based on these insights, the researcher identified four research questions: How knowledgeable are the principals of their own personal values? How have the personal values of the principals been formed? Can a principal gain increased self-knowledge of his or her personal values and the relationship of these personal values to his or her educational leadership behaviour? Does an increased level of self-knowledge of personal values bring about values-led principalship? In general, the findings of this research study suggest that values-led principalship is a simplistic conceptualisation that does not reflect the complex relationships between the inner Self and behaviour. The concept of values-led principalship assumes self-knowledge of personal values and the deliberate application of this knowledge to influence personal behaviour. By not considering the formation of personal values and the inner antecedents of personal values within the Self, any self-knowledge of one’s personal values remains notional. Notional self-knowledge maintains the tacit, subliminal influence of personal values on behaviour. Thus, personal values are directing or driving behaviour resulting in values driven rather than values-led principalship. From an instrumental perspective, this finding raises a number of issues in respect to the professional development of principals. As a consequence, the following propositions are advanced: The professional development of principals should prepare them to incorporate regular self-reflective and introspective practices; The professional development of principals should challenge them to develop a rich knowledge of their inner Self; The professional development of principals should assist them to appreciate how their whole life experience is woven into their leadership behaviour; and Contemporary principals require formal professional mentoring programmes to assist them to more truly clarify and understand the antecedents of their leadership behaviours.