Esta dissertação versa sobre o conceito de educação na obra de Theodor W. Adorno (1903- 1969), tendo como principal material de análise dois ensaios do autor sobre o tema, O que significa elaborar o passado e Educação após Auschwitz. Nosso principal argumento é que Adorno pensa a educação contemporânea como um momento privilegiado da Aufklärung para intervir politicamente na relação entre indivíduo e sociedade; ou melhor, na forma em que esta relação encontra-se configurada histórica e socialmente sob o capitalismo tardio. Para que uma tal intervenção seja possível, Adorno assevera que a educação deve ter em conta, como seu ponto de partida, o diagnóstico histórico de que o progresso do esclarecimento reverteu-se no seu contrário, na barbárie que irrompeu no seio da cultura na metade do século XX e que tem no acontecimento Auschwitz seu signo histórico. É a partir deste diagnóstico que o autor tenta fundamentar que o principal fim da educação no presente consiste em evitar a repetição deste acontecimento. O argumento-chave de Adorno, segundo nossa interpretação, é que, tendo em vista esta finalidade negativa, a educação deve realizar uma inflexão em direção ao sujeito que vise esclarecer para os próprios sujeitos as condições objetivas e subjetivas que permitiram a regressão à barbárie que culminou em Auschwitz. Desta maneira, a educação é pensada como um processo de esclarecimento subjetivo, através de uma intervenção pública no presente reificado, enquanto uma forma de fortalecimento da capacidade de resistência do indivíduo frente à pressão de uma totalidade social que o impele a uma adaptação ao existente. / This dissertation traverses on the concept of education in Theodor W. Adorno\'s piece, having as its main analysis base two essay from the author on the theme, The meaning of working through the past and Education after Auschwitz. Our main argument is that Adorno conceives the contemporary education as a privileged moment of Aufklärung as means to politically intervene in the individual and society relation; or rather in the shape that this relation is found historically and socially configured under the late capitalism. So that such an intervention is possible, Adorno assures that education must be taken into account, as its starting point, the historical diagnosis that the progress of Enlightenment has been reversed on its contrary, on the barbarism that erupted in the heart of culture during the middle of the 20th Century, and has in the Auschwitz event its historical sign. Based on this diagnosis the author tries to argument that the main objective of the present education consists in avoiding the repetition of this event. Adorno\'s key argument, according to our interpretation, is that having this negative objective in mind, education must make an inflexion towards the subject that focuses on clarifying to the very subjects the objective and subjective conditions that allowed the regression to the barbarity that took place in Auschwitz. That being so, education is thought as a subjective enlightenment process, through public intervention in the reified present, whereas a strengthened form of the individual\'s resistance capacity against the pressure of a social totality that impels to adapting to the existent.

Este trabalho reúne esforços para analisar aspectos da teoria literária de Jean-Jacques Rousseau a partir do romance La Nouvelle Héloïse, considerando suas inovações estéticas em face do período de então (século XVIII) e a relevância explicativa da obra no seio do pensamento do autor. Aos propósitos do trabalho, é fundamental entender a escolha do gênero epistolar a fim de facilitar o estreitamento da narrativa com a experiência do leitor, o que se combina com a crítica da representação e com o ideal rousseauniano da transparência, perfazendo o formato do romance que Rousseau, após severas críticas à literatura, transige em considerar necessário por oferecer um exemplo de virtude no amor a uma sociedade degenerada pela corrupção dos costumes. / This work combines forces to analyze aspects of Jean-Jacques Rousseaus Literary Theory at the novel La Nouvelle Héloïse in light of its aesthetic innovations towards that period (the 18th century) and the explicative relevance of the work to the core of the author\'s thoughts. With respect to the purpose of the work, it is important to understand the choice of the epistolary form in order to facilitate the alignment of the narrative with the experience of the reader, which is consonant with the critique of representation and with the Rousseaunian ideal of transparency, constituting the format of the novel that Rousseau, after severe criticisms of literature, came to consider necessary to offer an example of virtue through love to a society degenerated by the corruption of customs.

Esse trabalho é um estudo da expressão maneira antiga empregada para classificar um gênero de pintura na segunda metade do século XVIII. É um trabalho sobre o vocabulário em uso nessa época para falar da arte e da sua apreciação. É também um trabalho de tradução de textos críticos, de definições da Encyclopédie, de dicionários especializados nos termos artísticos, de artigos de jornais e de trechos dos livretes dos Salons. Para discutir a ideia da pintura no tempo das Luzes, esse estudo se organiza em volta da reflexão do filósofo Denis Diderot sobre a arte e a maneira e o modelo em particular. Ao que diz respeito aos pintores, são as obras de Joseph Marie Vien e do seu aluno Jacques Louis David os objetos desse estudo sobre a maneira antiga. / This is a study of the antic manner expression used to classify a genre of paintings in France during the second half of the XVIII century. It is a study of the vocabulary in vogue at the time in discussions of art and the appreciation of art. It is also a study of the translation of critical texts, Encyclopédie definitions, specialized dictionaries on artistic terms, journalistic articles, and excerpts from Salon pamphlets. To discuss painting during the Enlightenment, this study focuses on the reflections of the philosopher Denis Diderot on art, form, and subject in particular. In respect to painters, the works of Joseph Marie Vien and his pupil Jacques Louis David are the main object of this study on the antic manner of painting.

Thesis advisor: Cynthia L. Lyerly / This dissertation uses the Keithian Schism, a split within the Society of Friends in the last decade of the seventeenth century led by George Keith, to integrate and thus better explore several aspects of Quakerism, the public sphere, and early Enlightenment fears of religious heterodoxy. Quaker history has often narrowly focused on those aspects of Quakerism that set it apart from English society as a whole. The Schism, I first seek to show, reveals how very early modern the Quakers were in their handling of honor culture, public dispute, identity, and political authority. At the same time, these common elements of Quakerism and early modern society are examined within the specific needs of the Society. Starting in the 1670s, the Society of Friends pursued a project of theological reform, and political lobbying in order to achieve legal toleration of their sect. Central to this effort was their ability to control how it was represented by opponents and members alike. Keith was involved with this project, at the levels of creating a less heterodox theological façade for the doctrine of the Inner Light and of using his more educated demeanor to cultivate elite allies (such as the Cambridge professor Dr. Henry More and his student, Anne Conway). Keith's adoption of a Renaissance system of ideas known as the "Ancient Theology" led him toward a more traditional formulation of the nature of Christ that helped provoke the Schism (without determining it). Influenced by English "revisionist" historians, however, I then focus on the narrative of the Schism, first within Pennsilvania and then London, to show that the Schism was also very much about personal honor, corporate identities, and reputation. Finally, the dissertation turns to the period after Keith's expulsion from the Society to reveal two often neglected aspect of the Schism: the role of non-Quakers and of the public sphere produced by the lapsing of the Licensing Act in 1695. These events reveal first the interest of a broader public in what is usually understood as an event solely within Quaker or colonial Pennsylvanian history. Likewise the entry into the press of numerous former Quakers, Dissenters, Anglicans and printers seeking to use the Schism to their own religious or commercial advantage elaborates recent historical literature concerning the perceived dangers of the public sphere. I set a portion of this Keithian literature, which consisted of a High Anglican attack on Quakerism as Deistic, within the contemporaneous Socinian Crisis and the rise of "societies for the reformation of manners," such as the Anglican S.P.G. and S.P.C.K., which were fundamentally anti-Quaker in their focus, both in England and the colonies. Ultimately, the ability of the Society to utilize it highly organized meeting structure to control its representation in the public sphere demonstrates the manner in which the public sphere of 1690s England was simultaneous dangerous and essential to the Quaker effort to achieve a toleration that extended beyond the merely legal. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: History.

Naturalists, state administrators and farmers in France and its colonies developed a myriad set of techniques over the course of the long eighteenth century to manage the circulation of useful and harmful insects. The development of normative protocols for classifying, depicting and observing insects provided a set of common tools and techniques for identifying and tracking useful and harmful insects across great distances. Administrative techniques for containing the movement of harmful insects such as quarantine, grain processing and fumigation developed at the intersection of science and statecraft, through the collaborative efforts of diplomats, state administrators, naturalists and chemical practitioners. The introduction of insectivorous animals into French colonies besieged by harmful insects was envisioned as strategy for restoring providential balance within environments suffering from human-induced disequilibria. Naturalists, administrators, and agricultural improvers also collaborated in projects to maximize the production of useful substances secreted by insects, namely silk, dyes and medicines. A study of these scientific and administrative techniques will shed light on how scientists, administrators and lay practitioners in the French Enlightenment came to assess and manage the risks and opportunities afforded by the related processes of commercial and ecological globalization.

Nesta tese concentro-me em duas propostas de educação pública que Denis Diderot projeta para a Rússia - assim como no pensamento político que lhes dá origem. Para tanto, analiso textos pouco estudados de Diderot e de seus interlocutores (sobretudo da década de 1770), como: Mémoires pour Catherine II; Observations sur le Nakaz; e o próprio Nakaz, de Catarina II; além de grande parte da correspondência do filósofo francês. Em tais textos, Diderot revela um pensamento político mais completo e até mesmo mais autoral do que em obras de outros períodos. Os projetos de educação pública que aqui examino, assim como o pensamento político que os concerne, são, indubitavelmente, os mais representativos daquilo que significou o período das luzes, seja pelo que neles há de tradição política e educacional, seja pelo que há de inovador e arrojado nas aspirações iluministas de reforma geral da sociedade. Aspirações que fazem com que as próprias propostas de educação pública de Diderot insiram-se em um intento maior, que marca toda a trajetória filosófica do pensador: a construção de uma nova ordem política e social, por meio do maior fomento possível e da difusão máxima das luzes. A proposta educacional de Diderot, como um todo, situa-se no cerne deste intento; constitui-se como parte dele, mas não como uma parte qualquer. Demonstro que, sem a educação pública, a reforma institucional que Diderot formula para a Rússia, assim como o conjunto de seu pensamento sobre o homem em seu estado civil, perde a sua própria razão de ser: a superação da ignorância e tudo o que a fomenta - como a tirania, o fanatismo e a desigualdade de direitos. Demonstro ainda como Diderot encontra no interior das escolas setecentistas (sobre as quais desfere as mais duras críticas) um critério de justiça com o qual visa corrigir toda a sociedade: o mérito individual. Então, sem me descuidar do contexto histórico, traço as raízes filosóficas destas propostas de Diderot, a fim de melhor compreender as relações que ele estabelece entre educação e política; conhecimento e justiça; instrução e progresso. / In this dissertation, I focus on two proposals for public education that Diderot designs for Russia - as well as on the political thought that gives rise to them. To this end, I analyze some texts of Diderot and his partners (mainly from the 1770s) that do not use to be carefully studied by scholars, such as: Memoires pour Catherine II; Observations sur le Nakaz; and Nakaz itself, written by Catherine II; besides that, I also analyze most of the letters written by the French philosopher. In these texts, Diderot reveals a more complex and original political thought in comparison with works of others periods. The public educational projects that I examine here, as well as the political thought regarding them, are undoubtedly the most representative of what Enlightenment meant, considering both what is in its political and educational tradition and what is innovative and audacious in the Enlightenment\'s aspirations for the general reform of society. These aspirations make Diderots public education proposal takes part of a greater ambition, which marks all the philosophical journey of the thinker: the building of a new social and political order, through the largest possible promotion and dissemination of knowledge. The public education plan proposed by Diderot as a whole is the core of this intent; it is constituted as part of it, but it is not any part. I demonstrate that, without public education, the institutional reform that Diderot proposes for Russia, as well as the whole of his thinking about the man in his civil status, loses its own reason of being: the overcoming of ignorance and everything that encourages it - such as tyranny, bigotry and inequality of rights. I also show how Diderot finds in the schools of the 18th century (that are strongly criticized by him) a criterion of justice through which he will aim at correcting the entire society: the individual merit. Thus, without neglecting the historical context, I trace the philosophical roots of Diderot\'s proposals in order to better understand the relations that he establishes between education and politics; knowledge and justice; education and progress.

Esta dissertação versa sobre o conceito de educação na obra de Theodor W. Adorno (1903- 1969), tendo como principal material de análise dois ensaios do autor sobre o tema, O que significa elaborar o passado e Educação após Auschwitz. Nosso principal argumento é que Adorno pensa a educação contemporânea como um momento privilegiado da Aufklärung para intervir politicamente na relação entre indivíduo e sociedade; ou melhor, na forma em que esta relação encontra-se configurada histórica e socialmente sob o capitalismo tardio. Para que uma tal intervenção seja possível, Adorno assevera que a educação deve ter em conta, como seu ponto de partida, o diagnóstico histórico de que o progresso do esclarecimento reverteu-se no seu contrário, na barbárie que irrompeu no seio da cultura na metade do século XX e que tem no acontecimento Auschwitz seu signo histórico. É a partir deste diagnóstico que o autor tenta fundamentar que o principal fim da educação no presente consiste em evitar a repetição deste acontecimento. O argumento-chave de Adorno, segundo nossa interpretação, é que, tendo em vista esta finalidade negativa, a educação deve realizar uma inflexão em direção ao sujeito que vise esclarecer para os próprios sujeitos as condições objetivas e subjetivas que permitiram a regressão à barbárie que culminou em Auschwitz. Desta maneira, a educação é pensada como um processo de esclarecimento subjetivo, através de uma intervenção pública no presente reificado, enquanto uma forma de fortalecimento da capacidade de resistência do indivíduo frente à pressão de uma totalidade social que o impele a uma adaptação ao existente. / This dissertation traverses on the concept of education in Theodor W. Adorno\'s piece, having as its main analysis base two essay from the author on the theme, The meaning of working through the past and Education after Auschwitz. Our main argument is that Adorno conceives the contemporary education as a privileged moment of Aufklärung as means to politically intervene in the individual and society relation; or rather in the shape that this relation is found historically and socially configured under the late capitalism. So that such an intervention is possible, Adorno assures that education must be taken into account, as its starting point, the historical diagnosis that the progress of Enlightenment has been reversed on its contrary, on the barbarism that erupted in the heart of culture during the middle of the 20th Century, and has in the Auschwitz event its historical sign. Based on this diagnosis the author tries to argument that the main objective of the present education consists in avoiding the repetition of this event. Adorno\'s key argument, according to our interpretation, is that having this negative objective in mind, education must make an inflexion towards the subject that focuses on clarifying to the very subjects the objective and subjective conditions that allowed the regression to the barbarity that took place in Auschwitz. That being so, education is thought as a subjective enlightenment process, through public intervention in the reified present, whereas a strengthened form of the individual\'s resistance capacity against the pressure of a social totality that impels to adapting to the existent.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-22T17:54:28Z No. of bitstreams: 1 FlavioCostaJunior.pdf: 788982 bytes, checksum: 278e48bb02e862d1446618e0ccfeacc1 (MD5) / Made available in DSpace on 2017-05-22T17:54:28Z (GMT). No. of bitstreams: 1 FlavioCostaJunior.pdf: 788982 bytes, checksum: 278e48bb02e862d1446618e0ccfeacc1 (MD5) Previous issue date: 2016-08-26 / Fundação de Amparo à Pesquisa e ao Desenvolvimento Científico e Tecnológico do Maranhão (FAPEMA) / Between the eighteenth and nineteenth centuries, intensify research on the nature of Portuguese America. This process had one of the main characters a Minister, D. Rodrigo de Sousa Coutinho (1796-1801). At that time it was founded the typography Arco do Cego, institution responsible for producing books that should be sent to the Conquests. The captaincies of Maranhão and Piauí were inserted in this context, but also had its peculiarities. The aim of this work is to discuss the circulation of knowledge about nature in Maranhão and Piauí, and understand what their role in the projects of Portuguese bureaucracy in that part of the world. / Entre os séculos XVIII e XIX, intensificam as pesquisas acerca da natureza na América portuguesa. Este processo tinha um dos seus principais personagens o ministro D. Rodrigo de Sousa Coutinho (1796-1801). Nessa época foi fundada a tipografia do Arco do Cego, instituição responsável pela produção de livros que deveriam ser enviados às conquistas. As capitanias do Maranhão e Piauí estavam inseridas neste contexto, mas também apresentavam suas particularidades. O objetivo deste trabalho é discutir a circulação do conhecimento sobre natureza no Maranhão e Piauí, e entender qual o seu papel nos projetos da burocracia portuguesa nessa parte do mundo.

Nesta tese concentro-me em duas propostas de educação pública que Denis Diderot projeta para a Rússia - assim como no pensamento político que lhes dá origem. Para tanto, analiso textos pouco estudados de Diderot e de seus interlocutores (sobretudo da década de 1770), como: Mémoires pour Catherine II; Observations sur le Nakaz; e o próprio Nakaz, de Catarina II; além de grande parte da correspondência do filósofo francês. Em tais textos, Diderot revela um pensamento político mais completo e até mesmo mais autoral do que em obras de outros períodos. Os projetos de educação pública que aqui examino, assim como o pensamento político que os concerne, são, indubitavelmente, os mais representativos daquilo que significou o período das luzes, seja pelo que neles há de tradição política e educacional, seja pelo que há de inovador e arrojado nas aspirações iluministas de reforma geral da sociedade. Aspirações que fazem com que as próprias propostas de educação pública de Diderot insiram-se em um intento maior, que marca toda a trajetória filosófica do pensador: a construção de uma nova ordem política e social, por meio do maior fomento possível e da difusão máxima das luzes. A proposta educacional de Diderot, como um todo, situa-se no cerne deste intento; constitui-se como parte dele, mas não como uma parte qualquer. Demonstro que, sem a educação pública, a reforma institucional que Diderot formula para a Rússia, assim como o conjunto de seu pensamento sobre o homem em seu estado civil, perde a sua própria razão de ser: a superação da ignorância e tudo o que a fomenta - como a tirania, o fanatismo e a desigualdade de direitos. Demonstro ainda como Diderot encontra no interior das escolas setecentistas (sobre as quais desfere as mais duras críticas) um critério de justiça com o qual visa corrigir toda a sociedade: o mérito individual. Então, sem me descuidar do contexto histórico, traço as raízes filosóficas destas propostas de Diderot, a fim de melhor compreender as relações que ele estabelece entre educação e política; conhecimento e justiça; instrução e progresso. / In this dissertation, I focus on two proposals for public education that Diderot designs for Russia - as well as on the political thought that gives rise to them. To this end, I analyze some texts of Diderot and his partners (mainly from the 1770s) that do not use to be carefully studied by scholars, such as: Memoires pour Catherine II; Observations sur le Nakaz; and Nakaz itself, written by Catherine II; besides that, I also analyze most of the letters written by the French philosopher. In these texts, Diderot reveals a more complex and original political thought in comparison with works of others periods. The public educational projects that I examine here, as well as the political thought regarding them, are undoubtedly the most representative of what Enlightenment meant, considering both what is in its political and educational tradition and what is innovative and audacious in the Enlightenment\'s aspirations for the general reform of society. These aspirations make Diderots public education proposal takes part of a greater ambition, which marks all the philosophical journey of the thinker: the building of a new social and political order, through the largest possible promotion and dissemination of knowledge. The public education plan proposed by Diderot as a whole is the core of this intent; it is constituted as part of it, but it is not any part. I demonstrate that, without public education, the institutional reform that Diderot proposes for Russia, as well as the whole of his thinking about the man in his civil status, loses its own reason of being: the overcoming of ignorance and everything that encourages it - such as tyranny, bigotry and inequality of rights. I also show how Diderot finds in the schools of the 18th century (that are strongly criticized by him) a criterion of justice through which he will aim at correcting the entire society: the individual merit. Thus, without neglecting the historical context, I trace the philosophical roots of Diderot\'s proposals in order to better understand the relations that he establishes between education and politics; knowledge and justice; education and progress.

This practice-based project explores the photographic phenomenon of ‘moment beyond moment’, which refers to the combined representations of an existing image in an environment, together with the real-life situation at the moment the photograph is taken. I call this photograph an ‘extended photograph’. Employing practical works of extended photographs and focusing on interactions between the moment in real-life and the moment in an existing image, the research explores the transformation of meanings caused by the interactions of these moments in an extended photograph. The research owes its approach to grounded theory, contrary thinking and Chinese Buddhist ‘Sudden Enlightenment’ to further its aim of exploring the unpredictable interaction of these moments, and to disclose the potentials of meaning transformation. My research outcome intends to initiate a discourse with photographic practitioners and theorists on the phenomenon of moment beyond moment in a working environment that is encaged by the excessive existence of displayed images. The thesis is composed as a creative work that consists of a series of photographic images accompanied by an exegesis component. The images represent a nominal 80%, and the exegesis 20% of the final submission.