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Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

A liberdade religiosa foi uma das questões mais debatidas no século 17 na Inglaterra. Esse problema estava intimamente relacionado com o do alcance da jurisdição civil ou, ainda, da relação entre o poder civil e o poder eclesiástico. John Locke participou ativamente das discussões da época e dedicou vários escritos ao tema, incluídos os Two Tracts on Government, o Essay concerning Toleration e as Letters concerning Toleration. Mas foi somente nestas últimas que o filósofo deu a forma final aos argumentos em defesa da tolerância que influenciaram toda a modernidade. Nelas encontramos a separação da Igreja e do Estado, pela diferenciação entre a finalidade, o objeto e os instrumentos comunidade política e da comunidade eclesiástica. Além disso, nelas identificamos a argumentação relativa à ineficácia da força para persuadir e à impossibilidade de se mostrar publicamente o conhecimento da verdadeira religião, que contribuem para excluir de uma vez por todas o direito do magistrado de impor uma religião oficial. O objetivo principal desta dissertação é expor e analisar esses argumentos, desde sua gênese até sua elaboração final, para mostrar as bases racionais e o alcance prático da doutrina lockiana da tolerância. / Religious freedom was one of the most controversial issues in the seventeenth century in England. Such matter was closely related to the extension problem of the civil jurisdiction or, yet, to the relation between civil power and the ecclesiastic power. John Locke actively participated in debates of the time and dedicated numerous pieces of writing to the theme. We can point out, among them, Two Tracts on Government, Essay concerning Toleration, Letters concerning Toleration. But it was only in the latter the philosopher gave the final form to the arguments in defense of the toleration, therefore, influencing modernity as a whole. Separation of Church and Estate can then be found in those letters due to the political and ecclesiastic communities differences in aims, objects and instruments. Besides, the arguments for inefficiency of power to persuade as well as for the impossibility of showing publicly the knowledge of the true religion can be identified in such letters, what contributes to the radical exclusion of the magistrate right to impose an official religion. The main objective of this essay is to expose and to analyze those arguments, from their geneses to their final elaboration, to show the rational bases and the practical reach of the lockean doctrine of toleration.

Should a liberal state meet claims for accommodation of cultural difference with a liberal multicultural approach that grants cultural rights to minorities? The present thesis tries to answer this question by investigating if a liberal state may adopt a multicultural approach and still remain liberal. The purpose of the thesis, more specifically, is to study whether the accommodation of multiculturalism through cultural rights can be based on liberal values or not. The inquiry focuses on three influential liberal multicultural approaches which claim that cultural rights are congruent with equality, toleration and autonomy respectively. The coherence of these models is, however, questioned in the thesis. These models may neither be claimed to promote liberal values in a coherent and unambiguous way, nor be described as the adequate response to the type of burden of assimilation that members of minority cultures experience in liberal states. The main conclusion of the study is that liberal multiculturalism does not follow consistently from liberal premises and that the possibility of a normative conjunction between multiculturalism and liberalism therefore should be characterized as an open question in political theory. From liberal premises, a liberal neutralist model of integration based on anti-discrimination and equality of opportunity, in fact, still seems to be the most promising basis for a multicultural policy. It is argued in the thesis that this model can be developed if combined with a liberal scheme for deliberation on multicultural issues based on the principle of equality of opportunity.

ANKARA, 1923-1950: THE SOCIO-SPATIAL MANIFESTATION OF REPUBLICAN WILL Tak, Ahmet Ph. D., Department of Sociology Supervisor: Prof. Dr. Yusuf Ziya &Ouml / zcan February 2007, 248 pages The social, cultural, aesthetic, and spatial aspects of the urban transformation in its specific relationship with a certain ideology is examined in the study. Ankara, as the capital city of a new state, is regarded as a materialized reflection of the modernization program of the Kemalist ideology which defined the main foundations of the Republic and shaped its formation. The formation process of Ankara is tried to be understood in a historical deepness. Therefore, in order to comprehend the nature of the social transformation, in a historical context, Istanbul is taken into consideration as a model for the traditional Ottoman city because it had represented the Ottoman urban ideals with its social, cultural and aesthetic aspects. From the Ottoman period to the Republican, the structural transformation of the cities is tried to be studied with referring to a notion of crisis which has covered the cultural area. Ankara had been the most important place where the endeavors of the Republican elite to build a nation and to create a national culture and identity had became manifest explicitly and in the most pure form. Therefore, the creation process of Ankara presents us an important exemple to understand social and cultural dimensions of the Turkish modernization in the Republican period. In the context of Ankara, the process of establishing a modern and national high culture and identity in the tensions between modernity and traditionalism and its consequences are examined in the study.

This study examines the connections between a commitment to educating for citizenship in the university and pedagogical strategies used to realize the goals associated with this commitment. One of the most common themes of the political philosophy and education literature regarding citizenship has to do with communicating across our differences. I used Jodi Dean's (1996) concept of reflective solidarity to explore the possibilities of this communication, particularly in the face of claims to morality. Reflective solidarity focuses on the communicative nature of solidarity by exploring contestation across our differences as we work toward understanding. I interviewed ten educators from a variety of disciplines at the University of British Columbia to explore their experiences translating this commitment to social justice into practice. My analysis of their contributions resulted in three primary categories and numerous sub-categories of data that I referred to as (a) perspective on theory (the university as a site for citizenship education, defining educating for citizenship); (b) perspective on self (curriculum as contested space, teacher's role, selfreflective practice, solidarity through difference); and (c) perspective on other (voice, silence, listening, pluralism, safety and risk, power). All of the participants discussed the dynamics of power, voice, silence, risk, pluralism and resistance that characterize their efforts to educate in a manner that promotes social justice. The pedagogical challenge of responding to heterosexism and homophobia in the classroom was specifically identified as difficult and increasingly contentious. This theme became central as I wove together the literature, the participants' contributions and my own experiences. As a response to Dean's inattention to the context of the communicative relationships at the core of reflective solidarity, I propose the idea of reflective accountability. Reflective accountability challenges critical educators to think deeply about the sometimes taken-for-granted aspects of educating for social justice. Reflective accountability necessitates a critique of open public discourse and understanding as the unassailable cornerstone of education and highlights the possibility that there may be times when certain points of view need to be more critically examined, challenged and perhaps silenced when they are grounded in oppression.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Thesis (Ph.D.). / Written for the Dept. of Hispanic Studies. Title from title page of PDF (viewed 2009/09/02). Includes bibliographical references.

A liberdade religiosa foi uma das questões mais debatidas no século 17 na Inglaterra. Esse problema estava intimamente relacionado com o do alcance da jurisdição civil ou, ainda, da relação entre o poder civil e o poder eclesiástico. John Locke participou ativamente das discussões da época e dedicou vários escritos ao tema, incluídos os Two Tracts on Government, o Essay concerning Toleration e as Letters concerning Toleration. Mas foi somente nestas últimas que o filósofo deu a forma final aos argumentos em defesa da tolerância que influenciaram toda a modernidade. Nelas encontramos a separação da Igreja e do Estado, pela diferenciação entre a finalidade, o objeto e os instrumentos comunidade política e da comunidade eclesiástica. Além disso, nelas identificamos a argumentação relativa à ineficácia da força para persuadir e à impossibilidade de se mostrar publicamente o conhecimento da verdadeira religião, que contribuem para excluir de uma vez por todas o direito do magistrado de impor uma religião oficial. O objetivo principal desta dissertação é expor e analisar esses argumentos, desde sua gênese até sua elaboração final, para mostrar as bases racionais e o alcance prático da doutrina lockiana da tolerância. / Religious freedom was one of the most controversial issues in the seventeenth century in England. Such matter was closely related to the extension problem of the civil jurisdiction or, yet, to the relation between civil power and the ecclesiastic power. John Locke actively participated in debates of the time and dedicated numerous pieces of writing to the theme. We can point out, among them, Two Tracts on Government, Essay concerning Toleration, Letters concerning Toleration. But it was only in the latter the philosopher gave the final form to the arguments in defense of the toleration, therefore, influencing modernity as a whole. Separation of Church and Estate can then be found in those letters due to the political and ecclesiastic communities differences in aims, objects and instruments. Besides, the arguments for inefficiency of power to persuade as well as for the impossibility of showing publicly the knowledge of the true religion can be identified in such letters, what contributes to the radical exclusion of the magistrate right to impose an official religion. The main objective of this essay is to expose and to analyze those arguments, from their geneses to their final elaboration, to show the rational bases and the practical reach of the lockean doctrine of toleration.

Orientador: Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T03:41:58Z (GMT). No. of bitstreams: 1 Freire_NadiaMariaBadue_D.pdf: 1573794 bytes, checksum: 9329862de94dfc67be764357593e0628 (MD5) Previous issue date: 2004 / Resumo: A tolerância é um dos fatores fundamentais para uma verdadeira Educação para a Paz, no sentido de aceitar o diferente sem, entretanto, abandonar sua própria identidade, seja ela cultural ou pessoal. Ou no sentido de se tomar atitudes não-violentas na defesa dos princípios, entre pares. Esta segunda opção foi recortada como conceito a ser trabalhado na presente tese: tolerância necessária entre pares, diante de princípios violados. O conceito de tolerância deve permitir clarear o problema norteador dessa pesquisa: quando a criança se torna capaz de exercer a tolerância como sentimento moral ¿ e de como educar para a tolerância e para a paz. A falta de um conceito compartilhado de tolerância constitui uma das maiores dificuldades deste estudo. A abordagem teórico-metodológica cognitivo-evolutiva piagetiana, por meio de conflitos morais, permite estudar como evolui a tolerância, relacionando-a ao desenvolvimento da reciprocidade, justiça, respeito, heteronomia/autonomia, centração/descentração. A partir das análises dos argumentos fornecidos pelos sujeitos (de 6, 9, 12 e 15 anos), são apresentadas reflexões educacionais que inspirem relações mais harmoniosas, principalmente, na escola / Abstract: Education for Peace: a psycogenetic study on Tolerance. Tolerance is one of the fundamental factors for a true Education for Peace, in the sense of accepting what is different without letting go of your own identity though, whether it is cultural or personal. It can also be perceived in the sense of adopting non-violent attitudes in defense of principles among peers. This second sense was singled out as the concept to be worked on in the present paper: the necessary tolerance among peers in face of violated principles. The concept of tolerance is expected to clarify the guiding issue of this research: when children become able to exercise tolerance as a moral sentiment and how to educate towards tolerance and peace. The lack of a shared concept of tolerance constitutes one of the greatest difficulties of this study. The Piaget cognitive-evolutive theoretical-methodological approach through moral conflicts allows the study of how tolerance evolues, relating it to the development of reciprocity, justice, respect, heteronomy, autonomy, centering/decentering. From the analyses of the arguments provided by the subjects (of 6, 9, 12 e 15 years) educational reflexions, which inspire more harmonious relationships mainly in school, are put forward / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação