Há um vasto número de lamentações a respeito da falta de inteligibilidade da mecânica quântica. Alguns ingredientes da mecânica quântica, contudo, podem possivelmente ser compreendidos pela referência a primeiros princípios, ou seja, a princípios (ou postulados) básicos que, para a intuição, são claros e distintos. Em particular, se nos basearmos em um primeiro princípio denominado princípio da não-singularidade, que pode ser visto como uma hipótese, afirmamos que a mecânica quântica pode ser vista como uma consequência a priori de uma exigência (...) racional. O estatuto do princípio de não-singularidade, óbvio para a maioria dos físicos, pode, contudo, ser criticado, com base em que não há uma intuição universal e que qualquer enunciado é, em princípio, revisável. DOI:10.5007/1808-1711.2010v14n3p393. (shrink)

In one of his latest books, La pensée dérobée, Jean-Luc Nancy continues writing about the major themes of his work up until now: community, sense, being as being with, or singular plural being. These themes come together in a witnessing of the world “as such”: that is to say,the world here and now in which we are living in common. The sense of the world is nothing but this being-in-common. This makes Nancy a thinker of “globalization”, albeit in a very (...) specific way, one concerned with the way in which we are “world”. One way to argue this is to consider the way in which Nancy's workis larded with enumerations. Very often he “recites” our singular plural being by giving lists of the diversity of “things”. This is also the case for a few of the texts in La pensée dérobée. In trying to catch an echo of these “recitals”, I want to review the theme world in Nancy's oeuvre and ask the question if and how Nancy thinks of our global coexistence nowadays. A part of this text was presented at the 4th annual conference of The Society for European Philosophy at the Manchester Metropolitan University. (shrink)

O Renascimento é, dentre muitas outras coisas, a redescoberta do Infinito. Nela, o filósofo e mago Giordano Bruno ocupa, no século XVI, o centro do debate. Mas já no século seguinte, o astrônomo Johannes Kepler irá refutar a noção renascentista de infinito, com base nos pressupostos da ciência empírica nascente. Este artigo busca estabelecer uma aproximação do primeiro e um distanciamento do segundo em relação à ideia de Infinito em ato de Espinosa. Aproximação e distância que marcam, aqui, a diferença (...) entre conceber ou imaginar o Infinito. E sob essa diferença, são os pressupostos teológicos que assombram os pensamentos de Bruno e Kepler como um_ underlying ghost_. (shrink)

The article deals with question 1st (chapter 1) of the Coimbra Jesuit Commentary on the Aristotelian ‘De Coelo’ (1593), “Whether the Universe is perfect”. The Author aims at reading anew the Portuguese question, pointing to the place the Universe has in man’s heart by underlining that the cosmos must have in man (“parvus mundus”) its conditions of legality.

The question of Spinozist determinism and necessitarianism have been extensively studied by commentators, while the relationship between the notions of divine will and free will still requires elaborate studies. Our article seeks to contribute to such research, by clarifying the analyses of these questions by authors that Spinoza has confronted: Maimonides, as well as other Jewish philosophers, and Leibniz who criticized Spinozist determinism. We will study the consequences of these analyses on two examples that Spinoza gave to refute free will, (...) namely the dream and the situation of Buridan's ass. -/- Résumé: La question du déterminisme spinoziste et du nécessitarisme a été largement étu-diée par les commentateurs, tandis que la relation entre les notions de volonté divine et de libre arbitre nécessite encore des études plus élaborées. Notre article cherche à contribuer à ces recherches, en clarifiant les analyses de ces questions par des auteurs auxquels Spinoza s’est confronté : Maïmonide, ainsi que d’autres philosophes juifs, et Leibniz qui a lui-même critiqué le déterminisme spinoziste. Nous étudierons les conséquences de ces analyses sur deux exemples que Spinoza a donnés pour réfuter le libre arbitre, à savoir le rêve et la situa-tion de l’âne de Buridan. (shrink)

Since the Enlightenment, critique has played an overarching role in how Western society understands itself and its basic institutions. However, opinions differ widely concerning the understanding and evaluation of critique. To understand such differences and clarify a viable understanding of critique, the article turns to Kant’s critical philosophy, inaugurating the “age of criticism”. While generalizing and making critique unavoidable, Kant coins an unambiguously positive understanding of critique as an affirmative, immanent activity. Not only does this positive conception prevail in the (...) critique of pure and practical reason and the critique of judgment; these modalities of critique set the agenda for three major strands of critique in contemporary thought, culminating in among others Husserl, Popper, Habermas, Honneth, and Foucault. Critique affirms and challenges cognition and its rationality, formulates ethical ideals that regulate social interaction, and further articulates normative guidelines underway in the ongoing experimentations of a post-natural history of human nature. In contradistinction to esoteric Platonic theory, philosophy at the threshold of modernity becomes closely linked to an outward-looking critique that examines and pictures what human forms of life are in the process of making of themselves and challenges them, by reflecting upon what they can and what they should make of themselves. As a very widely diffused practice, however, critique may also become a self-affirming overarching end in itself. (shrink)

This article presents some issues about the relations between epistemology and education. From an analysis of The formation of the scientific spirit, by Bachelard, The structure of the scientific revolutions, by Kuhn and A discourse upon the Sciences, by Boaventura de Sousa Santos, we try to understand how the scientific procedures can determinate some educational aspects. We study, thought, in which measure the epistemological concepts of formalization, paradigm and social construction of science are pertinent to understand the educational processes and (...) to orient the pedagogical practices. We cans see then how science can be considered, in its procedures and in its historicity, as a fecund reference to education. We hope by this investigation to reveal some interesting characteristics of education as a preparation to the scientific activity and as an exercise of approach to the reality through the participation of the new generations in the world’s conceptions which came before their arising. (shrink)