Fenomenologia e Educação na perspectiva de Creusa Capalbo Resumo: Creusa Capalbo fez seu doutorado em Filosofia na Universidade Católica de Louvain. Faleceu em 2017, aos 83 anos, e deixou uma obra centrada na meditação sobre Fenomenologia e Ciências Humanas. Editou um livro com esse título, cujo sexto capítulo aborda o tema Fenomenologia e Educação. Mostrando invulgar erudição e fazendo a crítica de pensadores que reduzem a educação à adequação ou à revolta contra a sociedade industrial, Creusa Capalbo entende que o (...) papel da educação é o de propiciar a introdução de valores que assegurem a realização do bem comum. Inspira-se, para tanto, nas meditações exponenciais de Husserl, Scheler, Buber, dentre outros autores. Retomando as meditações desses pensadores, Creusa Capalbo realiza um percurso admirável, sublinhando sua fidelidade ao tema da Filosofia da Educação.Palavras-chave: Fenomenologia; Crítica filosófica; Educação; Bem-comum. Phenomenology and Education from Creusa Capalbo’s perspective: Creusa Capalbo did her PHD in Philosophy at the Catholic University of Louvain. She died in 2017, at the age of 83, and her work reflects the Phenomenology and the Human Sciences. In fact, she edited a book with that title, whose sixth chapter accounts the topics of Phenomenology and Education. Creusa Capalbo, with a lot of scholarship and criticizing the philosophers who reduce education to adequacy or to conflict against industrial society, she defends an education with values that support the realization of the common good. For this, she was inspired, among other philosophers, by Husserl’s, Scheler’s and Buber’s ideas. Resuming their thoughts, Creusa Capalbo did a great way, emphasizing her fidelity to the Philosophy of Education.Key Words: Phenomenology; Philosophical criticism; Education; Common good. Phénoménologie et Éducation dans la perspective de Creusa Capalbo Résumé: Creusa Capalbo a fait son doctorat en Philosophie dans l'Université Catholique de Louvain. Elle est décédée à 2017, avec 83 années, et elle a laissé une oeuvre axée sur la méditation au sujet de la Phénoménologie et les Sciences Humaines. Elle a publié un livre avec ce même titre, dont le 6ème chapitre étudie le sujet: Phénoménologie et Éducation. Sa remarcable érudition et sa critique des philosophes contemporains qui circonscrivent l'éducation soit à l'adéquation, soit à la révolte contre la société industrielle, l'amenèrent a affirmer que le rôle de l´éducation est celui de favoriser l'introduction dans la société des valeurs qui puissent assurér la réalisation du bien commun. Elle s'inspire, dans la proposition de cette perspective, dans les méditations de Husserl, Scheller, Buber, parmi d'autres penseurs, et elle réalise un parcours admirable, qui souligne sa fidélité au sujet de la philosophie de l'éducation.Mots clés: Phénoménologie; Critique philosophique; Éducation; Bien commun. Data de registro: 20/08/2020Data de aceite: 30/11/2020. (shrink)

Examinaremos a trajectória da meditação do pensador paulista Milton Vargas em torno do problema das relações entre conhecimento e verdade, a partir das obras de Jaspers e Popper, bem como seus desdobramentos no horizonte das relações entre ciência e técnica, ciência e poesia.

This essay deals with the energy crisis in the context of a philosophical reflection about the environment. The text presents a general view of the subject of energy and delves into the concepts of responsibility and care expressed by thinkers Hans Jonas and Martin Heidegger.

A discussão nos livros dos Tópicos giram em torno dos debates dialéticos e seus elementos. Aristóteles discorre sobre os gêneros, as propriedades e os chamados acidentes e suas relações predicativas em categorias. Interessa-nos, sobretudo, compreender o papel desempenhado pela Definição e qual sua relação com os demais instrumentos para a dialética.

Este trabalho investiga a questão da verdade em Ludwig Wittgenstein. Buscar-se-á analisar o artigo _Wittgenstein on Truth_ de Paul Horwich, confrontando-o com o de Hans-Johann Glock, intitulado _Truth in the Tractatus_, tendo como objetivo compreender os pressupostos filosóficos centrais das teorias correspondencialista e deflacionária da verdade. Para tanto, na primeira parte, faremos uma caracterização geral dos elementos centrais das teorias substancialista e não-substancialista da verdade; na segunda parte, comentaremos as dificuldades apontadas por Horwich e Glock na identificação da concepção de (...) verdade do _Tractatus Logico-Philosophicus_ enquanto correspondencialista e caracterizaremos, conforme Horwich, os três defeitos da teoria da verdade do primeiro Wittgenstein; na terceira parte, mostraremos que Horwich também se baseia no que Glock denomina de teoria da verdade oficial do _Tractatus_, bem como as razões pelas quais Horwich considera ilegítima a introdução no deflacionismo no _Tractatus_ como tentativa de salvar a teoria da verdade tractatiana; na quarta parte, faremos uma breve caracterização da concepção de verdade nas _Philosophical Investigations - PI_, apontando a sua centralidade na reorientação do pensamento wittgensteiniano. E, por fim, como considerações finais, mostraremos as diferentes conclusões de Horwich e Glock, assinalando também um aspecto positivo e outro negativo do deflacionismo. (shrink)

In An Introduction to Probability Theory and its Applications, W. Feller established a way of ending the St. Petersburg paradox by the introduction of an entrance fee, and provided it for the case in which the game is played with a fair coin. A natural generalization of his method is to establish the entrance fee for the case in which the probability of heads is θ. The deduction of those fees is the main result of Section 2. We then propose (...) a Bayesian approach to the problem. When the probability of heads is θ the expected gain of the St. Petersburg game is finite, therefore there is no paradox. However, if one takes θ as a random variable assuming values in the paradox may hold, which is counter-intuitive. In Section 3 we determine necessary conditions for the absence of paradox in the Bayesian approach and in Section 4 we establish the entrance fee for the case in which θ is uniformly distributed in, for in this case there is a paradox. (shrink)

A interpretação da crítica de Peirce ao método da dúvida de Descartes tem sido objeto de grande interesse entre os especialistas na filosofia peirciana. Tentarei avaliar as críticas de Peirce ao método da dúvida de um ponto de vista da possibilidade de uma filosofia cética, tentando argumentar que esta não depende da dúvida cartesiana. Procurarei mostrar também que na filosofia de Peirce encontramos elementos que o aproximam mais do dúvida cartesiana do que pode inicialmente parecer.

Igreja e Educação, tema que se constrói e se manifesta como realização da missão evangelizadora pedida por Jesus Cristo, quando da sua subida aos céus. Ao assumir a educação, a Igreja percebe o mundo como uma realidade em contínua transformação e acredita que o ser humano pode, com suas atitudes, alterar os rumos da sociedade por meio da vivência solidária e da luta por um mundo melhor. Sendo os elementos-chave do processo educacional, a igualdade, a solidariedade, a autonomia, a cidadania (...) e a fraternidade, a Igreja se coloca inteiramente nessa perspectiva. Principalmente com a educação religiosa, a Igreja quer agir de tal forma que cada momento da sua atuação propicie um processo de dignidade, libertação e emancipação, a exemplo de Jesus Cristo. A educação para a Igreja tem, no exemplo de Jesus Cristo, a forma de melhor cumprir essa missão. (shrink)

Sortition, i.e. random appointment for public duty, has been employed by societies throughout the years as a firewall designated to prevent illegitimate interference between parties in a legal case and agents of the legal system. In judicial systems of modern western countries, random procedures are mainly employed to select the jury, the court and/or the judge in charge of judging a legal case. Therefore, these random procedures play an important role in the course of a case, and should comply with (...) some principles, such as transparency and complete auditability. Nevertheless, these principles are neglected by random procedures in some judicial systems, which are performed in secrecy and are not auditable by the involved parties. The assignment of cases in the Brazilian Supreme Court is an example of such a procedure, for it is performed using procedures unknown to the parties involved in the judicial cases. This article presents a review of how sortition has been historically employed by societies and discusses how Mathematical Statistics may be applied to random procedures of the judicial system, as it has been applied for almost a century on clinical trials, for example. A statistical model for assessing randomness in case assignment is proposed and applied to the Brazilian Supreme Court. As final remarks, guidelines for the development of good randomization procedures are outlined. (shrink)

In this paper we present an approach between the conceptions of choice in Thomas Aquinas (1224-1274) and Jean-Paul Sartre (1905-1980). The purpose is to offer elements for a refl ection on the permanency of essentially human characteristics under quite different historical – and theoretical – conditions. The analysis follows the assumptions of Social History, from Braudel’s perspective of Long Duration. In fact, it is possible to identify analogies between Thomas’ and Sartre’s concepts of choice, which allows us, in education, to (...) make inferences about man’s responsibility for their actions. (shrink)

Aristotle normally used historical notations to support his arguments. This is somewhat true for all the works of the corpus, but above all for Politics: the nature, objectives, and methodology of the investigations in this treatise present the strongest links with actual and concrete data, and therefore with historia. Obviously even the Aristotle of Politics is not a historian who wants to report known historiographical traditions; however, regardless of his intentions, there is no doubt that the work in question contains (...) precious ‘fragments’ of history which, in general, confirm or supplement our knowledge. There are, however, cases in which the Aristotelian exempla end up filling in the omissions and gaps of the available sources, such as the cursory reference to the nomos of the Aphytaians, which appears in the section of book 6 dedicated to the so-called agricultural democracy. (shrink)

In this article, we scrutinize views that justify exclusionary policies regarding transgender athletes based primarily on physiological criteria. We introduce and examine some elements that deserve...

Aristóteles usó normalmente notaciones históricas para apoyar sus argumentos filosóficos. Esto es cierto para todas las obras del corpus, pero sobre todo para la Política: la naturaleza, los objetivos y la metodología de las investigaciones en este tratado presentan los vínculos más fuertes con datos reales y concretos, y por lo tanto con la historia. Evidentemente, el Aristóteles de la Política no es un historiador que quiera informar sobre tradiciones historiográficas conocidas; sin embargo, independientemente de sus intenciones, no hay duda (...) de que la obra en cuestión contiene preciosos ‘fragmentos’ de historia que, en general, confirman o complementan nuestro conocimiento. Hay, sin embargo, casos en los que los exempla aristotélicos acaban llenando las omisiones y lagunas de las fuentes disponibles, como la rápida y concisa referencia al nomos de los Aphytaioi, que aparece en la sección del libro 6 dedicada a la llamada democracia agrícola. Palabras-clave: Aristóteles, Política, historia, democracia agrícola, Aphytaioi. (shrink)

The field of numerical cognition provides a fairly clear picture of the processes through which we learn basic arithmetical facts. This scientific picture, however, is rarely taken as providing a response to a much‐debated philosophical question, namely, the question of how we obtain number knowledge, since numbers are usually thought to be abstract entities located outside of space and time. In this paper, I take the scientific evidence on how we learn arithmetic as providing a response to the philosophical question (...) of how we obtain number knowledge. I reject the view that numbers are abstract entities located outside of space and time and, alternatively, derive from the scientific evidence a novel account of the nature of numbers. In this account, numbers are reifications of the counting procedure and arithmetic statements are seen as describing the functioning of counting and calculation techniques. (shrink)

A potencialidade na filosofia da educação antiga e medieval 1 Resumo: O texto aborda a potencialidade, na filosofia da educação antiga e medieval, como a capacidade de aperfeiçoamento da razão. A noção de paideia conduz essa reflexão, uma vez que perpassa o pensamento educacional desde a antiguidade clássica até a baixa Idade Média. Essa continuidade explicita a tradição da formação integral do homem que considerava os aspectos morais e políticos como uma totalidade indissociável. O encaminhamento teórico segue a concepção de (...) História Social de Braudel (1902-1985), já que o foco é a compreensão da herança teológica e filosófica, que exprime os fundamentos da educação. Para refletir sobre esse legado do conhecimento, três momentos foram estudados: a paideia grega na perspectiva aristotélica e platônica; a patrística, por meio do entendimento de Clemente de Alexandria (150-215 d.C.) e de Agostinho de Hipona (354-430 d.C.); e a escolástica, analisada nas concepções de Hugo de São Vítor (1096-1141) e Tomás de Aquino (1225-1274). Assim, nos autores apresentados, há a permanência da compreensão de que o aperfeiçoamento da razão significava a transformação em ato da potência essencial do homem: a razão. A principal finalidade da educação, portanto, era a formação da consciência de cada pessoa, pois entendia-se que esse era o principal meio para o êxito da vida em comum. Palavras-chave: Filosofia da Educação; Potencialidade; Paideia; Patrística; Escolástica. Potentiality in the philosophy of ancient and medieval education Abstract: The text addresses the potentiality, in the philosophy of ancient and medieval education, as the ability to improve reason. The notion of paideia guides this reflection since it pervades educational thought from classical antiquity to the low Middle Ages. This continuity explains the tradition of the integral formation of man which considered the moral and political aspects as an inseparable totality. The theoretical approach follows Braudel’s conception of Social History since the focus is on understanding the theological and philosophical heritage, which expresses the fundamentals of education. To reflect on this legacy of knowledge, three periods were studied: the Greek paideia in the Aristotelian and Platonic perspective; patristic, through the understanding of Clement of Alexandria and Augustine of Hippo; and scholasticism, analysed in the conceptions of Hugh of Saint Victor and Thomas Aquinas. Thus, there is a continuing understanding in the authors presented that the improvement of reason meant the actualization of man's essential potency: reason. The main purpose of education was the formation of the conscience of each person, as it was understood that this was the main means for the success of life in common. Key words: Philosophy of education; Potentiality; Paideia; Patristic; Scholastic. Potencialidad en la filosofía de la educación antigua y medieval Resumen: El texto aborda la potencialidad en la filosofía de la educación antigua y medieval, como capacidad para mejorar la razón. La noción de paideia orienta esta reflexión ya que impregna el pensamiento educativo desde la antigüedad hasta la baja Edad Media. Esta continuidad explica la tradición de la formación integral del hombre que consideraba los aspectos morales y políticos como una totalidad. El enfoque teórico sigue la concepción de Braudel de Historia Social, ya que el enfoque está en la comprensión de la herencia teológica y filosófica, que expresa los fundamentos de la educación. Por tanto, se estudiaron tres períodos: la paideia griega en la perspectiva aristotélica y platónica; la patrística, a través del entendimiento de Clemente de Alejandría y Agustín de Hipona; y escolasticismo, analizado en las concepciones de Hugo de San Víctor y Tomás de Aquino. Por lo tanto, existe un entendimiento continuo en los autores presentados de que la mejora de la razón significó la actualización de lo potencial del hombre: la razón. El propósito principal de la educación era la formación de la conciencia de cada persona, pues se entendía que este era el principal medio para el éxito de la vida comunitaria. Palabras-clave: Filosofía de la educación; Potencialidad; Paideia; Patrística; Escolástica. Data de registro: 22/04/2021 Data de aceite: 22/09/2021 1 Artigo desenvolvido com base na tese Hábito e subjetividade na educação: aproximações entre Aristóteles, Tomás de Aquino e a neurociência, defendida por Lais Boveto, orientada por Terezinha Oliveira. Pesquisa com bolsa doutorado CAPES. (shrink)

No Diário de viagem de 1769, a jornada marítima que J. G. Herder empreende de Riga a Nantes representa a saída em busca de novos horizontes, de novos modos de ver o mundo, em favor de um projeto reformista tipicamente esclarecido. Coerente com a ótica cosmopolita do Esclarecimento, a viagem herderiana evoca uma temporalidade aberta e grandes expectativas em relação ao futuro. Contudo, poucos anos depois, no ensaio Mais uma filosofia da história para a formação da humanidade, esse projeto é (...) submetido a uma crítica contundente, de modo que o horizonte de expectativa de 1769 recua em favor de um espaço de experiência tradicionalmente formado: o círculo da cultura. Isso se evidencia na afirmação emblemática, aparentemente paradoxal de Herder em 1774, de que as viagens ao estrangeiro são sinal de “doença, de flatulência, de riqueza malsã, de pressentimento de morte”, apontando para uma tensão dialética típica de seu pensamento de juventude. (shrink)

Addressing a challenge and opportunity that is definitive of life in the 21st century, this book provides a range of possible solutions that serve to motivate and structure future research and debate around the concept of 'the other' in communication.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Much media attention has been given to the potentially shifting voting patterns of the U.S. Hispanic population in the 2020 election. However, far less attention has been given to the implications...

The first goal of this paper is to reply to a number of criticisms levied by Gunnar Breivik and Robert L. Simon against an account of sporting skills I published almost 20 years ago in which I distinguished between constitutive and restorative skills and examined their normative significance. To accomplish this goal, I first summarize my characterization and classification of skills and then detail the criticisms. After responding to the latter, and thus reconsidering and hopefully strengthening my account of skill (...) in sport, I turn my attention to Scott Kretchmar and Tim Elcombe’s inquiry into the skills involved in competitive sport. These authors claim that contesting skills demand the same respect usually accorded to testing skills. The second goal of this paper is then to explore Kretchmar and Elcombe’s inquiry under the light of my reconsidered analysis of skill. I specifically advocate a plausible relationship, both in terms of their distinctive character and relative import, between testing and contesting skills and constitutive and restorative skills. In doing so, I seek to present a more comprehensive account of skill in non-competitive and competitive sport. (shrink)

El propósito central enfatiza la comprensión histórico-cultural de la diversidad y la diferencia como productoras de escenarios donde la tolerancia debe redimir la exclusión y fomentar la equidad; explica, reflexiva y críticamente, algunas ideas que subrayan la urgen te necesidad de replantear los d..

One important limitation of the current renditions of interpretivism is that its emphasis on the moral dimension of sport has overlooked the aesthetic dimension lying at the core of this account of sport. The interpretivist’s failure to acknowledge and consider the aesthetic implicitly distances this realm from the moral. Marcia Muelder Eaton calls this distancing the separatist mistake. This paper argues that interpretivism presupposes not only moral but also aesthetic principles and values. What it sets out to demonstrate is that (...) interpretivism is an integralist, or nonseparatist, account of sport, one in which ethical and aesthetic values are not exclusive. Making explicit and specifying interpretivism’s combined moral-aesthetic approach to sport not only helps to better distinguish the whole range of values that make up sport as well as their interconnection but also encourages sportspeople to pursue more coherent sport and, thus, more enriching lives. (shrink)

Organized youth sport has become a prominent activity in Western societies, one around which myriad families structure their daily lives. Despite its popularity, or rather because of it, youth sport is besotted with complex problems. One distinctive set of problems pertains to children’s opportunities to benefit from engagement in sport. Such problems require a reflection on the conditions of justice. The goal of this paper is to explore ethical guidelines to make youth sport more just. The paper begins by characterizing (...) childhood, youth, and youth sport. Then, it articulates considerations of justice in youth sport. Together, these sections provide a basis to formulate the general features of a just youth sport. What emerges is a vision of youth sport that the adults involved in it should emphasize and implement if their young charges, and youth sport, are to flourish, as well as a novel approach to formulating and justifying normative criteria to make youth sport more just. (shrink)

In this essay, we address the influence of psychoanalysis on Merleau-Ponty's philosophy of the esthesiological body. Our analyses are about the relation of senses and meanings established among the notions of game, sport and ludic, dialoguing with esthesiology and with the pulsional body, based on Freud's psychoanalytic referential, also approached by Merleau-Ponty. Our interlocutor considers that the expression of play in language seeks to situate the body, perception, and desire as primordial sources in the process of signification, presenting a different (...) way of conceiving the problem of ambiguity of the word game, based on a lacunar, indirect, and nascent conception of language. Merleau-Ponty's philosophy beckons to an alternative and possible path in the movement of re-reading the game and the ludic, including the dialogue with Psychoanalysis concerning the relations of the pulsional body with the game and the play in shaping the feeling of existence, and broadening the horizons of the philosophy of sport. (shrink)

Includes a translator’s preface, note on the text, and suggestions for further reading.