Paulo Margutti e José Crisóstomo discutem sobre a possiblidade ou a impossibilidade de ultrapassar o representacionismo correspondentista e principalmente o eventual linguocentrismo da filosofia contemporânea, pós-virada linguística, em que parece que da linguagem pode-se passar apenas à linguagem, a cujo círculo mágico estaríamos, desse modo, inevitavelmente presos. Sendo assim, o mundo “aí fora” novamente nos escapa e o relativismo, o agnosticismo e o ceticismo de novo nos espreitam. Em Nietzsche, é a linguagem, sempre metafórica, que se adéqua aos nossos (...) modos prático-perspectivistas, corpóreos e afetivos, de “recortar” o mundo, ou é o contrário? E em Maturana, o que vem primeiro? Para Crisóstomo, para quem no começo está o ato, ultrapassamos tudo isso através de nosso emaranhamento prático com o mundo, por meio da natureza sensível criativa de nossas práticas e pela tradução de crenças em condutas. Enquanto que, para Margutti, nada disso parece deslocar a primazia incontornável da linguagem, como prática ela própria. Sobre isso, Margutti pergunta pelo suposto aproveitamento, por Crisóstomo, no seu ponto de vista prático-poiético criativo, em versão alegadamente não idealista nem dualista, da noção de autoconsciência, central no idealismo alemão. (shrink)
These readings have been chosen by Ana Maria Araujo Freire and Donaldo Macedo, who also provide a cogent introduction to the life and times: -- From Pedagogy of the Oppressed, The Fear of Freedom, The "Banking" Concept of Education -- From Education for Critical Consciousness, Education and Conscientizacao -- From Pedagogy in Process, the introduction -- A dialogue between Freire and Macedo, Literacy in Guinea-Bissau Revisited -- Selections from Learning to Question -- From Pedagogy of the City, The Challenges of (...) Urban Education -- From Pedagogy of Hope, A Further "Reading of the World" -- Selections from Pedagogy of the Heart. (shrink)
"Mentoring the Mentor" recreates a Freirian dialogue in a printed format. In this volume, sixteen distinguished scholars engage in a critical and thoughtful exchange with Paulo Freire. While some contributors voice appreciation for Freire's ideas and for what it means to -reinvent Freire- in a North American context, others offer sharp critiques of Freire's philosophy and, of equal importance, of the various interpretations of his work. A variety of chapters describe specific uses which have been made of Freire's ideas (...) in diverse educational contexts, from the New York City public schools to the revolutions in Guinea Bissau and Eritrea. Finally, Paulo Freire himself responds to the major issues which are raised in the volume and invites readers to share in a continuing lively dialogue about the meaning of democratic and revolutionary education. -The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor's goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own history. This is how I understand the need that teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and development of those he or she mentors.- ". (shrink)
This article presents the contributions of Paulo Freire to think about children's education. It breaks with a certain understanding that Freire would have been concerned only with the education of young people and adults. It is an essay that discusses the concept of child and childhood in Freire and the proposition of a pedagogy forged with children, a “girl” pedagogy.
The article contributes to the academic discussion on Paulo Freire’s pedagogical thinking as a basis for reinventing contemporary non-formal education. In Finland, Freire’s transformational/liberatory theory of adult learning was applied as a framework for developing an adult educational model called Life Skills for All. The pilot project’s case studies were carried out with different groups of people during the model’s development phase. We describe these cases and discuss what can be learned from them for offering basic and life skills (...) education for adult groups at risk of social disenfranchisement. Our case study analysis highlights some new practices and challenges based on the model’s different applications. We argue that even for basic capacity building of employment skills, it is essential to develop a non-instrumental, holistic, and societal educational approach. Elements for such an approach can be derived from both the Nordic and Freirean traditions of adult education. Also, we suggest that the Life Skills for All model benefits learners’ agency and empowerment by putting the learner at the center, combining the learning of different basic skills, and emphasizing the central role of the local community in participants’ learning activities. (shrink)
This article seeks to explore the challeges raised by Germain Grisez to Karl Rahner’s theory of fundamental option. Dr. Grisez holds that Fr. Rahner misunderstood the Tridentine teaching on justification, and posited the inaccessability of fundamental option to reflection. After reviewing Dr. Grisez’ position and the Tridentine doctrine of justification, the article will explore Fr. Rahner’s writings on fundamental option, and form conclusions regarding the conversation between Karl Rahner and Germain Grisez.
Une modernité indigène: Ruptures et innovations dans les théories politiques japonaise du xviiie siècle, by Olivier Ansart, is a thoughtful, elegantly written book that offers valuable insights into Japanese political thought in an era that culminated in the Meiji Restoration. Despite the specific characteristics of the rigid centralized feudal structure of Tokugawa society, Ansart argues, political ideas generally associated with the advent of “modernity” in the West were generated indigenously in a context in which knowledge of the West was limited (...) primarily to science and technology.The main focus of the book is the thought of Kaiho Seiryō.1 Seiryō was inspired by two schools of thought that... (shrink)
In response to Germain argument that evolution by natural selection has a limited explanatory power in cancer, Lean and Plutynski have recently argued that many adaptations in cancer only make sense at the tumor level, and that cancer progression mirrors the major evolutionary transitions. While we agree that selection could potentially act at various levels of organization in cancers, we argue that tumor-level selection is unlikely to actually play a relevant role in our understanding of the somatic evolution of human (...) cancers. (shrink)
In the foreword to the Mercure de France edition of de Staël., Chantal Thomas, French historian and writer, writes that this apology in favor of Marie-Antoinette did not help the queen nor the author herself; on the contrary it only made the latter more unpopular. So why did Germaine de Staël write it? Mme de Staël and Marie-Antoinette did not share many interests; however, at the moment of The Women’s March on Versailles in October 1789, the situation had changed. (...) It was at this moment, when Mme de Staël witnessed people’s hatred for the Queen, that she for the first time felt that she was on her side. She had the feeling that the Queen would be a victim to a public opinion that had been “manipulated” in a systematic way, and to which she herself had been a victim. Pursuing some ideas formulated by Reddy and in their work on emotion and empathy in history and philosophy respectively, I hope to offer some suggestions, with the aid of cultural semiotics. More specifically I hope to be able to provide some answers to the question whether Mme de Staël’s apology might be regarded as an act of compassion. (shrink)
This paper is an attempt to connect the Brazilian Paulo Freire’s well known educational thinking with the “philosophy for children” movement. It considers the relationship between the creator of philosophy for children, Matthew Lipman and Freire through different attempts to establish a relationship between these two educators. The paper shows that the relationship between them is not as close as many supporters of P4C have claimed, especially in Latin America. It also considers the context of Educational Policies in our (...) time and why Freire’s understanding of the politics of education makes it impossible to be Freirean and at the same time be neutral or favorable to the actual status quo. Finally, after presenting Lipman’s understanding of the relationship between philosophy, education and democracy and their connection to capitalism, it proposes ways to begin the political path of philosophizing with children inspired by Paulo Freire’s educational thinking. As a result, a more politically committed path to doing philosophy with children is offered. (shrink)
In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a ‘pedagogy of laughter’. The inclusion of laughter alongside problem‐posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms of laughter equally (...) emancipatory? Certainly a revolutionary pedagogue can laugh, but should he or she, and what are the political implications of this laughter? In order to shed new light on Freire's fleeting yet provocative comments, I turn to Jacques Rancière for his emphasis on the aesthetics of politics, and Paulo Virno who connects joke telling with critical theory. Overall, I argue that we need to take Freire's gesture toward a pedagogy of laughter seriously in order to understand the aesthetics of critical pedagogy and the fundamental need for a redistribution of the sensible that underlies educational relations between masters and pupils. (shrink)
Félix Germain et Silyane Larcher, directeur et directrice de ce livre collectif, ont trois objectifs : rendre les femmes noires françaises visibles, tout en reflétant leur diversité dans la France métropolitaine, coloniale et postcoloniale ; présenter sur le sujet de nouveaux travaux avec un large éventail de chercheur.es ; et, préparer le terrain pour de futures études en ce domaine. Ces objectifs sont parfaitement atteints. Les contributions démontrent définitivement la place centrale des f...
Le présent article se propose de mettre en lumière non seulement la critique platonicienne de la poésie telle qu’elle se déploie dans les livres II, III et X de la République, mais aussi - et surtout - la lecture qu’en fait le néoplatonicien Proclus dans son vaste Commentaire sur la République. Le principal enjeu de cette lecture est le lien entre le mythe et l’éducation. Nous verrons d’abord comment Platon s’emploie à lier ces deux éléments, puis comment Proclus cherche pour (...) sa part à relativiser ce lien, au point où mythe et éducation en viennent, sinon à s’exclure mutuellement, du moins à n’entretenir qu’un faible commerce. (shrink)
One of the most fascinating and influential women in French history was Germaine de Staël. Raised in a stimulating intellectual environment by parents connected to the court of Louis XVI, she became an internationally known writer, intellectual, and political activist. As the engaging, intelligent host of a popular salon in Paris and through frequent travels, she met some of the leading Enlightenment figures of the day, many of whom became her friends and confidants: William Pitt the Younger, Benjamin Constant, (...) Lord Byron, August Wilhelm Schlegel, Johann Wolfgang Goethe, and Czar Alexander I, to name a few. Later in life she gained much notoriety and had to flee the country because of her outspoken opposition to the tyranny of Napoleon Bonaparte. In this engrossing biography, Sergine Dixon traces both the personal and public life of this very accomplished woman. She recounts her early years in the waning years of the French royal court, the turbulent period of the French Revolution, her exiles to Switzerland and England, and her unwavering defense of republicanism during the reign of Napoleon. Analyzing her novels, correspondence, and writings on politics and the intellectual trends of the time, Dixon presents an appealing portrait of the woman whose life and career bridged the end of the Enlightenment and the beginning of Romanticism. (shrink)
This paper aims to show that the COVID-19 pandemic has amplified existing barriers to healthcare in England for ethnic minority and migrant women. These barriers include those embedded within the i...
De part en part traversé par le mythe, le Commentaire sur la République du Néoplatonicien Proclus accorde forcément une attention soutenue au symbole. Cet article se propose de mettre en lumière deux types de symbolisme que l’on trouve dans ce Commentaire. Le premier, «non imitatif», reconfigure significativement l’héritage des Formes intelligibles platoniciennes; le second, tiré des Oracles chaldaïques, consiste en une «intériorisation» du symbole. Les deux symbolismes se rejoignent en ce qu’ils impliquent une sympathie profonde entre toutes choses, et présupposent (...) la communication préalable des symboles tant dans la genèse que dans l’interprétation du mythe inspiré. (shrink)
This paper studies the capture of organisms and materials in soil construction – a branch of ecological engineering dedicated to making soil in order to compensate for soil degradation. This approach takes all organisms to be ‘ecosystem engineers’, and often refers to earthworms as ‘collaborators’ in making soil. I examine the claim that such a convocation of worms amounts to a redistribution of agency and the underlying assumption that form-taking is the shaping of raw matter according to pre-existing forms. Drawing (...) on processual anthropology, I question the distinction between living and material components of soils, and between growing and making. I elaborate on soil scientists’ description of soil growth as pedogenesis in order to propose a view in which soil materials, along with organisms, participate in soil’s transformative and generative fluxes. I envisage the process as a concrescence, an experimentation that brings humans, worms, and soil materials together in new ways. (shrink)
