Results for 'Paulo Vélez León'

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  1.  11
    Xavier Léon/Élie Halévy Correspondance (1891-1898).Xavier Léon, Élie Halévy & Perrine Simon-Nahum - 1993 - Revue de Métaphysique et de Morale 98 (1/2):3 - 58.
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  2. ¿Una creencia verdadera justificada es conocimiento? [Is Justified True Belief Knowledge?].Edmund L. Gettier & Paulo Vélez León - 2013 - Disputatio. Philosophical Research Bulletin 2 (3):185-193.
    [ES] En este breve trabajo, se presenta una edición bilingüe de Is Justified True Belief Knowledge? (1963), de Edmund L. Gettier, donde se presentan contraejemplos a la definición de «conocimiento» como «creencia verdadera justificada». [ES] In this brief text, a bilingual edition of Is Justified True Belief Knowledge?, (1963) by Edmund L. Gettier, some counterexamples are presented to the definition of «knowledge» as «justified true belief».
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  3. Mentoring the Mentor a Critical Dialogue with Paulo Freire.James W. Fraser & Paulo Freire - 1997
     
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  4.  57
    Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière.Tyson Edward Lewis - 2010 - Educational Philosophy and Theory 42 (5-6):635-648.
    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 (...)
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  5.  50
    On Paulo Freire's Debt to Psychoanalysis: Authority on the Side of Freedom.Charles Bingham - 2002 - Studies in Philosophy and Education 21 (6):447-464.
    Paulo Freire's major work, Pedagogy of the Oppressed, owes adebt to psychoanalysis. In particular, as this paper argues,Freire's account of teacher authority needs to be understoodthrough psychoanalytic sensibilities. Paulo Freire maintains thatteacher authority can be ``on the side of freedom.'' This is ahighly charged claim given that liberalist traditions generallycast authority as the enemy of freedom. Breaking with liberalunderstandings of authority, Freire's ``authority on the sideof freedom'' is a matter of maintaining the delicate psychicbalance that leads neither to (...)
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  6.  24
    The Aesthetics of Proportion in Hans van der Laan and Leon Battista Alberti.Tiziana Proietti - 2015 - Aisthesis: Pratiche, Linguaggi E Saperi Dell’Estetico 8 (2):183-199.
    This paper aims at presenting the work of Dutch architecture Hans van der Laan through a comparison with the Renaissance architect Leon Battista Alberti by stating the similarity of the role assigned to proportion in architectural design by both architects. In particular, the study will show how both Van der Laan and Alberti understood proportion and the perceptive and aesthetic values of proportioned forms as the result of an intellectual appreciation.
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  7.  14
    “Geografía Íntima” de Valparaíso En la Literatura de Carlos León.Alexis Candia-Cáceres - 2016 - HYBRIS: Revista de Filosofía 7 (1):163-182.
    Este artículo propone un estudio del imaginario urbano de Valparaíso en la producción literaria de Carlos León. Para esto, se analiza la “geografía íntima” de la ciudad en las Obras completas del escritor chileno, la que contra las visiones literarias tradicionales de la ciudad, permite comprender la construcción de un “país distinto”. Esta “geografía íntima” de Valparaíso está mediada tanto por el carácter autobiográfico de su literatura como por la elaboración de imágenes antitéticas que constituyen una identidad porteña heterogénea (...)
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  8.  9
    “Geografía Íntima” de Valparaíso En la Literatura de Carlos León. Candia-Cáceres - 2016 - Hybris, Revista de Filosofí­A 7:163-182.
    Este artículo propone un estudio del imaginario urbano de Valparaíso en la producción literaria de Carlos León. Para esto, se analiza la “geografía íntima” de la ciudad en las Obras completas del escritor chileno, la que contra las visiones literarias tradicionales de la ciudad, permite comprender la construcción de un “país distinto”. Esta “geografía íntima” de Valparaíso está mediada tanto por el carácter autobiográfico de su literatura como por la elaboración de imágenes antitéticas que constituyen una identidad porteña heterogénea (...)
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  9.  17
    A dialogicidade no pensamento de Paulo Freire E de Hans Georg Gadamer E implicações na cultura escolar brasileira.Maria Jesus Santos - 2014 - Cadernos Do Pet Filosofia 5 (10):1-11.
    RESUMO: Este ensaio investiga um conceito que tem origem entre os gregos - o diálogo – e se desloca para o campo educacional brasileiro. O trabalho pedagógico de Paulo Freire e o pensamento do hermeneuta Hans Georges Gadamer constituem nossa base teórica. Deseja-se demonstrar que a dialogicidade é um elemento relevante e emancipatório e interfere na formação dos sujeitos e na construção de saberes de forma significativa. Paulo Freire na obra Pedagogia do oprimido realiza uma análise fenomenológica do (...)
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  10.  7
    “Geografía Íntima” de Valparaíso En la Literatura de Carlos León.Alexis Candia-Cáceres - 2016 - Hybris, Revista de Filosofí­A 7:163-182.
    Este artículo propone un estudio del imaginario urbano de Valparaíso en la producción literaria de Carlos León. Para esto, se analiza la “geografía íntima” de la ciudad en las Obras completas del escritor chileno, la que contra las visiones literarias tradicionales de la ciudad, permite comprender la construcción de un “país distinto”. Esta “geografía íntima” de Valparaíso está mediada tanto por el carácter autobiográfico de su literatura como por la elaboración de imágenes antitéticas que constituyen una identidad porteña heterogénea (...)
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  11.  11
    A Catedral Metropolitana de São Paulo por Maximilian Emil Hehl : História, arte e ecletismo na arquitetura sacra paulistana. [REVIEW]Marcos Eduardo Melo dos Santos - 2014 - Revista de Teologia . Issn 2177-952x 8 (13):4-15.
    This article presents the recent literature about Cathedral of See considered from the History of Arts perspective in São Paulo. After highlight some functional, stylistic and historical data about the building idealized by Brazilian Archbishop Dom Duarte Leopoldo e Silva and designed by German engineer Maximilian Emil Hehl , will be highlighted the most important artistic aspects of architecture and Works of Art gathered in the paulist sacred buildings. The article also highlights the Cathedral in its connection with the (...)
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  12.  10
    Qual era o judaísmo de Paulo?Edgard Leite - 2008 - Horizonte 7 (13):85-97.
    O objetivo desse texto é levantar algumas questões sobre as raízes do judaísmo de Paulo, ou dos referenciais judaicos que sustentam a sua visão de mundo - no decorrer de suas jornadas após a visão da estrada de Damasco. Há elementos para afirmar que além do seu farisaísmo assumido, Paulo recolheu concepções teóricas de outros movimentos judaicos do período. Tendo lido ou conhecido elementos das principais tendências do pensamento apocalíptico. Utilizou esses conceitos no sentido de atuar não só (...)
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  13.  9
    Leon Volovici, De la Iasi la Ierusalim si inapoi/ From Iasi to Jerusalem and Back.Catalin Vasile Bobb - 2008 - Journal for the Study of Religions and Ideologies 7 (19):253-254.
    LEON VOLOVICI, DE LA IAŞI LA IERUSALIM ŞI ÎNAPOI FROM IASI TO JERUSALEM AND BACK, BUCUREŞTI: EDITURA INSTITUTUL IDEEA EUROPEANĂ, 2007.
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  14.  7
    REIMER, Ivoni Richter. Maria, Jesus e Paulo com as mulheres: textos, interpretações e história. [REVIEW]Carolina Bezerra de Souza - 2014 - Horizonte 12 (34):631-633.
    Resenha: REIMER, Ivoni. Maria, Jesus e Paulo com as mulheres : textos, interpretações e história. São Leopoldo: CEBI; São Paulo: Paulus, 2013. 101p.
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  15. O direito entre O estado E o estado de direito: Revisitando a teoria do direito E do estado de león duguit.Ian Pimentel Gameiro - 2014 - Revista Fides 5 (1):158-174.
    O DIREITO ENTRE O ESTADO E O ESTADO DE DIREITO: REVISITANDO A TEORIA DO DIREITO E DO ESTADO DE LEÓN DUGUIT.
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  16.  3
    « J'avais tant besoin d'être aimée … par correspondance » : lesdiscoursde l'amour dans la correspondance de Léonie Léon et Léon Gambetta, 1872-1882.Susan Foley - 2006 - Clio 24:149-169.
    De 1872 à sa mort à la fin de 1882, Léon Gambetta et son amante Léonie Léon ont échangé quelque 6 000 lettres, dont presque 1 100 ont été conservées. En raison de l’importance politique de Gambetta, l’un des pères fondateurs de la Troisième République, cette correspondance constitue une source exceptionnelle sur les luttes des républicains pour établir une véritable République. Il s’agit en outre d’une correspondance romantique parmi les plus belles du XIXe siècle. À travers leurs lettres, Léonie Léon (...)
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  17.  23
    Law and Apocalypse: The Moral Thought of Luis De León (1527?-1591).Karl A. Kottman - 1972 - The Hague: M. Nijhoff.
    CHAPTER I INTRODUCTION This study will deal with interpreting the moral, social and spiritual views of the famous Spanish theologian and poet, Luis de Leon. ...
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  18.  12
    A import'ncia do Jesus Histórico para Paulo, a partir de 2 Coríntios 4,10-12.Rafael Antonio Faraone Dutra - 2016 - Revista de Teologia . Issn 2177-952x 10 (18):145-155.
    The identity of the historical Jesus has been object of a constant study and investigation. Throughout history new discoveries and statements have been made, some to cooperate and assist with the Christian faith, which profess Jesus as Lord and Savior; others, however, in order to extricate the Christ of faith presented by the Gospels, from the historical Jesus. This issue is so old that takes theologians and scholars to deeply dig in search for information, having as one of the references, (...)
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  19.  79
    Leon Trotsky's Contribution to the Marxist Theory of History.Paul Blackledge - 2006 - Studies in East European Thought 58 (1):1 - 31.
    Trotsky’s contribution to historical materialism has been subject to two broadly defined critical assessments. Detractors have tended to dismiss his interpretation of Marxism as a form of productive force determinism, while admirers have tended to defend his Marxism as a voluntarist negation of the same. In this essay I argue that both of these opinions share an equally caricatured interpretation of Second International Marxism against which Trotsky is compared. By contrast, I argue that Trotsky’s Marxism can best be understood as (...)
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  20.  38
    The Possibility of Justice: The Work of Paulo Freire and Difference.Claudia Rozas - 2007 - Studies in Philosophy and Education 26 (6):561-570.
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  21.  8
    Paulo e a Lei: A Torah de Israel, de Jesus, de Paulo: mais do que Lei, Instrução, Caminho de Vida, e que conduz ao Messias.Fernando Gross - 2016 - Revista de Teologia . Issn 2177-952x 10 (17):17-27.
    By studying the new perspectives offered on Paul, this article proposes to revise some of them emphasizing Jewish information on the Torah, rescuing to the great Greek-Roman theologian native of Tarsus, how much there is of Judaism on Paul, overcoming a forensic unilateral view to understand his thoughts about the Torah. The Torah is good, holy and leads to the Christ!
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  22. Lettere a Xavier Léon E Ad Altri.Henri Bergson & Renzo Ragghianti - 1992
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  23. El Pensamiento Filosofico de Fray Luis de Leon.Alain Guy - 1960 - Ediciones Rialp.
  24. La Pensée de Fray Luis de León Contribution À l'Étude de la Philosophie Espagnole au Xvie Siècle.Alain Guy - 1943 - [J. Vrin?].
  25.  44
    Education, Literacy, and Humanization: Exploring the Work of Paulo Freire.Peter Roberts - 2000 - Bergin & Garvey.
    Provides a critical introduction to the work of Paulo Freire, paying particular attention to later texts.
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  26.  8
    Paulo Freire and Philosophy for Children: A Critical Dialogue.Walter Omar Kohan - forthcoming - Studies in Philosophy and Education:1-15.
    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 (...)
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  27. Liberating Praxis: Paulo Freire's Legacy for Radical Education and Politics.Peter Mayo - 2004 - Praeger Publishers.
    Paulo Freire : the educator, his oeuvre, and changing contexts -- Holistic interpretations of Freire's work : a critical review -- Critical literacy, praxis, and emancipatory politics -- "Remaining on the same side of the river" : neo-liberalism, party movements, and the struggle for greater coherence -- Reinventing Freire in a Southern context : the Mediterranean -- Engaging with practice : a Freirean reflection on different pedagogical sites.
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  28.  7
    Paulo Freire and Ernst Cassirer.Maureen Connolly - 2017 - American Journal of Semiotics 33 (3):357-372.
    The extent to which superstitious consciousness is prevalent in students, professors and administrators in university culture is no less alarming than the extent to which Cassirer proposed mythic consciousness is prevalent within a totalitarian state. These are the connections I wish to explore: superstitious and mythic consciousness, and, pedagogic and political overlaps in the context of higher education and, in particular, in the processes of teaching, learning, scholarship, and curriculum development. Through examples drawn from my earlier and more recent years (...)
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  29.  10
    Sitting in the Waiting Room: Paulo Freire and the Critical Turn in the Field of Education.Isaac Gottesman - 2010 - Educational Studies: Journal of the American Educational Studies Association 46 (4):376-399.
    Although it is commonly assumed that Paulo Freire was widely influential in the field of education in the United States immediately upon publication of his classic work, Pedagogy of the Oppressed, in 1970, the historical evidence indicates otherwise. In fact, Freire's work only began to gain wide reception in the field in the mid- and late 1980s. In the process of charting a new history of the reception of Freire's work in the field, this historical article illuminates contemporary issues (...)
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  30. Charles Sanders Peirce and a Religious Metaphysics of Nature Leon Niemoczynski God and the World of Signs: Trinity, Evolution, and the Metaphysical Semiotics of C. S. Peirce Andrew Robinson. Moses - 2013 - Transactions of the Charles S. Peirce Society 49 (1):120-122.
    In the beginning came Firstness along with icons that could represent it to an awakening dreamer. In his 2011 monograph on Charles Sanders Peirce and a Religious Metaphysics of Nature, Leon J. Niemoczynski develops a critical appreciation of Peircean Firstness that arises from “the depths of experience” as “the living ground of will, power, and potential” (15). Explicitly attuned to Robert Corrington’s “ecstatic naturalism,” Niemoczynski works his way through Peirce to Schelling in order to de-theologize the reader’s understanding of what (...)
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  31.  52
    Paulo Freire and the Concept of Education.Kelvin Stewart Beckett - 2013 - Educational Philosophy and Theory 45 (1):49-62.
    In this article, I argue that Paulo Freire?s liberatory conception of education is interesting, challenging, even transforming because central to it are important aspects of education which other philosophers marginalise. I also argue that Freire?s critics are right when they claim that he paid insufficient attention to another important aspect of education. Finally, I argue for a conception of education which takes account of the strengths and at the same time overcomes the limitations of Freire?s liberatory conception.
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  32. Bell Hooks Speaking About Paulo Freire—the Man, His Work.Bell Hooks - 1993 - In Peter McLaren & Peter Leonard (eds.), Paulo Freire: A Critical Encounter. Routledge.
     
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  33.  52
    Education in the Realm of the Senses: Understanding Paulo Freire's Aesthetic Unconscious Through Jacques Rancière.Tyson Edward Lewis - 2009 - Journal of Philosophy of Education 43 (2):285-299.
    In this article I re-examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts-based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem-posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the (...)
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  34. Paulo Freire's Radical Democratic Humanism.Stanley Aronowitz - 1993 - In Peter McLaren & Peter Leonard (eds.), Paulo Freire: A Critical Encounter. Routledge. pp. 8--24.
     
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  35. Paulo Freire's critical pedagogy.Ira Shor & Education Is Politics - 1993 - In Peter McLaren & Peter Leonard (eds.), Paulo Freire: A Critical Encounter. Routledge.
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  36.  13
    Sobre o conceito de amorosidade em Paulo Freire.Amorim Filipi Vieira & Calloni Humberto - 2017 - Conjectura: Filosofia E Educação 22 (2):380-392.
    Trata-se de uma contextualização filosófica que perpassa os limites e as fronteiras do pensamento reducionista: que fragmenta e exclui a subjetividade humana em nome da objetividade racionalista. Volta-se ao pressuposto de que tanto a subjetividade quanto a objetividade são legítimas fontes do pensar e do agir humanos e, por isto mesmo, fontes primárias da religação ética entre o eu e o outro. Debruçar-se sobre o conceito de amorosidade, em Paulo Freire, remete à discussão acerca da ética como campo ontológico (...)
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  37.  10
    John Dewey’s Conception of Education: Finding Common Ground with R. S. Peters and Paulo Freire.Kelvin Beckett - 2018 - Educational Philosophy and Theory 50 (4):380-389.
    John Dewey adopted a child-centered point of view to illuminate aspects of education he believed teacher-centered educators were neglecting, but he did so self-consciously and self-critically, because he also believed that ‘a new order of conceptions leading to new modes of practice’ was needed. Dewey introduced his new conceptions in The Child and the Curriculum and later and more fully in Democracy and Education. Teachers at his Laboratory School in Chicago developed the new modes of practice. In this article, I (...)
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  38.  17
    Process, Orientation, and System: The Pedagogical Operation of Utopia in the Work of Paulo Freire.Darren Webb - 2012 - Educational Theory 62 (5):593-608.
    Recent years have witnessed a renewed interest in utopianism within educational theory. In this essay, Darren Webb explores the utopian pedagogy of Paulo Freire in the context of what one commentator has dubbed “the educational comeback of utopia.” Webb argues that Freire's significance lies in the way he embraced both “utopia as process” and “utopia as system.” This is significant because the contemporary rejuvenation of utopianism has extended only so far, embracing utopia conceived as an open‐ended process of becoming (...)
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  39.  47
    Leon Battista Alberti’s Care of the Self as Medicine of the Mind.Annalisa Ceron - 2015 - Journal of Early Modern Studies 4 (2):9-36.
    This article sheds new light on the Theogenius and the Profugiorum ab erumna libri III, two Italian dialogues in which Leon Battista Alberti was influenced by Seneca’s On the Tranquillity of the Mind and Petrarch’s De remediis utriusque fortunae, but developed an innovative reflection on the care of the self as medicine of the mind. The novelty hinged not on his pessimistic diagnosis of the human condition, which linked the disquiet caused by the inconstancy of fortune with the natural instability (...)
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  40.  4
    Paulo Freire.Kim Díaz - 2018 - Internet Encyclopedia of Philosophy.
    Paulo Freire Paulo Freire was one of the most influential philosophers of education of the twentieth century. He worked wholeheartedly to help people both through his philosophy and his practice of critical pedagogy. A native of Brazil, Freire's goal was to eradicate illiteracy among people from previously colonized countries and continents. His insights were … Continue reading Paulo Freire →.
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  41.  22
    Medical Education for Social Justice: Paulo Freire Revisited. [REVIEW]Sayantani DasGupta, Alice Fornari, Kamini Geer, Louisa Hahn, Vanita Kumar, Hyun Joon Lee, Susan Rubin & Marji Gold - 2006 - Journal of Medical Humanities 27 (4):245-251.
    Although social justice is an integral component of medical professionalism, there is little discussion in medical education about how to teach it to future physicians. Using adult learning theory and the work of Brazilian educator Paulo Freire, medical educators can teach a socially-conscious professionalism through educational content and teaching strategies. Such teaching can model non-hierarchical relationships to learners, which can translate to their clinical interactions with patients. Freirian teaching can additionally foster professionalism in both teachers and learners by ensuring (...)
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  42.  1
    La educación como herramienta de combate. De Sócrates a Paulo Freire.Jorge Polo Blanco - 2018 - Areté. Revista de Filosofía 30 (1):163-188.
    “Education as a Tool for Combat. From Socrates to Paulo Freire”. In this paper, without seeking to be exhaustive, we intend to take a journey which will enable us to see what a concept of education closely linked to the independence of the “voice of reason” has meant in different historical contexts; we understand this independence, very broadly speaking, as a critical capacity which enables us as human beings to be sufficiently free and, if necessary, to be able to (...)
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  43.  1
    Samba e religião presença e resistência na cidade de São Paulo.Ênio José da Costa Brito - 2018 - Horizonte - Revista de Estudos de Teologia E Ciências da Religião 16 (49):379-398.
    This paper is a critic analysis of a doctorate thesis and a master dissertation, which subjects are the samba and the afro religions in the city of São Paulo. Both consider the samba and the religion as manifestations and cultural expressions through which the black population in afro-diaspora rebuilded and reupdated memories via religiosity, rythm, dance and performan.
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  44.  57
    Life Extension and the Burden of Mortality: Leon Kass Versus John Harris.Andrea Sauchelli - 2014 - Journal of Medical Ethics 40 (5):336-40.
    Some bioethicists have questioned the desirability of a line of biomedical research aimed at extending the length of our lives over what some think to be its natural limit. In particular, Leon Kass has argued that living longer is not such a great advantage, and that mortality is not a burden after all. In this essay, I evaluate his arguments in favour of such a counterintuitive view by elaborating upon some critical remarks advanced by John Harris. Ultimately, I argue that (...)
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  45.  29
    Luis de León (1527-1591) y Su Teoría de la Justicia: Aspectos Principales de Su Doctrina.Sebastián Contreras - 2014 - Trans/Form/Ação 37 (1):201-222.
    Las investigaciones sobre Luis de León se han centrado, sobre todo, en su mística, narrativa y teoría literaria. En este trabajo, el autor intenta desarrollar los principales aspectos de su teoría jurídica. Al igual que otros grandes teólogos de la Escuela de Salamanca, también León ha estudiado el problema de la naturaleza de la ley humana y su vinculación con el derecho natural. Éste es, justamente, el tema del siguiente trabajo. The studies about Luis de León has (...)
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  46.  27
    Simplicidad de Dios y pluralidad de atributos divinos según Fray Luis de León.Santiago Orrego - 2009 - Veritas – Revista de Filosofia da Pucrs 54 (3):90-111.
    The platonic ideas attribution into God’s mind creates a problem, namely: how to speak about “divine attributes” without put multiplicity into the divine simple substance? From this problem, this paper aims to show how Luis de Léon is between Thomas Aquinas and John Duns Scotus.
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  47.  1
    The Immediate Realism of Léon Noël.Gaven Kerr - 2018 - International Philosophical Quarterly 58 (2):175-189.
    After the emergence of the neo-Thomist movement in the early twentieth century, the question of how best to present Aquinas’s latent epistemological realism came to the fore. Léon Noël was an important contributor to this area of neo-Thomism, but his work has unfortunately been eclipsed by that of other more recognizable authors such as Etienne Gilson and Jacques Maritain. Noël argued that Aquinas’s realism is a form of immediate realism that recognizes the challenge of modern representationalist epistemologies but does not (...)
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  48.  12
    Leon Goldstein and the Epistemology of Historical Knowing.Luke O'sullivan - 2006 - History and Theory 45 (2):204–228.
    Leon Goldstein’s critical philosophy of history has suffered a relative lack of attention, but it is the outcome of an unusual story. He reached conclusions about the autonomy of the discipline of history similar to those of R. G. Collingwood and Michael Oakeshott, but he did so from within the Anglo-American analytic style of philosophy that had little tradition of discussing such matters. Initially, Goldstein attempted to apply a positivistic epistemology derived from Hempel’s philosophy of natural science to historical knowledge, (...)
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  49.  9
    Mrs. Klein and Paulo Freire: Coda for the Pain of Symbolization in the Lifeworld of the Mind.Deborah P. Britzman - 2017 - Educational Theory 67 (1):83-95.
    The preceding symposium articles speculate on the psychosocial dynamics of discrimination as reverberating with grief, mourning, melancholia, and denial. They invite a psychoanalytic paradox on the fate of inchoate loss and its complex relation to oppression and depression: constellations of attachment to loss met with its social and psychical disavowal render inexpressible to the other the work of mourning and drive its myriad expressions. A different way of putting the dilemma is that grief calls upon symbolic equation and the pain (...)
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  50.  40
    Leon Koj, Semantyka a Pragmatyka. Stosunek Językoznawstwa I Psychologii Do Semantyki (Semantics and Pragmatics. The Relation of Linguistics and Psychology to Semantics).Leon Koj - 1974 - Dialectics and Humanism 1 (2):180-181.
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