If we would have to differentiate Proclean thought in relation to Plotinian thought, perhaps the shortest way would be to understand the hyerarchic structure used by them to define the procession and the conversion from the One to the multiple. Although the ground for both thinkers is Plato’s philosophy, the concern to sistematize in an “organic” way all the levels of participation in the divine hennads leads Proclus to postulate a refined vertical system in which every reality is thought as (...) a monad and, as such, one different from the others. The aim of this work consists in understanding the Proclean structure and its relation with thought, understood as a transfiguration in which reality, more than a manifestation of unity, is an expression of the continuous play between the One and the multiple. (shrink)

RESUMO Esboça-se neste artigo uma possível via de interpretação ao problema ético-estético, ou ainda ético-poiêtico da criação de si, a partir de uma reavaliação da noção de hipocrisia, enquanto arte do engano e arte do ator, reaproximando-a da hypókrisis [ὑπόκρισις] grega. Para tanto, procura-se estabelecer um diálogo, ou mesmo um contraponto, com aqueles pensadores que, nas preleções de Foucault, conformaram na antiguidade clássica e helenística os elementos para se pensar, por meio do discurso parrêsiástico e da prática da áskêsis, a (...) criação de si enquanto estética da existência. O lastro para essa compreensão vem de uma reavaliação das formas de inteligência estocástica e astuciosa que comandam a lida com a inconstância, a multiplicidade e os acasos - formas às quais os gregos atribuíram o nome da deusa Mêtis [Μήτις]. Mais afeitas a estas inconstâncias, práticas tais como: a simulação, a dissimulação e a ênfase - próprias da arte do engano - ganham sob essa ótica uma feição de virtuosidade que o pensamento filosófico hegemônico, afeito à retidão e ao enfrentamento heroico diante do real, dificilmente se disporia a reconhecer. ABSTRACT This paper outlines a possible way of interpreting the ethical-aesthetic or ethical-poiêthical problem of the creation of self, from a re-evaluation of the concept of hypocrisy, while art of deception and the art of the actor, reconnecting it with the greek hypókrisis [ὑπόκρισις]. For it aims to establish a dialogue, or even a counterpoint, with those thinkers who, in Foucault's lectures, conformed in classical and Hellenistic antiquity elements to think, through the parhêsiástic discourse and the practice of áskêsis, the creation of self while an aesthetics of existence. The ballast for this understanding comes from a re-evaluation of forms of stochastic and astute intelligence who command the dealings with the fickleness, the multiplicity and the accidents - which forms the Greeks attributed the name of the goddess Mêtis [Μήτις]. More related to these uncertainties, practices such as: the simulation, dissimulation and the emphasis - related to some art of deception - win under this optics a feature of virtuosity that the hegemonic philosophical thought, wont to the righteousness and the heroic confrontation facing the real, would hardly accept. (shrink)

RESUMO: Procuraremos analisar, neste artigo, o duplo movimento do pensamento rousseauniano, que, se, por um lado, se apresenta acentuadamente sensualista, principalmente nos primeiros livros do Emílio, por outro lado, encontra o limite desse sensualismo nas consequências extremas do materialismo de Diderot e Helvétius. Apontaremos aqui a proximidade de Rousseau com o pensamento que deriva da estátua hipotética de Condillac, mas que rejeita completamente a afirmação de que "julgar é sentir", proclamada por Helvétius. Para o autor da Profissão de fé do (...) Vigário saboiano, o julgamento não pode ser reduzido à passividade das sensações, mas é resultado da intervenção ativa do eu, uma vontade livre e inteligente. ABSTRACT: This article analyzes the double movement of Rousseau's thought, which if on one side is sharply sensualist, especially in the first books of Emile, on the other hand finds the limit of that sensualism in the extreme consequences of the materialistic thought of Diderot and Helvetius. We point out the proximity of Rousseau with the thought that comes from the hypothetical statute of Condillac, but at the same time Rousseau's complete rejection of the assertion that "to judge is to feel", proclaimed by Helvetius. To the author of the Profession of Faith of the Savoyard Vicar, judgment cannot be reduced to passivity of sensation, it is the result of active intervention of the I, a free and intelligent will that cannot be confused with the sensations. (shrink)

Since a reading of young Nietzsche’s criticism of the desire of knowledge that guides modernity – particularly regarding to the distinctions he operated between: a) two postures facing reality: the theoretical optimism and the tragic pessimism ; and b) two types of man: the theoretical and the artist ones; and c) two kinds of philosophy and philosophers: the one of the desperate knowledge and the other, of the tragic knowledge – we aim to defend, as an access-key to nietzschean’s thought (...) from the period of The Birth of Tragedy , the presence of a larger, gnosiological distinction between two forms of access to real: via knowledge [ Erkenntni ? ] and via understanding [ Verständnis ] – ???????? [ epistéme ] and ?????? [ gnôsis ] –, leading respectively to the targets of science and wisdom. (shrink)

This article deals with Nietzsche’s ethical problem of the constitution of an exceptional character, under two fronts: first, under a negative bias, as opposed to the morality of the herd. Later, on its constructive or affirmative time, properly as creation of self . The leitmotif of this double presentation is the defense of aspects from what we associate with the concept of hypocrisy as a key to an interpretation of that constitution. First, as an art of dissimulation, in the form (...) of an individual's refuge amidst the morality of the herd. Later, as the actor's art, in the practices which Nietzsche associates to the self-constitution. (shrink)

Pode o mestre ensinar algo através da fala? Uma análise sobre as obras De Magistro de Santo Agostinho e Tomás de Aquino Resumo: O presente artigo tem como objetivo investigar nas obras De Magistro de Santo Agostinho e Tomás de Aquino a possibilidade do ensino através da figura do mestre e/ou de um agente externo ao discípulo ou indivíduo. Agostinho defende a tese da qual só Deus ensina e a figura do mestre torna-se apenas como um auxiliador no processo de (...) aprendizagem para a verdade interior do discípulo, tese essa formulada através da sua Teoria da Iluminação. Tomás de Aquino não contradiz completamente Agostinho, mas defende o papel e a importância do mestre sobre o tipo de conhecimento que o mesmo pode fornecer ao discípulo, tendo papel substancial para o processo de aprendizagem para adquirir conhecimento. Ambos se preocupam em que medida o mestre pode ensinar, o que ensina e como ensina, visando compreender como se dá o processo de conhecimento do ser humano o relacionando-o com a verdade das coisas. Palavras-chave: Santo Agostinho; Tomás de Aquino; De Magistro; Ensino; Aprendizagem. Can the master teach something through speech? An analysis of the works De Magistro of Saint Augustine and Thomas Aquinas Abstract: This article aims to investigate in the works De Magistro of Saint Augustine and Thomas Aquinas the possibility of teaching through the figure of the master and / or an external agent to the disciple or individual. Augustine defends the thesis that only God teaches and the figure of the master becomes only as a helper in the learning process for the disciple's inner truth, a thesis formulated through his Theory of Enlightenment. Thomas Aquinas does not completely contradict Augustine, but he defends the role and the importance of the master on the type of knowledge that he can provide to the disciple, having a substantial role in the learning process to acquire knowledge. Both are concerned with the extent to which the master can teach, what he teaches and how he teaches with a view to understanding how the human being's knowledge process takes place, relating it to the truth of things. Keywords: Saint Augustine; Thomas Aquinas; De Magistro; Teaching; Learning. ¿Puede el maestro enseñar algo a través del habla? Un análisis de las obras De Magistro de San Agustín y Tomás de Aquino Resumen: Este artículo tiene como objetivo investigar en las obras De Magistro de Santo Agostinho y Tomás de Aquino la posibilidad de enseñar a través de la figura del maestro y / o de un agente externo al discípulo o individuo. Agustín defiende la tesis de que sólo Dios enseña y la figura del maestro se convierte sólo en un ayudante en el proceso de aprendizaje de la verdad interior del discípulo, tesis formulada a través de su Teoría de la Ilustración. Tomás de Aquino no contradice completamente a Agustín, pero defiende el papel y la importancia del maestro sobre el tipo de conocimientos que puede aportar al discípulo, teniendo un papel sustancial en el proceso de aprendizaje para adquirir conocimientos. Ambos se preocupan por la medida en que el maestro puede enseñar, lo que enseña y cómo enseña, con el objetivo de comprender cómo se produce el proceso de conocimiento del ser humano, relacionándolo con la verdad de las cosas. Palabras-clave: San Agustín; Tomás de Aquino; De Magistro; Enseñando; Aprendizaje. Data de registro: 16/08/2020 Data de aceite: 16/12/2020. (shrink)

Epistemologia de fronteiras em Walter Mignolo: compreensão, críticas e implicações na pesquisa em educação Resumo: Este artigo objetiva compreender a “Epistemologia de Fronteiras” como uma categoria essencial para a crítica epistemológica do filósofo Walter Mignolo, a partir do pensamento decolonial, e descrever as principais questões e argumentos que problematizam este conceito, refletindo sobre as suas implicações para a pesquisa em educação. Desta forma, explicita-se as concepções fundamentais da Rede Modernidade/Colonialidade (M/C), a partir de uma investigação de perfil qualitativo e histórico-conceitual. (...) Considera que a “Epistemologia de Fronteiras” possibilita a reflexão em torno da decolonialidade na produção de conhecimentos, ao mesmo tempo em que estimula a crítica epistemológica e metodológica à colonialidade do poder no âmbito da pesquisa em educação. Palavras-chave: Epistemologia de Fronteiras; Pesquisa em Educação; Walter Mignolo. Border thinking in Walter Mignolo: insight, reviews and implications in educational research Abstract: This paper aims to understand “Border Thinking” as a relevant category to the epistemological critique of philosophy Walter Mignolo, from the decolonial thinking and to describe the main issues and arguments that question this concept critically, reflecting about its implications to the educational research. To this aim, analyze the main concepts of Modernity/Coloniality Group’s decolonial thinking, from an investigation of qualitative and historical-conceptual profiles. Consider that the Border Thinking is one of the most significant contributions to the decolonial epistemological critique, that allows critical thinking about the possibility of knowledge, while encourages the criticism and the epistemological and methodological reflection about the coloniality of power at the scope of educational research. Key-words: Border Thinking; Educational Research; Walter Mignolo. Epistemología fronteriza en Walter Mignolo: comprensión y crítica Resumen: Este artículo tiene como objetivo entender la "Epistemología Fronteriza" como una categoría esencial para la crítica epistemológica del filósofo Walter Mignolo, basada en el pensamiento descolonial, y en describir las principales preguntas y argumentos que problematizan este concepto, reflexionando sobre sus implicaciones para la investigación en educación. De esta manera, se explican las concepciones fundamentales de la Red Modernidad /Colonialidad (M/C), basadas en una investigación de perfil cualitativo e histórico-conceptual. Considera que la "Epistemología Fronteriza" permite la reflexión sobre la descolonialidad en la producción de conocimiento, al mismo tiempo en que estimula la crítica epistemológica y metodológica de la colonialidad del poder dentro del campo de la investigación educativa. Palabras-clave: Epistemología Fronteriza; Investigación en Educación; Walter Mignolo. Data de registro: 01/06/2020 Data de aceite: 21/10/2021. (shrink)

Resumo: Este ensaio pretende compreender algumas das imagens diversas que o amigo pode suscitar em nosso pensamento. Parte-se de uma crítica ao tratamento filosófico da tradição ocidental-moderna à amizade, questionando a tese aristotélica do amigo como um outro-si-mesmo, fraterno e irmão. Então, busca-se percorrer imagens a partir das filosofias indígenas, considerando a política de amizade inventada entre anfitriões indígenas e antropólogos. Nestas relações que envolvem Dom Juan e Castaneda, Kopenawa e Albert, Dzoodzo e este autor, vislumbra-se uma ética que se (...) constitui a partir da imagem imanente do inimigo e não do irmão fraterno. Desta perspectiva, passamos a considerar, ao invés de uma alteridade binomial, como em Aristóteles, uma alteridade genérica, enquanto um fundo virtual de diferença, a partir do qual as relações de que são feitas a amizade são atualizadas. Esse movimento implica reconhecer enquanto sujeitos entes e seres não concebidos assim no arranjo sociopolítico moderno. Por fim, o amigo emerge como uma atualização de um outro-outro, deixando-nos com a questão extraída da metafísica indígena: quais são os efeitos políticos de reconhecer o amigo a partir da imanência do inimigo? Palavras-chave: Amizade; Indígenas; Filosofias The friend-enemy: contributions of indigenous philosophy to the theory of friendship Abstract: This essay aims to understand some of the diverse images that the friend can raise in our thinking. It starts from a critique of the Western-modern tradition's philosophical treatment of friendship, questioning the Aristotelian thesis of the friend as an an another self, fraternal and brotherly. Then, it seeks to go through images from indigenous philosophies, considering the politics of friendship invented between indigenous hosts and anthropologists. In these relationships involving Don Juan and Castaneda, Kopenawa and Albert, Dzoodzo and this author, we glimpse an ethics that is constituted from the immanent image of the enemy and not of the fraternal brother. From this perspective, we come to consider, instead of a binomial alterity, as in Aristotle, a generic alterity, as a virtual background of difference, from which the relations of which friendship is made are actualized. This movement implies recognizing as subjects entities and beings not conceived in this way in the modern socio-political arrangement. Finally, the friend emerges as an actualization of an other himself, leaving us with the question drawn from indigenous metaphysics: what are the political effects of recognizing the friend from the immanence of the enemy? Key-words: Friendship; Indians; Philosophies El amigo-enemigo: aportaciones de la filosofía indígena a la teoría de la amistad Resumen: Este ensayo pretende comprender algunas de las diversas imágenes que el amigo puede suscitar en nuestro pensamiento. Parte de una crítica al tratamiento filosófico de la amistad en la tradición occidental-moderna, cuestionando la tesis aristotélica del amigo como un outro-yo, fraternal y hermanado. A continuación, tratamos de recorrer las imágenes de las filosofías indígenas, considerando la política de la amistad inventada entre los anfitriones indígenas y los antropólogos. En estas relaciones que involucran a Don Juan y Castaneda, Kopenawa y Albert, Dzoodzo y este autor, vislumbramos una ética que se constituye a partir de la imagen inmanente del enemigo y no del hermano fraterno. Desde esta perspectiva, comenzamos a considerar, en lugar de una alteridad binomial, como en Aristóteles, una alteridad genérica, como fondo virtual de la diferencia, a partir de la cual se actualizan las relaciones de las que está hecha la amistad. Este movimiento implica reconocer como sujetos a entidades y seres no concebidos así en el ordenamiento sociopolítico moderno. Finalmente, el amigo emerge como actualización de un otro-otro, dejándonos la pregunta extraída de la metafísica indígena: ¿cuáles son los efectos políticos de reconocer al amigo desde la inmanencia del enemigo? Palabras-clave: Amistad; Indios; Filosofías. Data de registro: 13/03/2023 Data de aceite: 20/09/2023. (shrink)

An introductory work on the various school of Indian philosophy.

A scholarly edition of The Clarendon Edition of the Works of John Locke: Correspondence: Letters 849-1241 by E. S. de Beer. The edition presents an authoritative text, together with an introduction, commentary notes, and scholarly apparatus.

This paper contains a logic enabling us to reason in the presence of vague- ness phenomena. We consider an epistemological vagueness of concepts caused by the unavailability of total information about a continuous world which we describe in observational terms. Lack of information is manifested by the existence of borderline cases for concepts. Since we are unable to perceive concepts exactly, we cannot establish a sharp boundary between an extension of a concept and its complement. Some results for reasoning about (...) vague concepts are already known in the literature [1], [2], [3], [4], [10]. Usually, a semantics of vague concepts is developed within the theory of fuzzy sets or the theory of supertruth [9]. Following the idea that reasoning about vague concepts requires a special logic, we introduce a propositional language with sentential operators en- abling us to dene positive, negative, and borderline regions of any vague concept. A semantics of the language is rened within a framework of the theory of rough sets . The admitted semantics provides means for dening extensions of concepts in a formal way. We show that these extensions re ect properly our intuition connected with vagueness. For ex- ample, the law of excluded middle is not valid on the level of extensions. Moreover, for any concept, the extensions of formulas representing its pos- itive, negative, and borderline regions provide a partition of a universe of discourse. (shrink)

The basic risk for culture in conditions of globalization consists in full submission of its existence to economic (market) rules. The masscult deprived a variety - a product of such submission. But a source of creative development was and there is a cultural variety. Domination of a masscult leads to decrease in creative potential of the person and a society. Becoming of metaculture as culture of gift of a modern society represents alternative as to principles of a masscult, and ideas (...) of multiculturalism and tolerance. The principle of tolerance is a recognition of powerlessness to involve cultures in productive dialogue, de-facto it is recognition of the established cultural barriers. The culture of gift (metaculture) is based on following principles: 1) reflexivity, 2) ethicness, 3) positive role ofOtherness, 4) the sacrifice of an autonomy to (accept of gift), 5) new cultural-historical type of rationality is focused not on things, but on events, 6) more easy approach to products of cultural creativity and in this direction - alternative to deadlocks of protection to intellectual property (copyright). Development of metaculture corresponds to principles of a symbolical exchange and «copyleft». (shrink)

A scholarly edition of The Clarendon Edition of the Works of John Locke: Correspondence: Letters 1242-1701 by E. S. de Beer. The edition presents an authoritative text, together with an introduction, commentary notes, and scholarly apparatus.

A scholarly edition of The Clarendon Edition of the Works of John Locke: Correspondence: Letters 2199-2664 by E. S. de Beer. The edition presents an authoritative text, together with an introduction, commentary notes, and scholarly apparatus.

Jeder Gegenstand oder jedes Ereignis, inbezug auf die das Tier ein Gebaren zeigt, wird als “valent” bezeichnet, es wird gesagt, dass sie „Valenz” besitzen. Auf Grund der Analyse einer Experimentaluntersuchung vonF. Brock über die „Umwelt” des EinsiedlerkrebsesPagurus arrosor wird gezeigt, dass diese „Valenz” sich auf die Bedürfnisse des Tiers und die Beachtung durch das Tier bezieht. Die Folgerungen des Begriffs der „Valenz” werden entwickelt und die Notwendigkeit wird erwiesen, das Gebaren der Tiere in seiner Bezogenheit auf ihre eigenen Merkwelten, nicht (...) auf die unsrige, zu betrachten.L'auteur dit de chaque objet ou de chaque événement par rapport auquel l'animal montre du „behaviour”, qu'il est „valent”, qu'il possède de la „valence”. En se basant sur l'analyse des recherches expérimentales deF. Brock sur le „Umwelt” de l'hermitePagurus arrosor, l'auteur démontre que la „valence” est relative aux besoins de l'animal et à l'attention de la part de l'animal. Il développe ensuite les conséquences diverses que l'idée de „valence” implique et il prouve qu'il est nécessaire d'observer le „behaviour” de l'animal par rapport à sa propre perception et non pas par rapport à la nôtre. (shrink)

Upshot: In reading the commentaries, we were struck by the fact that all of them were in some capacity related to what we consider a core principle of radical constructivism - interaction. We characterize interaction from a radical constructivist perspective, and then discuss how the authors of the commentaries address one kind of interaction.

Open peer commentary on the article “Negotiating Between Learner and Mathematics: A Conceptual Framework to Analyze Teacher Sensitivity Toward Constructivism in a Mathematics Classroom” by Philip Borg, Dave Hewitt & Ian Jones. Upshot: Borg et al. provide a framework that contributes to a growing body of research on how radical constructivism can help teachers and researchers to understand the complexity of classroom interactions. The bulk of my commentary is written to clarify theoretical points that I think are important to the (...) endeavor that Borg et al. set out for themselves. My points come in part from thinking about how non-constructivist readers may interpret what Borg et al. outline in their article. (shrink)

Background: Health institutions can be considered as complex organizations because they need to be prepared to receive and satisfy patients. This clientele differs from other organizations because the use of hospital services is not a matter of choice. Another motive for this difference is that, most often, the patients do not determine what services and products they will use during their stay. Although they are the clients, usually, health professionals decide which service or product they will consume. Hence, nursing care (...) delivery based on competence, efficiency and ethics represents a challenge. Objective: This critical reflection is meant to draw attention to the relevance of the ethical aspects of nurses' actions involving patients' satisfaction with nursing care. Research design: This paper highlights the responsibility of nurses to develop ethical actions in their commitment to manage and provide care with quality, commitment and efficiency. Findings and discussion: Possibilities of actions needed emerged from this discussion, such as the provision of reliable and updated information to clients, respect for standards, routines of care, exams and others, as well as clients' education, in order to further their involvement and participation in decisions concerning the care planned for them. Conclusion: The adoption of this paradigm entails a change in the performance of nurses' management and care roles, which may have to observe attitudes previously disregarded in most services provided. (shrink)

An Indian student, returning, after completing his course at a British university, to his own land, told his tutor that in India at least he would find once more that truth was one and indivisible. On being asked what he meant, his reply was that in England everyone separated scientific from religious truth, but that to Indian thought they were one. So familiar is this dualism of truth to us that we pass over its strangeness without question. In the Middle (...) Ages Europe was of the same opinion as India is now. What then is the reason for the rent we have torn in the seamless vesture of truth? The answer is found by retracing our steps to the days when the old wineskins of theology were bursting under the pressure of the Revival of Learning, and, more important still, the layman was becoming the scholar. The Reformation issued no general licence to every man to think as he liked, but it at least allowed freedom of thought within certain bounds. Had Thomas Hobbes, for example, been born in 1488 instead of 1588, he would hardly have lived to die abed at the age of 91. Hobbes was not a great thinker, but he was a great iconoclast, and he created a critical temper of thought which showed itself in many who were in no sense Hobbists. (shrink)