Este ensaio introdutório faz uma breve apresentação do tratado de óptica atribuído a Euclides de Alexandria, inserindo-o no contexto das teorias sobre a visão formuladas pelas doutrinas filosóficas antigas. Ressalta-se o antagonismo entre a análise geométrica da visão, empreendida por Euclides, e as considerações filosóficas acerca dos processos físicos subjacentes à sensação visual. Pretende-se mostrar que o objeto da óptica euclidiana é a percepção visual daquilo que Aristóteles denomina "sensível comum". This introductory essay provides an abridged presentation of the optical (...) treatise attributed to Euclid of Alexandria, placing it in the context of theories about vision formulated by the ancient philosophical doctrines. I emphasize the antagonism between the geometric analysis of vision, undertaken by Euclid, and the philosophical considerations about the physical processes underlying visual sensation. In addition, I aim to show that the object of Euclidean optics is the visual perception of what Aristotle calls "common sensible". (shrink)

RESUMENEn primer lugar, se analiza la teoría clásica, tal como la formuló Aristóteles, de los seres humanos como animales racionales. En segundo lugar, se presenta la caracterización del hombre como no animal e irracional que ofrece Martinho da Vila. En tercer lugar, se consideran las tesis freudianas sobre la mezcla de racionalidad e irracionalidad en los humanos. En cuarto lugar, se señalan algunos puntos de vista recientes, debidos a Simon así como a la psicología y neurociencia actuales, sobre la limitación (...) de la razón humana y su relación con las emociones. Finalmente se argumenta que ni Aristóteles ni Martinho da Vila describen bien la condición humana.PALABRAS CLAVERACIONALIDAD-CONDICIÓN HUMANA-ARISTÓTELES-FREUDABSTRACTFistly the classical theory, as put forward by Aristotle, about the human beings as rational animals is analysed. Secondly the description of man as no animal and irrational offered by Martnho da Vila is presented. Thirly the Freudian thseses on the mixture os rational and irrational aspects in humans are considered. Forurthly some recent points of view, by Simon and the current psychology and neurosciencie, about the limitation of human reason and irs relation with emotions are pointed out. Lastly it is argued that neithert Aristotle nor Martinho da Vila decribe well the human nature.KEYWORDSRATIONALITY-HUMAN NATURE-ARISTOTLE-FREUD. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 157-169 [Access article in PDF] Praxis and the PossibleThoughts on the Writings of Maxine Greene and Paulo Freire Randall Everett Allsup Columbia University Authors in a recent edition of the Philosophy of Music Education Review have assayed various understandings of praxis within the domain of music learning and teaching. 1 Leadened (perhaps) by history, this six-letter word sustains a multiplicity of (...) meanings. Philosophers as disparate as Aristotle, Marx and Engels, Sartre, Marshall Sahlins, Pierre Bourdieu, and David Elliott have represented praxis as a form of cultural-doing—but in many instances, this is where the similarities end. 2 By stirring up the pot, editor Estelle Jorgensen has sought to lighten history's burden, lest the word praxis suffer ossification, territorial over-use, or (worse) over-simplification.My first encounters with the word praxis were not particularly weighty or didactic. In graduate work with Maxine Greene, I would often hear praxis associated with the arts, with possibilities, openings, or alternatives. Greene does not construct a philosophical stance around the word; rather the conditions for praxis exist within the imagination, within "the capacity to look at things as if they could be otherwise." 3 Recalling Emily Dickinson, Greene writes that "imagination lights the possible's slow fuse." 4 Praxis, I think, is not simply the capacity to imagine alternative scenarios, but is instead the slow burning fuse of possibility and action. [End Page 157] This definition connects nicely with Paulo Freire, the revolutionary pedagogue who is of late often paired with Greene. 5 "Human activity," writes Freire, "consists of action and reflection: it is praxis." 6 The result is action upon our world.I must admit that as a long time fan of Freire (and as a student and friend of Greene), I have often wondered what exactly it means to act upon one's world, to name's one's world—especially as a music educator. Can such action lead to the creation of a love song? Can we say that certain art forms like the blues, be-bop, and jam band are more praxial than others? Might an encounter with Brahms lead to potentially transformative action upon my world?Freirian praxis, for sure, is non-neutral; it occurs when we disavow the traditional separation between abstracted learning and real life. After September 11, for example, my freshman music education majors created a requiem for the missing and the dead. This was the most difficult teaching I have ever facilitated. Before beginning our composition, we listened to several movements from the Faure Requiem, particularly the "In Paradisum": "May the choir of angels receive thee, and with Lazarus, once a beggar, mayst thou have eternal rest." We tried to attain Faure's sense of peace and hope; we admired his assurance that those who were gone were at rest, at peace. And we shared stories, and talked about our feelings and our pain. 7During this time, even the ordinary became infused with meaning. Banal pop music, like Enrique Inglesia's Hero, became a tribute song for many, including myself. Suddenly full of significance and relevance, I attended more closely to the simplicity of his chords and the sotto voce color of his voice: Would you die for the one you love? Hold me in your arms tonight. I wanna be your hero... The fact that this was an ordinary love song written some time before the terrorist attacks does not negate my feelings for it. Like Faure's requiem, it brought me a degree of comfort. In addition, I found solace in the music of Aaron Copland, particularly Quiet City. The open intervals seemed to speak of piece, quietude, and space. The opening trumpet recitative was defiant, but introspective—the English horn felt dark and mournful. I wanted to be back in an earlier New York, like the one that Copland knew and loved.Of course, acting upon our world requires inaction: thinking, perceiving, reflecting, reconceptualizing, connecting. For Freire and Greene, transformational or liberatory practice cannot... (shrink)

When talk of philosophy of pedagogy comes up today, it is common to hear the names of Aristotle, Thomas Jefferson, John Dewey, or Paulo Freire, but the name of Paul Goodman, who campaigned vigorously for pedagogical reform much of his life, is seldom mentioned. In spite of neglect of his work, Goodman had much to say on pedagogical practice that is rich, poignant, and relevant today. In consequence, it is unfortunate that he is seldom read and discussed today. (...) This essay is an attempt to fill in the gap in the scholarship. I begin by presenting an elaboration of Goodman's key insights. I then offer a critical analysis of those pedagogical insights. (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.» (from Chapter Sixteen, «A Response» by Paulo Freire). (shrink)

Discusses the role of education in liberating the oppressed people of the Third World.

In this volume, we have chosen to highlight the importance of education to human rights by reprinting two articles written by Paulo Freire in 1970 for the _Harvard Educational Review_. These articles contain many of Freire's original ideas on human rights and education—issues that are central to his work. Freire was a pioneer in promoting the universal right to education and literacy as part of a commitment to people's struggle against oppression. As Jerome Bruner recognized after (...) class='Hi'>Freire's death in May 1997, Freire left as a legacy his commitment to basic human rights: "He was a brave man as well as a far-sighted one. He made us aware of our mindless cruelties, and now the challenge to all of us is to do something about those cruelties.". (shrink)

Joe Sachs has followed up his brilliant translation of Aristotle's Physics with a new translation of Metaphysics. Sachs's translations bring distinguished new light onto Aristotle's works, which are foundational to history of science. Sachs translates Aristotle with an authenticity that was lost when Aristotle was translated into Latin and abstract Latin words came to stand for concepts Aristotle expressed with phrases in everyday Greek language. When the works began being translated into English, those abstract Latin (...) words or their cognates were used, thus suggesting a level of jargon and abstraction, and in some cases misleading interpretation, which was not Aristotle's language or style. These important new translations open up Aristotle's original thought to readers. (shrink)

Por incorporar a esperança na pedagogia crítica para, um só tempo, humanizar radicalmente a educação e transformar a sociedade, ele faz aumentar nossas expectativas sobre o que são capazes de fazer uma teoria e uma pedagogia ao construir um caminho que demonstra a indissociabilidade de ordem teórica e prática.

Reunião de ensaios em comemoração aos 90 anos de vida de Ana Maria Araújo Freire, viúva de Paulo Freire. Ana Maria Araújo Freire é reconhecida por seus esforços e seu êxito na divulgação do pensamento do Patrono da Educação Brasileira. Nita, como é carinhosamente conhecida, tem também uma prestiogosa trajetória: é mestre e doutora em Educação pela Pontifícia Universidade Católica de São Paulo, época em que foi orientada por Paulo Freire. Em 1986, ambos já viúvos, os (...) então amigos recifenses se reencontraram depois de anos de afastamento. Da troca de ideias e ideais acerca de uma educação libertadora, surgiram a paixão e o amor. Nita e Paulo Freire foram casados por dez anos, período em que ela acompanhou a escrita de Pedagogia da autonomia – um dos títulos mais lidos do educador – e no qual apoiou seu marido na produção de outros três importantes livros: Pedagogia da esperança, Cartas a Cristina e À sombra desta mangueira. Por comungar da intimidade intelectual e pessoal de Paulo Freire por tantos anos, o caminho natural, após seu falecimento, foi desdobrar sua dedicação de esposa numa missão que tomou para si com muito orgulho: a difusão do pensamento freireano. A autora possui vasta produção intelectual nesse sentido, tendo sido finalista do prestigioso Prêmio Jabuti, em 2007, com a biografia Paulo Freire: uma história de vida. Além disso, vem organizando volumes póstumos, além de diversos título em torno da leitura de mundo e a maneira de ser e pensar de Paulo Freire. Aos 90 anos da educadora, a Editora Paz & Terra lhe presta um tributo inédito. Foram compilados especialmente para esta edição alguns dos escritos inéditos ou que estavam dispersos em publicações diversas. São fruto de diversos convites que recebeu para integrar livros, revistas e edições especiais, realizar palestras e receber honrarias em homenagem a seu companheiro de vida, sempre apresentando leituras mais contemporâneas, que refletem sobre como a pedagogia freireana pode nos auxiliar na resolução de conflitos recentes, como a polarização política no Brasil e a violência em nível global. Ainda, em caráter mais intimista, foram organizadas algumas entrevistas concedidas pela autora, de forma que leitores e leitoras possam se sentir ainda mais próximos dos afetos freireanos. É um livro necessário para a história da intelectualidade brasileira, originado da mais autêntica boniteza. “Este excelente trabalho de nossa querida Nita Freire, viúva de Paulo Freire, nos relembra duas dimensões muito bem tratadas pelo saudoso mestre e tão atuais: a tolerância e a violência. Paulo nos ensinou que a tolerância não pode significar suportar, e sim respeitar — acatar a diferença sem fazer dela divergência.” — Frei Betto “O texto de Ana Maria Freire apresenta-se como uma ferramenta teórica potente para os que sonham e lutam por uma educação que contribua para construir uma sociedade verdadeiramente democrática e inclusiva.” — Jose Clovis de Azevedo “A beleza do amor que compartilharam tem como um de seus frutos a excelência com que Nita mantém viva a obra de Paulo.” — Ramón Flecha “As descrições que Nita Freire faz sobre os pequenos diálogos cotidianos com Paulo Freire, na colaboração que lhe prestava para a produção dos seus textos, têm um notável valor histórico — à altura do valor histórico de Freire.” — Alípio Casali. (shrink)

Algunos temas que contiene: Pedagogía de la contradicción. El significado didáctico y latinoamericano de Freire Interpretación temática La educación de adultos como un análisis educativo Teórico Practico Metodología educativa y liberación Reflexión educativa y cambio social La educación del adulto y la transformación cultural de los pueblos Educación popular: los últimos escritos, "los libros hablados" Entrevista Paulo Freire - Antonio Monclus (Sao Paulo, 16-18 de Abril de 1987) Educación de adultos - Educación popular: Aproximaciones teóricas Análisis político de (...) la sociedad latinoamericana Práctica y metodología educativa Teología de la liberación y compromiso cristiano Identidad latinoamericana y papel de España en América. (shrink)

Upon its recent publication in Portuguese, Paulo Freire’s newest book became an instant success. This English translation is sure to meet with similar acclaim. In Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. No other book so cogently explains the implications for classroom practice of Freire’s latest ideas and the pathbreaking theories found in Pedagogy of the Oppressed and other treatises.This book (...) challenges all who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. Freire shows why a teacher’s success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By observing the curiosity of students and the manner through which students develop strategies for learning, the teacher is helped in discovering doubts, successes, and the teacher’s mistakes. When teachers open themselves to recognize the different roads students take in order to learn, they will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom. (shrink)

In this book, we come to understand the author's pedagogical thinking even better, through the critical seriousness, humanistic objectivity, and engaged ...

Arthur Madigan presents a clear, accurate new translation of the third book of Aristotle's Metaphysics, together with two related chapters from the eleventh book. Madigan's accompanying introduction and commentary give detailed guidance to these texts, in which Aristotle sets out what he takes to be the main problems of metaphysics or 'first philosophy' and assesses possible solutions to them; he takes his starting-point from the work of earlier philosophers, especially Plato and some of the Presocratics. These texts serve (...) as a useful introduction both to Aristotle's own work on metaphysics and to classical metaphysics in general; they are also a good example of Aristotle's dialectical method, which reasons not from known truths but from reputable opinions. (shrink)

Books V and VI of Aristotle's Politics constitute a manual on practical politics. In the fifth book Aristotle examines the causes of faction and constitutional change and suggests remedies for political instability. In the sixth book he offers practical advice to the statesman who wishes to establish, preserve, or reform a democracy or an oligarchy. He discusses many political issues, theoretical and practical, which are still widely debated today--revolution and reform, democracy and tyranny, freedom and equality. David Keyt (...) presents a clear and accurate new translation of these books, together with a commentary which, though primarily philosophical, also supplies a key to Aristotle's many historical references. It is intended to guide readers towards a proper understanding of this classic text in the history of political thought, and does not assumes knowledge of Greek or of ancient history and politics. (shrink)

Aristotle is without question the founder of the science of biology. In his treatise On the Parts of Animals, he develops his systematic principles for biological investigation, and explanation, and applies those principles to explain why the different animal kinds have the different parts that they do. It is one of the greatest achievements in the history of science. This new translation from the Greek aims to reflect the subtlety and detail of Aristotle's reasoning. The commentary provides help (...) in understanding each argument as well as an integrated account of the goals and methods of the work taken as a whole. (shrink)

'Pedagogia da tolerância' é o resultado da reunião de uma coletânea de reflexões e diálogos do Professor Paulo Freire, organizados em oito conjuntos de depoimentos, testemunhos, seminários e cartas, que revelam e atualizam, com outras palavras e imagens, a discussão central presente em toda sua obra, especialmente na tríade Pedagogia do oprimido, Pedagogia da esperança e Pedagogia da autonomia - a necessária coerência entre o discurso e a prática, o diálogo como método e suas implicações na transformação social, que (...) o reconhecimento do ato pedagógico como ato político nos obriga. (shrink)

Edited by Richard McKeon, with an introduction by C.D.C. Reeve Preserved by Arabic mathematicians and canonized by Christian scholars, Aristotle’s works have shaped Western thought, science, and religion for nearly two thousand years. Richard McKeon’s The Basic Works of Aristotle—constituted out of the definitive Oxford translation and in print as a Random House hardcover for sixty years—has long been considered the best available one-volume Aristotle. Appearing in paperback at long last, this edition includes selections from the Organon, (...) On the Heavens, The Short Physical Treatises, Rhetoric, among others, and On the Soul, On Generation and Corruption, Physics, Metaphysics, Nicomachean Ethics, Politics, and Poetics in their entirety. (shrink)

This authoritative biography addresses the life and work of the quantum physicist David Bohm. Although quantum physics is considered the soundest physical theory, its strange and paradoxical features have challenged - and continue to challenge - even the brightest thinkers. David Bohm dedicated his entire life to enhancing our understanding of quantum mysteries, in particular quantum nonlocality. His work took place at the height of the cultural/political upheaval in the 1950's, which led him to become the most notable American scientist (...) to seek exile in the last century. The story of his life is as fascinating as his ideas on the quantum world are appealing. (shrink)

Aristotle was the first philosopher in the Western tradition to address politics systematically and empirically, and he remains a central figure in political theory. This essential volume presents Aristotle's complete political writings—including his Politics, Economics, and Constitution of Athens—in their most authoritative translations, taken from the complete works that is universally recognized as the standard English edition. Edited by Jonathan Barnes, one of the world’s leading scholars of ancient philosophy, and with an illuminating introduction by Melissa Lane, an (...) authority on ancient political philosophy, this compact but comprehensive volume will be invaluable for all students of politics, philosophy, classics, or Western thought. (shrink)

Después de una breve caracterización de las ciencias cognitivas, se destaca la existencia de dos enfoques erróneos en filosofía del conocimiento apostando por el enfoque propio de las ciencias cognitivas, donde el sujeto de cognición es procesador de información y tanto puede ser un humano como una máquina o un animal. En segundo lugar se caracteriza el sujeto cognitivo como un sistema físico de símbolos, de acuerdo con la tesis de Allen Newell y Herbert Simon, comentando y ejemplificando tal tesis. (...) Y finalmente se distingue entre diversos grados de cognición en sentido amplio, tanto en animales como en máquinas, así como se destaca la cognición en sentido propio o cognición inteligente, que comprende las operaciones de concebir, juzgar y razonar. (shrink)

Em Pedagogia da esperança, escrito em 1992, Paulo Freire faz uma reflexão sobre Pedagogia do oprimido, publicado em 1968, durante o seu exílio no Chile. Nesse reencontro, analisa suas experiências pedagógicas em quase três décadas nos mais diferentes países. Um relato valioso, elaborado com cientificidade, humildade e coerência, que recusa o determinismo e mostra a história humana como um feixe de possibilidades. O livro conta ainda com a colaboração de Ana Maria Araújo Freire, através das notas explicativas, e (...) prefácio de Leonardo Boff. (shrink)

Recensión de S. Sastre Ariza, Ciencia jurídica positivista y neoconstitucionalismo, McGraw Hill, Madrid, 1999.

Con la intención de aclarar el significado de la legalidad y de sus principios, el artículo desarrolla aquellos aspectos de la concepción del derecho de Lon Fuller que demuestran que legalidad y exterminio son incompatibles. Después, cuestiona los planteamientos defendidos por los iuspositivistas en el debate sobre el derecho nazi, porque se basan en una incorrecta identificación entre derecho y orden social, lo que lleva a los iuspositivistas a valorar el derecho exclusivamente en función de su utilidad para el gobernante (...) y no en función de lo que supone para los gobernados. (shrink)

Reseña de Porciello, Andrea. En los orígenes del neoconstitucionalismo. El antipositivismo de Lon. L. Fuller. (Trad. Celia Diéz Fuentes). Lima: Palestra Editores, 2019, pp. 316.

Thesis summary: FREIRE, Ana Ester Pádua. The humanistic approach in religious studies: contributions to the study of the religious phenomenon.

In contrast to the robust mutual interpretability phenomenon in set theory, Ali Enayat proved that bi-interpretation is absent: distinct theories extending ZF are never bi-interpretable and models of ZF are bi-interpretable only when they are isomorphic. Nevertheless, for natural weaker set theories, we prove, including Zermelo–Fraenkel set theory $\mathrm {ZFC}^{-}$ without power set and Zermelo set theory Z, there are nontrivial instances of bi-interpretation. Specifically, there are well-founded models of $\mathrm {ZFC}^{-}$ that are bi-interpretable, but not isomorphic—even $\langle H_{\omega _1},\in (...) \rangle $ and $ \langle H_{\omega _2},\in \rangle $ can be bi-interpretable—and there are distinct bi-interpretable theories extending $\mathrm {ZFC}^{-}$. Similarly, using a construction of Mathias, we prove that every model of ZF is bi-interpretable with a model of Zermelo set theory in which the replacement axiom fails. (shrink)

Famous Brazilian educational and social theorist Paulo Freire presents his ideas on community solidarity in moving toward social justice in schools and society in a set of talks and interviews shortly before his death, supplemented with ...