A relação teoria e prática no cotidiano dos professores -- Em busca de um método para a ciência pedagógica --Indicativos para a elaboração de uma proposta pedagógica -- Prática pedagógica, uma questão de método -- A proposta pedagógica e sua legitimidade -- A prática pedagógica na sala de aula : princípios e métodos de uma ação dialógica -- A memória como elemento educativo -- Educação e senso comun -- O diálogo como princípio pedagógico -- Processos pedagógicos para uma educação libertadora (...) -- A ressignificação da ação política no acampamento Natalino -- O senso comum e suas articulações de resistência aos processos de transformação -- A formação continuada -- As crises da sociedade emergente -- A pedagogia do fetiche -- Participação e poder -- As origens do planejamento participativo no Brasil. (shrink)

El 1 de febrero de 1982 se constituyeron en la Archidiócesis de Sevilla los Tribunales Interdiocesanos de Primera y Segunda Instancia. Se trata de Tribunales Eclesiásticos de Justicia extracanónicos, que se originaron primero en Italia según el Motu Propio 'Qua Cura' de Pío XI, y luego se extendieron a la Iglesia en general, para integrarse finalmente en el actual Derecho Canónico. Este ensayo describe el desarrollo y la naturaleza de estos Tribunales de Justicia, así como su funcionamiento en la Archidiócesis (...) de Sevilla. (shrink)

O presente texto tem como objetivo apontar, a partir de suas obras mais recentes, que na hermenêutica da práxis de Gadamer há elementos suficientes para ser fundamentada uma teoria da comunidade política enquanto espaço propício ao desenvolvimento do engajamento por parte dos cidadãos nos compromissos éticos e políticos no contexto das sociedades democráticas contemporâneas. Apesar de ainda não ser tão explorada pelos teóricos atuais a dimensão política da hermenêutica gadameriana, a originalidade desta pesquisa se dá a partir da análise da (...) possibilidade de existência da comunidade política nas contribuições hermenêutico-filosóficas de Gadamer. Estas conduzem à práxis do engajamento dos cidadãos em seus compromissos frente à real situação em que se encontram as sociedades democráticas, bem como a preocupação com o uso desmedido da ciência e técnica na atualidade, correndo-se o grave risco até mesmo de extirpação da vida planetária por decisões irresponsáveis de lideranças políticas que pouco se preocupam com as reais condições básicas de vida humana no planeta. Isto devido não cultivarem como princípios deliberativos valores que permeiam a importância da vida comunitária e a preservação do que seja tomado como comum à vida em sociedade. (shrink)

In this article we propose an analysis of the controversy between Geoffrey Jefferson and Alan Turing in terms of a Kuhnian account of thought experiments. In this account, the main task is not to evaluate intuitions or (only) to rearrange concepts. Instead, we propose that the main task is to construct scenarios by proposing relevant experiences in which shared assumptions and conflicting lines of inquiry can be made explicit. From this perspective, we can understand the arguments and assumptions in the (...) Jefferson-Turing thinking machine controversy. (shrink)

No Banquetede Platão, Fedro é considerado o “pai do discurso” e ocupa na sala o primeiro assento à esquerda. Ele introduz o tema do amor e inicia seu discurso com uma série de referências à tradição, incluindo figuras como Hesíodo, Acusilau e Parmênides, para elogiar Eros. Fedro enfatiza o papel do amor na guerra, na política e nas relações amorosas, ressaltando como o amor motiva os humanos a agirem de maneira excepcional. Seu argumento culmina na ideia de que o ápice (...) do amor é a disposição de morrer por aqueles a quem amamos. Ilustra essa perspectiva com exemplos de casais: Alceste e Admeto, Orfeu e Eurídice e Aquiles e Pátroclo, demonstrando como o amor está intrinsecamente ligado à morte e como este sacrifício é recompensado pelos deuses. Esta tradução destaca termos específicos usados em contextos pederásticos como erastes e eromenos, através da transliteração, diferenciando-os de termos mais genéricos para amantes e amados. A introdução aborda brevemente como a compreensão das relações pederásticas e questões relacionadas ao gênero das personagens podem influenciar a interpretação do discurso. Esta tradução convida os leitores a uma análise minuciosa do discurso de Fedro, explorando as complexidades discutidas e suas implicações para o entendimento do amor na obra de Platão. (shrink)

In the current world of education, politics and public opinion, musical experience is increasingly threatened. It is designated ever more as an expendable luxury. This kind of general trend has hardly left the thinking in the field of music and music education untouched. Inspiration comes from the technical rationality of our time. This rationality affects an oblivion of ontology. In this article we discuss this trend related to Martin Heidegger’s thinking concerning the human existence in the world, artworks and notions (...) like “being” (Sein) and “oblivion-of-being” (Seinsvergessenheit). We think that it is possible to see this “oblivion-of-being” in relation to the trend in cultural and educational politics as well as in music educational thinking to focus on the instrumental usefulness of learning music. (shrink)

Zhu Xi is the most important of the twelfth-century neo-Confucianists. Some consider him second only to Confucius himself in his importance to Chinese philosophy as a whole, since it is his interpretation of Confucius that has been canonical since his lifetime. This short book, modeled after the Burton Watson "Basic Writings" volumes for Zhuangzi, Xunzi, and Han Feizi, is an accessible, one-volume introduction to Zhu Xi's influential philosophical system designed especially for course use. In "classifying" Zhu Xi's conversations in the (...) Classified Conversations of Master Zhu, Li Jingde dedicated the first thirteen chapters to conversations explaining his general philosophical system. Readers are introduced to his metaphysics of principle (li), psychophysical stuff (qi), spiritual beings (guishen), human nature (xing), mind-heart (xin), and emotions (qing); and to his program of self-cultivation-that is, the curriculum that Confucians should follow to attain moral perfection. Gardner argues that these chapters constitute the best overview of Zhu Xi's basic philosophical teachings, and selections from them form the basis of his volume. Occasionally, they are supplemented with passages from the Collected Literary Writings of Master Zhu and from Zhu's commentaries on the Classics. (shrink)

The last ethicalpolitical events of the countries of the East seem to confirm the old hegelian idea according to which the way of history advances, even though errors and contradictions occurs, in direction of the freedom. Nevertheless, the poshegelian thought has emphasized the value of the ind..

Artiklen perspektiverer på den almene pædagogiks aktuelle, pressede tilstand, i lyset af de centrale, transnationale udviklingstendenser inden for uddannelsesstyring der har gjort sig gældende de sidste ca. 25-30 år. Dette gøres, ved at tage afsæt i de såkaldte antinomier, som en række pædagogiske forskere har forholdt sig til som definerende for moderne pædagogik. Denne tematik blevet sat på dagsordenen af aktuelle uddannelsesforskere som bl.a. Alexander von Oettingen; Michael Uljens; Lars Løvlie; Gert Biesta, Birgit Schaffar og Dietrich Benner. Oettingen ser nærmere (...) bestemt spørgsmålet om pædagogisk professionalitet som spaltet i fire antinomiske paradokser, der angår Rationalisering ; Pluralisering ; Individualisering og Civilisering. Disse pædagogiske paradoksaliteter har en rod bl.a. hos Kant, Rousseau og Herbart. Artiklen søger gennem fokusering af sådanne pædagogiske antinomier eller paradokser at vise, hvorledes den transnationale uddannelsesrevolution de sidste 25-30 år har udtyndet den almenpædagogiske undermuring af begreberne: I. professionalitet, II. læring, III. autenticitet og IV. dannelse. Dermed fokuseres de almenpædagogiske problemstillinger der kendetegner disse fire begreber. Dette gøres for at vise, hvorledes den transnationale uddannelsesstyring i dette lys udgør en bekymrende afvikling eller sammenklapning af pædagogikkens almene grundtræk. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Øivind Varkøy, “The Concept of ‘Bildung’”Frederik PioThe process of Bildung has to do with something that “becomes.” The dimension of moving and developing makes the Bildung-metaphor of ‘the journey’ come into focus in Øivind Varkøy’s paper. As Varkøy states in his article, in relation to the Bildung concept one can see that “[the] relation between what is known in everyday life and what is new, unknown, and (...) strange, can in a sense be regarded as the meaning and intention of the concept.”This tension between that which is known and that which is unknown is handled by means of the metaphor of the journey. The journey is about leaving one’s homeground behind. The homeground is all that which is known. Then there is a venture into something not yet known. And then finally the individual returns home, enriched with a new experience, as a deeper and more encompassing human being. This is the blueprint of ‘the journey.’Thus the metaphor of the journey tells us that the crucial Bildung-factor is connected with a transgression of all that is familiar and well-known. So an experience is conducive to a process of Bildung to the extent that a transgression [End Page 97] occurs. That is as a movement that takes place beyond that in our ordinary lives which is all too well-known. Varkøy puts it this way:To have an experience is to be stricken, shaken, and affected. In this way, an experience is something which exceeds all boundaries, it notifies the arrival of something new and unknown. The subject is jerked out of its usual pattern and meets something that makes it look at itself with new eyes, experience its own subjectivity from unfamiliar quarters. Such experiences, such journeys, mean that we come into contact with important sides and dimensions of our way of being human.This translates into an educational context where a focus is on subject content “which enable[s] the students ‘to make journeys’... so that students can thereby not only emerge as educated music educationalists, but also as cultured (bilded) people.”All this belongs to the dimension of freedom. But as mentioned by Varkøy, Bildung is also about that which is authoritative and un-free. Thus Varkøy mentions Jon Fosse who found that “Norwegian schools certainly need a dose of Harold Bloom” and his book The Western Canon.So we have a tension between freedom (the journey into the unknown) and that which is un-free: the score we all have to settle with a great tradition that was there long before we arrived here and broke the surface of existence. In continuation of this I sense that Varkøy is touching upon a theme that tells us this: Today a process of Bildung should neither reject the tradition (to become anti-traditional). Nor should a process of Bildung become something that is just blindly reproducing the tradition and its values. So, it is not about being either anti-traditional or completely traditional, but about a quality which could be termed un-traditional. Varkøy says it like this:It is true to say... that the concept of Bildung’s cultural heritage perspective does not nescessarily mean a one-sided backwards glance focusing upon old masterworks... but also that it can to a considerable extent open up for focusing on the new and unknown.”So the Bildung concept contains simultaneously a directedness towards the past and a tradition which is authoritative, coupled with a directedness towards the future: and all that which is new and unknown, the open horizon of existence. It is in the light of this double directedness that Varkøy questions whether “the concept ‘cultural heritage’ should be considered, as something static or as something which is continually moving and developing.”So the past and our cultural heritage and the masterworks our cultural heritage is based upon, do not belong to bygone days. They do not belong to a finished [End Page 98] past. On the contrary, it is all still with us. That is how I read Varkøy. And this reading has a tremenduous resemblence to... (shrink)

This paper develops two central themes of the Canti Orfici, intrinsically connected to each other: Orphism, with particular attention to La Notte, and Dino Campana’s relationship with Nietzschean sources, in order to deepen the latent trace of a Nietzscheanism scattered in the metaphors and symbols of the poetic word. È forse un azzardo addentrarsi negli incerti sentieri sul crinale tra letteratura e filosofia, dove il confine non risulta visibilmente tracciato e non vi è alcun segno certo ch...

In lieu of an abstract, here is a brief excerpt of the content:A Response to Cathy Benedict, “Naming Our Reality: Negotiating and Creating Meaning in the Margin.”Frederik PioIn this paper we are offered a reflection on the historical and present marginalization of music education. As Cathy Benedict says, "What of this marginalization and what of its possibilities? I would like to suggest in this paper that this marginalized status partly reflects our own complicity as we have historically allowed others to (...) speak for us." The field of music education in other words is suffering from a lack of independence. She goes on to say, "music educators have copied the perceived successes of the basic disciplines instead of striving for transformation." However, the radical transformation which is called for seems to lie neither in the integration of music education as part of general education nor in the isolation of music education for she adds, "if we continue to 'concern ourselves with possible future scenarios for music education as part of general education' and in a music education vacuum, then we will probably continue to construct what 'could be' in the guise of what has 'always been.'"The assumption seems to be that music education belongs in the margin, for Benedict also adds, "it is misguided to think of our goal as simply to place music education as part of general education." Instead it is the margin that is claimed to be ripe with possibillities of transformation: "It is true that we need to envision 'what could be' scenarios for music education as part of general education.... It seems more important, though, even imperative, to grapple with the systemic issues that continually haunt us." From the margin music education "must begin narratives with the other disciplines." In other words, the margin seems to be the place from which one can "go about facilitating the creation of liminal space [End Page 69] and facilitate the habits of mind that will relativize taken-for-granted beliefs." It is from the margin that the transformations asked for can be carried out.The margin however has been infected with a dominance which stems from outsiders: "This margin... is our standpoint and a perspective from which we have allowed a worldview to be constructed for us." So the tension regarding the status of music education, between autonomy and integration, is not resolved.At the same time music education must become free. That means tearing loose from the "hidden hegemonic structures that inevitably serve to obscure the purpose of education" while an integrative effort on behalf of music education is called for in relation to general education: "In many cases, we have allowed other disciplines to name what we are and can be. We have crafted and named our importance in a version of their eyes." Consequently what is demanded here is that we craft a version of our field according to our own eyes. So far the field of music education has been marginalized (isolated), but it has never-the-less created itself according to the eyes of outsiders.On behalf of the field of music education, Benedict however seems to ask for a new productive or transformative kind of autonomy (exercised from the margin). The challenge then must now be to create the field of music education in our own eyes. Then perhaps the margin becomes the borderline between autonomy and integration.It would be helpful if Benedict could shed some light on the concept of 'the margin' positioned within a field of tension between autonomy (isolation) and integration. In other words, is the margin a place which has until now remained undiscovered? Does it mark out the limit between isolation and integration (on behalf of the field of music education)?Given the state of things described above the agenda created in the margin is seen as liberatory and transformative: "the space we need to facilitate is liberatory with change as a given not a goal oriented end-point" (emphasis added). In other words a liberation is called for which amounts to an attempt to oppose an oppression: "the field of music education has in fact manifested several characteristics of an oppressed society" (emphasis added). But what is meant by this reference to a liberation/oppression... (shrink)

Grue-Sørensen’s concept of ’educational teaching’ is traced back to an original infl uence from Herbart and Kant. On this background the article attempts to interpret, how one can understand a concept of educationalteaching today. With that, the concept is shown to have its root in a tradition of general education and Grue-Sørensen is shown to be a Danish representative of this. However, in research programs as well as educational programs this tradition has generally been under increasing pressure the last approximately (...) 30 years. Grue-Sørensen and his possible relevance today is discussed in connection with a potential revitalization of a general educational thinking in our current postmodern epoche of higher education. (shrink)

This article is divided into three parts: the problem (globalized learning); the consequences (for general music education); and the vision (the music teacher as a cultural figure). In the first part, I claim that the current learning agenda is being increasingly instrumentalized as a carrier of a global education policy driven by technical rationality. In the second part, a range of possible implications of this paradigm for music education are outlined. What is being sacrificed on the altar of learning measurement (...) is the crucial ability of schooling to be ingrained in the historical, cultural, musical background-understanding of the world. Thus, the world of schooling slowly becomes reduced to a neutral, geometrical space of measured performance governed by input-output/producerconsumer calculations. Finally, in the third part, I pick up some ideas from the German phenomenologist Martin Heidegger to suggest an open possibility for today's music teachers to act as cultural figures for their subject. Such action is about disclosing a shared, common world in which music since prehistoric times has belonged by way of all kinds of communal acts. This crucial point invites music teachers to create and nurture marginal spaces together, where the output-oriented school paradigm temporarily becomes suspended. (shrink)

The concept of memory has always been a crucial topic in philosophical discourse. This book re-traces the thought of major philosophers such as Edmund Husserl, Paul Ricoeur, Hannah Arendt, Karl Jaspers, William James, José Luis Borges and Sigmund Freud to provide an in-depth exploration around several aspects of this timely issue. How is a memory formed? How can we bring into existence what has sunk into oblivion? What is the role of our instincts and inner drives in the constitution of (...) memory? What is the connection between memory and forgetfulness, as well as that between mercy and remembrance? Focusing on these fundamental questions, the author presents a rich interconnection of concepts and ideas that build a significant work on the great theme of memory"--Front cover flap. (shrink)

Indledning -- Nihilisme. Kunst ; Uddannelse ; Ontologi -- Ontologi. Musik ; Musikdidaktik ; Pædagogik -- Konklusion.

The discovery-justification distinction stands as a pivotal issue within 20th-century philosophy of science. It subtly underpins many foundational topics and concepts pertinent to our comprehension of knowledge. Thomas Kuhn's contributions are indispensable in this regard, with his critiques playing a pivotal role in shaping both his initial model of scientific progress and its subsequent revisions. Kuhn addressed this dichotomy head-on in the first of his Thalheimer Lectures, presented in 1984. In this paper, we revisit Pablo Melogno's (2019) examination of Kuhn's (...) engagement with this theme. Concurring with Melogno, our analysis extends his interpretation by exploring Larry Laudan's objections to certain research programs focused on a logic of discovery. We further scrutinize specific assumptions about discovery heuristics that have been misinterpreted within Laudan's methodological framework, particularly the one stemming from Herbert Simon's pioneering work. By synthesizing these perspectives, we aim to set up a preliminary framework for a more refined understanding of how history and philosophy of science inform the epistemic practices of agents operating with bounded rationality. (shrink)

A través del análisis de la interpretación que Nicol hace de Vico asoman en este trabajo otras aproximaciones a la filosofía española "transterrada" en México.Trough the analysis of Nicol's reading of Vico, other considerations of banished Spanish philosophy in Mexico are offered in this paper.

Investigating the paths of ethics —ethics of politics, ethics of philosophy—, contemporary thought has been inquiring for a long into several tasks and aims, concerning the same practice of philosophy. Very lucidly, Emmanuel Levinas started from the criticism on philosophy as power ideology. In the background of the being qua totality, a plurality of existents competes among themselves to impose one’s right to be. Philosophy is the awareness of the fact that the unwinding of being is determined by conflict, which (...) is its impulse. Nevertheless, as a critical practice, philosophy consists in the capacity for unmasking the terrible evidence of the all-determining conflict. Philosophy is the defence tool enabling us not to be victims of illusion. Just because of that, contemporary ethics invites us to reconsider, with ever greater critical care, the connection me-you. After a careful analysis of the considerations on this subject by some thinkers in our time —from Heidegger to Sartre, from Jaspers to Levinas, from Guardini to Piovani and Fornet Betancourt— this essay detect the possibility of a way out from the aporias, inevitably involving the connection to otherness —with the resulting impossibility to usurp the exteriority of one another, who is kept safe by an insurmountable transcendency— in a new idea of Hybridisation . It has not to do with ethnic or racial Hybridisation; the Hybridisation we refer to is anything but the idea about the existence of a social, cultural, linguistic, ethnic starting condition, neither of an homogeneous set generating a heterogeneous phenomenon by the meeting with another set. Instead, it could be considered as a ‘virtue’, that is, «sharing an existence without essence», a condition that allow us for escaping from the twofold trap of bringing the other into the boundaries of the supremacy of the same, or of falling into mere crossbreeding forms. (shrink)

Hannah Arendt fut tout d'abord l'élève, puis la muse et l'amie de Martin Heidegger avant de devenir la collègue et la critique sévère de son ancien maître. A la différence de Heidegger qui, pour un laps de temps plutôt bref, adhéra au parti nazi lorsqu'il fut élu recteur de l'université de Fribourg en 1933, Hannah Arendt fut quant à elle contrainte de se réfugier aux Etats-Unis à cause de ses origines juives. Pendant une vingtaine d'années, toute relation entre le maître (...) et son élève fut interrompue. En 1950, Hannah Arendt rentra en Europe et, contre toute attente, voulut revoir son ami d'autrefois. C'est à cette époque que reprit leur relation épistolaire. Cet ouvrage reporte le lecteur au tout début de leur amitié retrouvée : à travers un jeu énigmatique d'allusions et de renvois, Heidegger évoque, dans une longue lettre, les épisodes majeurs de sa vie politique, académique et de penseur, l'amour pour son élève et des fragments d'événements oubliés dans le passé et retrouvés grâce à la puissance de l'imagination et de la mémoire. (shrink)

En los años veinte del siglo pasado se constituye lo que luego se llamó la escuela de Cambridge en bioquímica. Bajo el liderazgo de Frederick Gowland Hopkins este grupo tenía como objetivo primario la consolidación de la naciente bioquímica. Una característica particular de este grupo fue el intento explícito de vincular el trabajo científico con la discusión filosófica. Sin embargo, algunos historiadores como Nils Roll-Hansen han cuestionado en duros términos la manera en la cual estos científicos apelaban a la filosofía. (...) En particular Roll-Hansen ha sugerido que los aspectos filosóficos del trabajo de estos investigadores tendrían un mero carácter propagandístico vinculado con el proyecto de la constitución de la bioquímica como una disciplina. En este trabajo voy a defender que es posible considerar a los principios filosóficos presentados por la escuela de Cambridge como algo más que una mera propaganda para un proyecto institucional. Para esto voy a comparar la relación entre los principios filosóficos y trabajo metodológico propuesto por la escuela de Cambridge con una propuesta contemporánea: el Análisis de Control Metabólico, una perspectiva en el estudio de la bioquímica cuyo trabajo metodológico se suele defender apelando a “principios filosóficos”. A pesar de la distancia temporal entre ambas escuelas, tanto la actitud de apelar a principios filosóficos como el campo de estudio científico son semejantes.In the twenties of the last century, the Cambridge school in biochemistry was established. Under the leadership of Frederick Gowland Hopkins this group had as its primary objective the consolidation of a new science: biochemistry. A particular feature of this group was the explicit attempt to link scientific work with philosophical discussion. However, some historians like Nils Roll-Hansen have harshly questioned the way in which these scientists appealed to philosophy. In particular Roll-Hansen has suggested that the philosophical aspects of the work of these researchers would have to be considered as propaganda, motivated by attempt stablish the biochemistry as a discipline. In this paper I am going to defend that it is possible to consider the philosophical principles presented by the Cambridge school as something more than a propaganda for an institutional project. To this end I am going to compare the relationship between the philosophical principles and methodological work proposed by the Cambridge school with a contemporary proposal: the Metabolic Control Analysis, a perspective in the study of biochemistry whose methodological work is usually defended by appealing to “philosophical principles”. Despite the temporal distance between the two schools, both the attitude of appealing to philosophical principles and their field of scientific study are similar. Key Words: Philosophy of Biochemistry; Metabolic Control Analysis; Cambridge School ARK: ark:/s18537960/2ak06yaaq. (shrink)

The article contains a discussion of the contemporary crisis of general education with special attention to: how the cultural erosion and societal differentiation the last 40 years has downgraded the concepts of upbringing and education in favour of an increased attention towards concepts of socialization and learning. Secondly, the question of the relation between general education and the empirical-methodologically specified sub-disciplines is also raised, as these sub-disciplines are currently in the process of detaching themselves towards enhanced autonomy. Finally, the article (...) looks into the difference between the research-programs respectively of general education and the social-psychological paradigm of educational research. The total argument of the article claims, that the research program as well as educational program of general education is justified today by maintaining an approximate unity of a field of knowlegde currently under pressure towards a diffuse or even non-pedagogical nature. Therein lies the current inevitability of general education in our current po-mo societal formation. (shrink)