Within the framework of some of Dilthey's themes such as historicity, finitude and the ineffability of all human productions, the A. approaches the problem of Subjectivity in relation to the Human Sciences (Geisteswissenschaften) which, conceived as forms of self-reflection of historical life itself, put in evidence a Subject compelled to redefine its cognitive possibilities. This task leads Dilthey to a hermeneutical proposal, the main value of which lies in not having eluded facticity and temporality proper to life, and in having (...) proposed them as domains where all intellectual activity finds its limits and the openness to new possibilities of sense. (shrink)

This paper examines the presence of the Husserlian operative concept of the "lifeworld"in Hans-Georg Gadamer's hermeneutic philosophy. It is suggested that, regardless of Gadamer·s criticisms to the method and the foundational project of phenomenology, it is possible to highlight in his interpretation of Husserl's work relevant shared aspects for the clarification of his own position. These are concerned with the struggle against objectivism and its alienating effects against cultural and social praxis, as well as the rehabilitation of a pre-reflective space (...) previous to logic and scientific research, which are regarded by both authors as the ground where all cultural products are rooted. (shrink)

t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

Segundo Rousseau, no estado de natureza o homem é solitário e independente e, ao se sociabilizar, converte-se num ser moral. Para Sartre, a angústia caracteriza a existência subjetiva do homem ao tomar decisões. Em ambos, o despertar da intersubjetividade depende do reconhecimento do outro e é determinante para a moral. According to Rousseau, in the state of nature man is isolated and independent, but as he becomes a social being, he becomes also a moral being. Sartre thinks that anguish caracterizes (...) the subjective existence of man while making decisions. To both, the beginning of intersubjectivity depends on recognition of the other and is essential to morals. (shrink)

Vital events, such as widowhood and retirement, are broadly accepted as points of inflection in the lives of older adults that often differ according to gender. In this study, we analyzed the influence of gender differences in meaningful leisure among older adults through the integration of qualitative and quantitative findings. The use of joint displays revealed that: (1) there is no significant difference between the influence of retirement and widowhood on the two genders, (2) the ethic of care is a (...) constraining factor in older women’s leisure, (3) women are more innovative in their leisure in older age, and (4) volunteer activities are highly segregated by gender. The use of joint displays helped illuminate these four phenomena in light of quantitative and qualitative data. (shrink)

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

A revista Trans/Form/Ação recebeu para este fascículo 69 propostas. Depois das 25 propostas de São Paulo, que é afinal onde fica a Unesp, as propostas de Minas Gerais foram as mais numerosas (10), seguidas do Rio de Janeiro e do Rio Grande do Sul, com seis cada, do Paraná (4), Bahia, Ceará, Sergipe e Santa Catarina, com três cada. Do Nordeste recebemos 12 propostas e do exterior, três (França, Bélgica e Portugal). Por outro critério, recebemos proporcionalmente menos propostas de áreas (...) externas à Filosofia (13) e de não-doutores (31). De fato, pesquisas de áreas externas precisam ser reconhecidas como “filosóficas” pelos pareceristas, que são preferencialmente orientadores de Programas de Filosofia. Esta política segue as orientações tanto da Capes para o estabelecimento do “Qualis” quanto do SciELO para manter-se em seu acervo eletrônico. (shrink)

En el marco de los debates producidos después de cumplirse el cincuentenario de la publicación de la obra de Hans-Georg Gadamer Verdad y método (1960) este trabajo se propone abordar dos asuntos de la propuesta hermenéutica del autor. El primero busca establecer el hilo articulador entre el discurso de la obra mencionada, todavía apegado a su debate con la hermenéutica tradicional, y algunas formulaciones de su obra tardía, donde “el alma de la hermenéutica” se despliega como “arte de escuchar al (...) otro”. El segundo busca destacar la rehabilitación que Gadamer hace de la eumeneîs élenchoi socrático platónica. Expresión que se traduce como el “arte de reforzar el discurso del otro”, cuya explicitación en su obra tardía ha posibilitado que muchos intérpretes de su obra vean un diálogo posible entre su hermenéutica y algunos aspectos de la filosofía de Donald Davidson. (shrink)

En el marco de algunos temas diltheyanos como la historicidad, la finitud y la inefabilidad de todas las producciones humanas, el artículo se propone abordar la problemática del sujeto en relación con las "ciencias del espíritu" (Geisteswissenschaften), las que, concebidas como formas de autorreflexión de la propia vida histórica, ponen en evidencia un sujeto obligado a redefinir sus posibilidades cognoscitivas. Esta tarea conduce a Dilthey al planteamiento de una propuesta hermenéutica, cuyo valor fundamental radica en no haber eludido la facticidad (...) y temporalidad propias de la vida, y en haberlas planteado como ámbitos donde toda actividad intelectual encuentra sus límites y la apertura de nuevas posibilidades de sentido. (shrink)

: Cícero é uma das poucas fontes críticas de textos do pensamento helenístico durante o período da Roma republicana. Ele atualiza a filosofia grega e, concomitantemente, reconhece a superioridade do direito romano. O espírito prático e guerreiro do povo romano afastava a filosofia, mas a emergência de novos problemas exigia reflexão. Nas disputas políticas e jurídicas, a retórica era um instrumento indispensável. O reaparecimento de estudos retóricos no século XX permitiu que alguns comentadores reconsiderassem a relação entre a retórica e (...) a filosofia, propiciando algumas reflexões sobre o papel de Cícero na historiografia da filosofia. (shrink)

Pretendemos mostrar um aspecto pelo qual a leitura que Habermas faz de Rousseau, em Mudança estrutural da esfera pública (1962), é levemente revisada em Direito e democracia (1992). Essa pequena mudança, por sua vez, reestrutura toda a concepção habermasiana da política de Rousseau. We intend to show how Habermas' reading of Rousseau in The Structural Transformation of the Public Sphere (1962) is slightly revised in Between Facts and Norms (1992). This small change restructures the entire Habermasian conception of Rousseau's politics.

Pretendemos mostrar um aspecto pelo qual a leitura que Habermas faz de Rousseau, em Mudança estrutural da esfera pública (1962), é levemente revisada em Direito e democracia (1992). Essa pequena mudança, por sua vez, reestrutura toda a concepção habermasiana da política de Rousseau.

Fundamento: la historia del hospital Manuel Ascunce Domenech comenzó en 1946. Objetivo: Resaltar la importancia que tuvieron los trabajadores y decisores en la evolución histórica de la institución. Método: Es una investigación histórica basada en la investigación documental, se utiliza el submétodo cronológico para establecer el orden de los hechos que se describen. Se hicieron entrevistas a personalidades que laboran en el hospital desde o cercano a su fundación el 14 de enero de 1962 y se revisaron algunos artículos históricos (...) publicados. Resultados: Fueron necesarios 16 años desde que el gobierno de turno en el 1946 procediera a la segregación y compraventa de una parcela de terreno para la construcción del Hospital hasta su inauguración. Solo con el triunfo de la revolución y la voluntad política se pudo terminar la obra. Conclusiones: El Hospital ha cumplido una importante función asistencial, docente, gerencial e investigativa. Fundamental: the history of “Manuel Ascunce Domenech” hospital began in 1946.Objective: To highlight the importance that the workers and decision makers had in the historical evolution of the institution. Method: It is a historical research based on the documental research. The chronological sub method is used with the purpose to establish the order of the facts that are described here. Interviews to personalities that work in the hospital from or near the date of foundation on January 14, 1962 were made and some published historical articles were revised. Results: a period of 16 years was necessary since 1946 when the government of that moment proceeded to segregation, sale and purchase of a land parcel for the construction of the Hospital until its inauguration. The building work was possible to conclude just with the victory of the revolution and its political will. Conclusions: The Hospital has completed a staunch assistance, educational, managerial and investigative function. (shrink)

En este artículo se concibió la oponencia como forma de crítica científica. Se realizó un análisis del ejercicio de oponencia por los problemas identificados en la Universidad de Ciencias Médicas de Camagüey, desde el pregrado hasta el postgrado en la realización de los informes finales de investigaciones, tesis y publicaciones. El objetivo fue valorar la oponencia como forma madura y ética de la crítica científica. Se propuso una metódica para el ejercicio de la oponencia contentiva de la selección del oponente, (...) conocimiento del investigador, acercamiento al trabajo investigativo y el juicio crítico al evaluar y emitir veredicto. De igual forma se expusieron requisitos para realizar una buena oponencia, así como elementos en la estructura de un informe de oponencia que no deben faltar, con independencia del nivel en el cual se realice. Para finalizar se hizo un acercamiento a la posición del investigador ante la crítica. Discussion is conceived as a form of scientific criticism, for this reason an analysis of the discussant performance considering difficulties identified at the Medical University in Camag|ey, at the undergraduate and the postgraduate levels regarding final reports of researches, theses and articles for publication. The objective was to assess the discussants performance in regard to ethical issues. A methodology is proposed for the selection and education to enhance the performance of discussants in the scientific. (shrink)

El artículo que presentamos se propone examinar la presencia operativa del concepto husserliana de "mundo de la vida" en la filosofía hermenéutica de Hans-Georg Gadamer, dentro del marco general de su recepción crítica de la filosofía de Edmund Husserl. Consideramos que, pese a las reservas críticas que tiene Gadamer respecto del método y el proyecto fundacional de la fénomenología, es posible destacar en la lectura que éste hace de laobra de Husserl puntos de encuentro de relevancia para la aclaración de (...) sus propios planteamientos, referidos fundamentalmente a la lucha contra el objetivismo y sus efectos alienantes sobre la praxis social y cultural, así como a la rehabilitación de un ámbito pre-reflexivo previo a lógica de la investigación científica, considerado por ambos autores como el suelo donde estarían enraizadas todas las producciones culturales. (shrink)

Cicero is one of the sources of texts of Hellenistic thought in the period of the Roman Republic. He updates Greek philosophy and, at the same time, recognizes the superiority of Roman right. The practical and bellicose Roman spirit took distance from philosophy, but new problems demanded reflection. In political and judicial disputes, rhetoric was an essential instrument. The 20th century revival of rhetorical studies allowed some commentators to reconsider the relationship between rhetoric and philosophy, leading to new reflections about (...) Cicero and the historiography of philosophy.Cícero é uma das poucas fontes críticas de textos do pensamento helenístico durante o período da Roma republicana. Ele atualiza a filosofia grega e, concomitantemente, reconhece a superioridade do direito romano. O espírito prático e guerreiro do povo romano afastava a filosofia, mas a emergência de novos problemas exigia reflexão. Nas disputas políticas e jurídicas, a retórica era um instrumento indispensável. O reaparecimento de estudos retóricos no século XX permitiu que alguns comentadores reconsiderassem a relação entre a retórica e a filosofia, propiciando algumas reflexões sobre o papel de Cícero na historiografia da filosofia. (shrink)

Segundo Rousseau, no estado de natureza o homem é solitário e independente e, ao se sociabilizar, converte-se num ser moral. Para Sartre, a angústia caracteriza a existência subjetiva do homem ao tomar decisões. Em ambos, o despertar da intersubjetividade depende do reconhecimento do outro e é determinante para a moral.

El objetivo de este estudio es conocer la percepción que tiene el alumnado de periferias escolares sobre las ciencias sociales. Para ello se ha diseñado y validado un instrumento, con la pretensión de que 120 estudiantes de centros escolares públicos de educación secundaria de la Comunidad Valenciana puedan aportar información sobre su aprendizaje de las ciencias sociales, las estrategias de enseñanza desempeñadas por el profesorado y su valoración de la formación ciudadana de esos proyectos didácticos que trabajan los problemas socialmente (...) relevantes. La percepción de las ciencias sociales es óptima y con diferencias más significativas entre los dos cursos analizados. (shrink)

En el 51 aniversario de la publicación de Verdad y método de Hans-Georg Gadamer, este ensayo abordará la articulación entre el proyecto hermenéutico ―inicialmente formulado como una investigación que tiene como objetivo repensar el fenómeno de la com-prensión en la medida en que se refiere a toda nuestra experiencia vital― y su caracterización como filosofía práctica en las categorías de la pluralidad, el diálogo y la responsabilidad. En otras palabras, vamos a mostrar cómo Gada-mer, en el contexto de nuestros tiempos (...) tecnológicos y bajo una influencia fenomenológica, define la hermenéutica como la “praxis” de la comprensión del otro. Este “praxis” debe ser concebida a la vez como un “aprendizaje de humildad”, capaz de ayudarnos a construir “un mundo razonablemente ordenado y comprensible, donde estamos obligados a vivir”. Para ello nos concentraremos en la rehabilitación de Gadamer de algunos temas de la filosofía griega que le permiten formular su concepto de “praxis” en oposición a su significado moderno, así como a la cultura de expertos de la sociedad contemporánea.At the 51st anniversary of the publication of Hans-Georg Gadamer’s Truth and method, this paper will approach the articulating thread between the hermeneutical project—initially formulated as an investigation that aims to rethink the phenomenon of understanding in as much as it concerns to all our vital experience—and its characterization as practical philosophy under the categories of plurality, dialogue and responsibility. In other words, we will show how Gadamer, in the context of ours technological times and under a phenomenological influence, defines hermeneutics as the “praxis” of understanding the other. This “praxis” must be conceived at the same time as a “learning of humility”, capable of helping us to construct “a reasonably ordered and comprehensible world where we are bound to live”. To this extend we will concentrate ourselves in Gadamer’s rehabilitation of some topics of Greek philosophy, that will allow him formulate his concept of “praxis” in opposition to its modern meaning as well as to the expert culture of contemporary society. (shrink)

The purpose of this article is to analyze the variability of the "Self-made-man" idea in the context of the Christian Middle Ages in its primarily historical and philosophical presentation. Research is based on the historical and philosophical analysis of the medieval philosophy presented foremost by the works of Aurelius Augustine, P. Abelard, Thomas Aquinas, and also by the modern researches of this epoch. Theoretical basis. Historical, comparative, and hermeneutic methods became fundamental for this research. Originality. The conducted analysis allowed to (...) draw a conclusion that, despite the still existing view of the Middle Ages as a kind of an ideological gap in the formation of the self-determination idea, the Christian philosophy of this period not only does not reject but also gives essentially the universal character of the ancient intention to recognize the individual’s right to self-determination and self-government, makes it not only religiously acceptable but also obligatory. Conclusions. Despite to general theocentrism, providentialism and fatalism of Christian medieval philosophy and culture in general, at its epicenter there is a man of a special type, focused on preserving spiritual autonomy and identity in the social dimensions of their existence, and at the same time, on personal responsibility for their own destiny. Such focus became a logical and somewhat unexpected result of the complex interaction of numerous factors of medieval culture, as well as the ideas and intentions inherited from Antiquity. In particular, the idea that a person who does not act freely cannot be morally responsible for what he does, as well as the intentions of the ancient sage to autonomy, autarky, and apoliticism. In the Middle Ages, this intention became essentially universal, as it became a right, even an obligation of every Christian to be free, at least from the worldly, in determining and realizing his own destiny. The gradual compromise recognition that personal salvation is possible only as a result of synergy, i.e. the co-participation of God’s grace and human freedom, legitimizes and strengthens its focus on active personal efforts and personal responsibility for one’s own salvation, in fact for one’s own destiny. All this in historical perspective was found in its radicalized and purified from all sorts of mystical and religious layers of expression in the idea of "Self-made-man". (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

Purpose. The research is aimed at understanding the philosophical and journalistic heritage of M. Scheler during 1914-1919. "The philosophy of war" is regarded as the middle link between the phenomenological and anthropological stages of its philosophical evolution. The theoretical and methodological basis of the study is the philosophical legacy of Max Scheler, as well as the work of domestic and Western researchers devoted to this issue. Problems of Weltkriegsphilosophie become comprehensible based on the historical, logical and comparative principles of historical (...) and philosophical analysis, which allowed to theoretically reconstruct the cultural and historical context, philosophical sources and ideological intentions of the German philosopher. Originality. For the first time in domestic historical and philosophical thought, it proved that the works by Max Scheler of the First World War played an outstanding role in the formation of philosophical anthropology as a separate philosophical trend. Conclusions. The basis of the Weltkriegsphilosophie by Max Scheler is the philosophical comprehension of the war in which the thinker tries to see the high sacral meaning, where the sacrifices that the nation brings to the altar of victory are not in vain: the nation is rallying this sacrifice, its readiness for it. According to Scheler, war is the most effective means of forming the so-called "love communities", to which he refers combat brotherhood, family and nation as a "collective personality", which recognizes itself through war. The philosopher is disappointed to some part with militaristic enthusiasm in his later military journalistic works and calls for a spiritual and moral renewal of Europe, fed from Christian roots. At the heart of this renewal should be the principle of personal solidarity, based on the Christian idea of love. However, Catholic universalism is an insufficient means for the formation of a "love community" and a new man who is co-creator of God that constitutes the main core of the philosophical anthropology of Max Scheler, which emerges in the 20s of the twentieth century. Based on this, the article affirms the existence in Sheler’s works of an intermediate stage between his phenomenology and philosophical anthropology – Weltkriegsphilosophie. (shrink)

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.