Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we suggest that a fundamental issue has received insufficient exploration: the fact that in science, we don’t just use math, we make meaning with it in (...) a different way than mathematicians do. In this reflective essay, we explore math as a language and consider the language of math in physics through the lens of cognitive linguistics. We begin by offering a number of examples that show how the use of math in physics differs from the use of math as typically found in math classes. We then explore basic concepts in cognitive semantics to show how humans make meaning with language in general. The critical elements are the roles of embodied cognition and interpretation in context. Then, we show how a theoretical framework commonly used in physics education research, resources, is coherent with and extends the ideas of cognitive semantics by connecting embodiment to phenomenological primitives and contextual interpretation to the dynamics of meaning-making with conceptual resources, epistemological resources, and affect. We present these ideas with illustrative case studies of students working on physics problems with math and demonstrate the dynamical nature of student reasoning with math in physics. We conclude with some thoughts about the implications for instruction. (shrink)

This paper examines physics and mathematics textbooks published in France at the end of the 1950s and at the beginning of the 1960s for children aged 11–15 years old. It argues that at this “middle school” level, textbooks contributed to shape cultural representations of both disciplines and their mutual boundaries through their contents and their material aspect. Further, this paper argues that far from presenting clearly delimited subjects, late 1950s textbooks offered possible connections between mathematics and physics. It highlights that (...) such connections depended upon the type of schools the textbooks aimed at, at a time when educational organization still differentiated pupils of this age. It thus stresses how the audience and its projected aptitudes and needs, as well as the cultural teaching traditions of the teachers in charge, were inseparable from the diverse conceptions of mathematics and physics and their relationships promoted through textbooks of the time. (shrink)

The language of physics is mathematics, and physics ideas, laws and models describing phenomena are usually represented in mathematical form. Therefore, an understanding of how to navigate between phenomena and the models representing them in mathematical form is important for a physics teacher so that the teacher can make physics understandable to students. Here, the focus is on the “experimental mathematization,” how laws are established through quantifying experiments. A sequence from qualitative experiments to mathematical formulations through quantifying experiments on electric (...) current, voltage and resistance in pre-service physics teachers’ laboratory reports is examined. The way students reason and justify the mathematical formulation of the measurement results and how they combine the treatment and presentation of empirical data to their justifications is analyzed. The results show that pre-service physics teachers understand the basic idea of how quantifying experiments establish the quantities and laws but are not able to argue it in a justified manner. (shrink)

In a famous 1960 paper, Wigner discussed “The Unreasonable Effectiveness of Mathematics in the Natural Sciences.” I suggest that the effectiveness of mathematics in producing successful new theories and surprising discoveries is even more unreasonable than Wigner claimed. In this paper, I present several historical case studies to support the claim that mathematics is often responsible for instigating scientific revolutions. However, that does not mean that mathematics is always the key to the universe, and other cases where mathematization was not (...) successful are discussed in order to problematize a naïve Platonism. (shrink)

For more than a century the notion of a pre-established harmony between the mathematical and physical sciences has played an important role not only in the rhetoric of mathematicians and theoretical physicists, but also as a doctrine guiding much of their research. Strongly mathematized branches of physics, such as the vortex theory of atoms popular in Victorian Britain, were not unknown in the nineteenth century, but it was only in the environment of fin-de-siècle Germany that the idea of a pre-established (...) harmony really took off and became part of the mathematicians’ ideology. Important historical figures were in this respect David Hilbert, Hermann Minkowski and, somewhat later, Albert Einstein. Roughly similar ideas can be found also among British theorists, among whom Arthur Eddington, Arthur Milne, and Paul Dirac are singled out. Although largely limited to the period 1870–1940, the paper also considers Max Tegmark’s recent hypothesis of the universe being a one-to-one reflection of mathematical structures. (shrink)

In physics education, equations are commonly seen as calculation tools to solve problems or as concise descriptions of experimental regularities. In physical science, however, equations often play a much more important role associated with the formulation of theories to provide explanations for physical phenomena. In order to overcome this inconsistency, one crucial step is to improve physics teacher education. In this work, we describe the structure of a course that was given to physics teacher students at the end of their (...) master’s degree in two European universities. The course had two main goals: To investigate the complex interplay between physics and mathematics from a historical and philosophical perspective and To expand students’ repertoire of explanations regarding possible ways to derive certain school-relevant equations. A qualitative analysis on a case study basis was conducted to investigate the learning outcomes of the course. Here, we focus on the comparative analysis of two students who had considerably different views of the math-physics interplay in the beginning of the course. Our general results point to important changes on some of the students’ views on the role of mathematics in physics, an increase in the participants’ awareness of the difficulties faced by learners to understand physics equations and a broadening in the students’ repertoire to answer “Why?” questions formulated to equations. Based on this analysis, further implications for physics teacher education are derived. (shrink)

In order to show how formal analogies between different physical systems play an important conceptual work in physics, this paper analyzes the evolution of Einstein’s thoughts on the structure of radiation from the point of view of the formal analogies he used as “lenses” to “see” through the “black box” of Planck’s blackbody radiation law. A comparison is also made with his 1925 paper on the quantum gas where he used the same formal methods. Changes of formal points of view (...) are most of the time taken for granted or passed over in silence in studies on the mathematization of physics as if they had no special significance. Revisiting Einstein’s classic papers on the nature of light and matter from the angle of the various theoretical tools he used, namely entropy and energy fluctuation calculations, helps explain why he was in a unique position to make visible the particle structure of radiation and the dual nature of light and matter. Finally, this case study calls attention to the more general question of the surprising creative power of formal analogies and their frequent use in theoretical physics. This aspect of intellectual creation can be useful in the teaching of physics. (shrink)

The process of the mathematization of physical situations through differential calculus requires an understanding of the justification for and the meaning of the differential in the context of physics. In this work, four different conceptions about the differential in physics are identified and assessed according to their utility for the mathematization process. We also present an empirical study to probe the conceptions about the differential that are used by students in physics, as well students’ perceptions of how they are expected (...) to use differential calculus in physics. The results support the claim that students have a quasi-exclusive conception of the differential as an infinitesimal increment and that they perceive that their teachers only expect them to use differential calculus in an algorithmic way, without a sound understanding of what are they doing and why. These results are related to the lack of attention paid by conventional physics teaching to the mathematization process. Finally, some proposals for action are put forward. (shrink)

This article discusses the role of mathematics during physics lessons in upper-secondary school. Mathematics is an inherent part of theoretical models in physics and makes powerful predictions of natural phenomena possible. Ability to use both theoretical models and mathematics is central in physics. This paper takes as a starting point that the relations made during physics lessons between the three entities Reality, Theoretical models and Mathematics are of the outmost importance. A framework has been developed to sustain analyses of the (...) communication during physics lessons. The study described in this article has explored the role of mathematics for physics teaching and learning in upper-secondary school during different kinds of physics lessons. Observations are from three physics classes led by one teacher. The developed analytical framework is described together with results from the analysis of the 7 lessons. The results show that there are some relations made by students and teacher between theoretical models and reality, but the bulk of the discussion in the classroom is concerning the relation between theoretical models and mathematics. The results reported on here indicate that this also holds true for all the investigated organizational forms lectures, problem solving in groups and labwork. (shrink)

In this paper, we discuss the history of the concept of function and emphasize in particular how problems in physics have led to essential changes in its definition and application in mathematical practices. Euler defined a function as an analytic expression, whereas Dirichlet defined it as a variable that depends in an arbitrary manner on another variable. The change was required when mathematicians discovered that analytic expressions were not sufficient to represent physical phenomena such as the vibration of a string (...) and heat conduction. The introduction of generalized functions or distributions is shown to stem partly from the development of new theories of physics such as electrical engineering and quantum mechanics that led to the use of improper functions such as the delta function that demanded a proper foundation. We argue that the development of student understanding of mathematics and its nature is enhanced by embedding mathematical concepts and theories, within an explicit–reflective framework, into a rich historical context emphasizing its interaction with other disciplines such as physics. Students recognize and become engaged with meta-discursive rules governing mathematics. Mathematics teachers can thereby teach inquiry in mathematics as it occurs in the sciences, as mathematical practice aimed at obtaining new mathematical knowledge. We illustrate such a historical teaching and learning of mathematics within an explicit and reflective framework by two examples of student-directed, problem-oriented project work following the Roskilde Model, in which the connection to physics is explicit and provides a learning space where the nature of mathematics and mathematical practices are linked to natural science. (shrink)

We study the interconnection between Physics and Mathematics in concrete instances, departing from the usual expression for the Coulomb electric field, produced by a point-like charge. It is scrutinized by means of six epistemology-intensive questions and radical answers are proposed, intended to widen one’s understanding of the subject. Our interventions act along two complementary directions. One of them regards ontology, since questions induce one to look closely at the electric charge, from different perspectives, promoting reflections about its nature and reinforcing (...) the corresponding concept. Formal manipulations rely on the identification of concepts with symbols, and the other direction concerns the spatial extension of mathematical structures. Our questions and their somewhat unusual answers help disclosing information which is not present in many textbooks, and show that Mathematics can be used as an efficient epistemological tool in Physics teaching. (shrink)

In this paper I present a formalization of the theory of ideal concepts applied to the concept of God. It is done within a version of the Simplest Quantified Modal Logic (SQML) and attempts to solve three meta-problems related to the concept of God: the unicity of extension problem, the homogeneity/heterogeneity problem and the problem of conceptual unity.

Tradición patrimonial y administración señorial en la América Latina Aspectos básicos del liberalismo brasileño del siglo XIX - El pensamiento conservador en Colombia, a lo largo del siglo XIX - El pensamiento conservador en Colombia, a lo largo del siglo XX - Iberoamérica como totalidad - Clientelismo mesianismo y liberación en la cultura Latinoamericana - Catequesis misionera y "saber de salvación" en el Brasil colonial - La filosofía brasileña en los siglos XVII, XVIII y XIX - La filosofía brasileña en (...) el siglo XX - Positivismo y realidad Latinoamericana - Cinco concepciones de la integración Latinoamericana - Etica y política en la cultura brasileña - Catolicismo y modernidad : la función moralizadora de la iglesia. (shrink)

Der Philosophenstreit schreibt eines der bedeutsamsten Kapitel der Geistesgeschichte. Vor über eintausend Jahren wurde er von Ibn-Sīnā (Avicenna) durch seine kühnen, wohl aber umstrittenen Thesen begründet. Eröffnet wurde er hingegen von Ġazālī, welcher das Werk Ibn-Sīnās einer Kritik unterzog. Ibn-Rušd (Averroes) fühlte sich berufen, in diesen Streit einzugreifen und über beide Autoren zu urteilen. Mit seinem Werk hat er den Streit nicht beendet, sondern weiter verschärft. Im Mittelpunkt stehen wesentliche Fragen, die jeden Menschen angehen. Sie werden kontrovers vorgetragen. Karam (...) Khella behandelt den heute noch unentschiedenen Streit und erläutert die einzelnen Positionen. Zum ersten Mal wird die komplexe Debatte übersichtlich integriert dargestellt, aufgeschlüsselt und aktualisiert. Mit diesem Werk schließt Khella eine empfindliche Forschungs- und Literaturlücke und demonstriert die Bedeutung des Philosophenstreits für die Menschen von heute. Die Kontroversen werden nicht nur im historischen Kontext, sondern auch mit Bezug auf die Gegenwart analysiert. (shrink)

Geschichte und Inhalte der arabischen und islamischen Philosophie und ihr Einfluß auf das europäische Denken. Die klassische arabische Philosophie ist einer der bedeutsamsten Höhepunkte der Geistesgeschichte. Dieses Buch ist geeignet, in diese Philosophie einzuführen und sich in ihre Inhalte zu vertiefen. Kenntnisse der arabischen Sprache oder sonstiges Vorwissen werden nicht vorausgesetzt. Es heißt zwar „Geschichte“, ist aber ein Buch für unsere Zeit mit Antworten auf unsere Fragen, vielleicht auch mit Lösungen für die jetzige Geisteskrise. Die Hauptlinien des arabischen philosophischen Denkens (...) werden verständnisorientiert dargelegt. Wichtige Philosophen wie Kindī, Rāzī, Farābī, die Lauteren Geschwister Iḫwān aṣ-Ṣafāʾ, Ibn-Sīnā, Ġazālī, Ibn-Rušd und Musa b. Maimūn werden präsentiert, ihre Lehren jedem Menschen verständlich vorgestellt. Die stark humanistisch und ethisch betonten Ansätze werden vor dem Hintergrund ihres historischen Kontextes aufbereitet. Die arabische Klassik gewinnt in der Gegenwart erneute Aktualität. (shrink)

Ubico indicios de mitos nacionales analizando obras narrativas (de Borges y algunos otros autores), y dichos acerca de Borges, centrándome en cómo se verifica, en la narrativa de Borges, (y también en sus intervenciones públicas y en lo que se dice sobre su figura) la irrupción del peronismo. Propongo un cambio de escala: sin intentar interpretar los grandes momentos constitutivos entendiéndolos como mitos de origen, intento constituir series, de características cuasi-míticas, a partir de poner en relación a breves sintagmas que (...) se reiteran en distintas unidades narrativas. Elementos transversales, que van de un relato a otro. Sintagmas que se analizan tomando al conjunto de la obra de Borges como paradigma, y no sólo relatos aislados. En primer término, exploro ciertas constantes en algunos relatos del período 1945-54. Luego me detengo en una serie de versiones contemporáneas sobre un Borges ciego a quien un joven peronista ayuda a cruzar la calle. En tercer lugar. el tema de la aparición de relatos oníricos, literariamente enunciados, sobre personas con garra de pájaro, vinculándolos a los dilemas morales de la élite intelectual en los tiempos del primer peronismo. En tanto estos conjuntos tienen mucho en común con los mitos al ser reelaboraciones sucesivas de un elemento narrativo, podrían ser abordadas con métodos de análisis míticos propios de la antropología estructural. No obstante, el material utilizado tiene diferencias con las mitologías clásicas: a) tiene versiones orales, pero también escritas; b) hechos ficcionales, pero también históricos; c) admiten un orden cronológico verificable. Por lo tanto, arriesgo aquí una exploración metodológica y teórica más bien experimental, aunque deudora de Lévi-Strauss. Concluyo que en estos dos conjuntos se verifica el funcionamiento un sistema ideológico, que es el de la formación nacional argentina, con sus tensiones y crisis. (shrink)

ABSTRACT:This paper explores how corporations, through their Corporate Social Responsibility (CSR) activities, can help to effect positive developmental change. We use research on institutional change, deinstitutionalization, and institutional work to develop our central theoretical framework. This framework allows us to suggest more explicitly how CSR can potentially be mobilized as a purposive form of institutional work aimed at disrupting existing institutions in favor of positive change. We take the gender institution in the Arab Middle East as a case in point. (...) Our suggestion is that the current context of the Arab Spring, which combined with increasingly obvious endogenous institutional contradictions, has created a fertile ground for shaping change processes within the gender institution. Finally, we provide concrete examples of CSR initiatives that regional corporate actors can engage in for positive developmental change supporting women. (shrink)

In the current paper, our aim is to explore the latent power dynamics surrounding corporate social responsibility in developing countries. To do this, we synthesize an analytic framework that borrows from both cross-cultural management literature as well as feminist considerations of power. We then use the framework to examine three streams of CSR literature. Our analysis uncovers the prevalence of arguments and discussions about indigenous and power-over themes rather than more generative, endogenous, and power-to themes. The paper concludes with the (...) suggestion for more space in the CSR literature for examining the realities and potentialities of local SME CSR expressions to counterbalance the overwhelming focus on MNCs. Such counterbalancing can better lead to the recognition that power and domination are not the only important dynamics to examine in CSR research. Just as important is the need for a more nuanced consideration of the role and contributions of different actors to the continuously unfolding CSR discourse. (shrink)

Sexting has been defined as sending, receiving, or forwarding sexually explicit messages, images, or photos to others through digital platforms, and can assume more consensual or more abusive and violent forms. This study aims to explore the prevalence of abusive sexting in Portuguese adolescents and the psychological characteristics of sexting abusers in terms of emotional and behavioral problems, potential markers of psychopathy, childhood trauma and maltreatment, and different forms of aggression. A cross-sectional study was conducted with 4,281 participants, aged 12–20 (...) years, of whom 204 engaged in abusive sexting behaviors and 182 self-identified as being a non-consensual sexting victim. Abusive sexting was more common among boys and middle adolescents, and abusive sexting victims were more likely to be children of single-parent families. Engaging in abusive sexting and being a victim of abusive sexting were also related to behavioral and emotional problems, callousness, experiences of neglect and abuse in childhood, and various forms of aggression. Implications for future research and intervention are discussed. (shrink)

The intellectual history of the last quarter of this century has been marked by the growing influence of Africana thought--an area of philosophy that focuses on issues raised by the struggle over ideas in African cultures and their hybrid forms in Europe, the Americas, and the Caribbean. Existentia Africana is an engaging and highly readable introduction to the field of Africana philosophy and will help to define this rapidly growing field. Lewis R. Gordon clearly explains Africana existential thought to a (...) general audience, covering a wide range of both classic and contemporary thinkers--from Douglass and DuBois to Fanon, Davis and Zack. (shrink)

Any plausibly just market exchange must balance two conflicting moral considerations: non-worseness (Wertheimer, 1999) and euvoluntariness (true voluntariness; Munger, 2011). We propose an analytical theory of just market exchange that partly resolves this conflict.

Este trabajo describe la vida y escritos de L. Polo hasta 1996. A los 25 años descubrió su método de pensamiento: el abandono del limite mental. Vivió en Madrid, Roma, Granada y Pamplona. Amante de la verdad y de la libertad personal. Entre sus obras más profundas se encuentran las que componen su Curso de teoría del conocimiento y su Antropología trascendental.

Este artigo parte de uma proposta terapêutica psicanalítica de cura pela fala e das premissas dos estudos a respeito de um performativo para conjurar referenciais e tecer considerações acerca do feitiço, tomando-o na sua dimensão de acontecimento singular e de natureza imprevisível. Esta discussão ocorrerá debruçada sobre os meios de um capitalismo e pautada a partir das ambivalências de uma ideia de fetiche. No ensejo desta discussão, são retomadas algumas colocações que elaboram sobre os interstícios entre magia e política para (...) indicar a importância de uma dimensão incapturável no fazer científico. (shrink)

We uncover fundamental dimensions of the process through which organizations embed the practice of fraternity through embarking on an organizational journey in the direction of the common good. Building on the latest encyclical of Pope Francis, _Fratelli Tutti_, about fraternal and social friendship, we offer insight into the understanding of what it means to become a fraternal organization and reflect on the key ethical and paradoxical challenges for organizations aiming at collectively contributing to the common good. We add to previous (...) work by characterizing this journey as a process involving unique ethical challenges that emerge from the paradoxes associated with this process and how this might change the nature of the relationships between organizations and others within the organizational landscape. (shrink)

From Homeric heroes, Lucifer and Faust to the phenomenology of individual and social emotions, this book unfolds historical dimensions, literary recreations and philosophical analyses of the most ambivalent emotion of pride, from worst of sins to noblest feeling.

Is it possible to combine different logics into a coherent system with the goal of applying it to specific problems so that it sheds some light on foundational aspects of those logics? These are two of the most basic issues of combining logics. Paranormal modal logic is a combination of paraconsistent logic and modal logic. In this paper, I propose two further combinatory developments, focusing on each one of these two issues. On the foundational side, I combine paranormal modal logic (...) with normal modal logic, resulting into a paraconsistent and paracomplete multimodal logic dealing with the notions of plausibility and certainty. On the application side, I combine this logic with Reiter’s default logic, resulting into an inductive and consequently nonmonotonic paraconsistent and paracomplete logic able to represent some key inductive principles. (shrink)

The article intends to analyze Nietzsches concept of conscience (Gewissen), in order to show its connection to the will to power. This relation inscribes in its interior, as derived from it, the bad conscience (schlechtes Gewissen), and thus opens a phenomenological horizon of interpretation of the will to power.

O objetivo deste artigo é apresentar a relação entre Filosofia política e democracia na obra de Michael Walzer, a partir da influência exercida sobre ele por John Rawls. Para fazer isto, será feita uma breve apresentação das visões de Rawls sobre aquela relação. Após, será mostrado que Walzer corrobora e amplia a concepção de Rawls. Por último, será descrito o papel de crítica imanente que Walzer atribui à Filosofia política nas democracias contemporâneas, trazendo-a da pretensão de guia da política, baseada (...) na contemplação privilegiada de qualquer suposta ordem transcendente e vinculante, para um papel de engajamento comprometido apenas com a própria ordem democrática. (shrink)

We prove that no restriction of the sine function to any (open and nonempty) interval is definable in $\langle\mathbf{R}, +, \cdot, , and that no restriction of the exponential function to an (open and nonempty) interval is definable in $\langle \mathbf{R}, +, \cdot, , where $\sin_0(x) = \sin(x)$ for x ∈ [ -π,π], and $\sin_0(x) = 0$ for all $x \not\in\lbrack -\pi,\pi\rbrack$.

Aurélio Agostinho, when he was consecrated bishop in Hippo, had contact with a community in a situation of extreme social inequality, and adding to his understanding of bidirectional love (to God and neighbor), translated into nonconformity with the suffering of others, in the function as a bishop he had the opportunity to fight with the weapons at his disposal for a less undignified life for the poorest. Therefore, the concept of poverty that appears between the lines of his texts and (...) sermons is translated as a lack of material resources that makes it impossible for people to get the basics for survival. Among the weapons used by the philosopher bishop is the exhortation in his sermons, which in addition to denouncing the intense inequality of society, pondered on ways to resolve this huge gap between rich and poor. Thus, in this article we will analyze Augustine's lucubrations in sermons: 345, 355, 60, 61, 161, 14, which critically reflect poverty and wealth. The aforementioned sermons stand out on the subject for their critical reflections, because, although they treat the rich and their accumulation of wealth very harshly, showing solidarity with the less favored, and at different times they also have a critical look at the poor they idealized as a dream., desire or life goal to possess riches. (shrink)

A theory of planned behavior framework was employed to investigate the impact of corporate social responsibility perceptions on the job choice intentions of American, Chinese, and Lebanese college students. Attitudes toward CSR, subjective norm, and perceived behavioral control explained moderate levels of the variance in job choice intention in all three countries. Attitudes toward CSR, which entailed individual evaluations of CSR, were positively related to job choice intentions among Lebanese and American respondents, but not Chinese respondents. Subjective norm, the importance (...) accorded the views of significant others, was most strongly related to job choice intentions among Chinese respondents. Perceived behavioral control, the perceived degree of control over one’s actions and outcomes, had the strongest relationship to job choice intentions among American respondents. The authors concluded that respondents in the three countries did not differ in the extent to which they intend to work for socially responsible firms but tended to derive their intentions in different ways. Implications for tailoring CSR and recruitment efforts across countries are derived based on the findings. (shrink)

We can communicate linguistic information by asserting sentences that are not explicitly about linguistic matters. Stalnaker offers a pragmatic account of this phenomenon. It is not clear that such an account is correct. In this article I offer an alternative account that does not rely on pragmatic mechanisms and which captures many of the insights in Stalnaker's theory of linguistic communication. The view is inspired by Barker's semantics of vague adjectives.

Relational Quantum Mechanics is an interpretation of quantum theory based on the idea of abolishing the notion of absolute states of systems, in favor of states of systems relative to other systems. Such a move is claimed to solve the conceptual problems of standard quantum mechanics. Moreover, RQM has been argued to account for all quantum correlations without invoking non-local effects and, in spite of embracing a fully relational stance, to successfully explain how different observers exchange information. In this work, (...) we carry out a thorough assessment of RQM and its purported achievements. We find that it fails to address the conceptual problems of standard quantum mechanics—related to the lack of clarity in its ontology and the rules that govern its behavior—and that it leads to serious conceptual problems of its own. We also uncover as unwarranted the claims that RQM can correctly explain information exchange among observers, and that it accommodates all quantum correlations without invoking non-local influences. We conclude that RQM is unsuccessful in its attempt to provide a satisfactory understanding of the quantum world. (shrink)

O presente artigo tem como objetivo investigar quais as diferenças epistêmicas entre a Fenomenologia do Espírito de Hegel e a Fenomenologia Pura de Husserl, possibilitando um comparativo de qual a relação entre a consciência de Deus nas possibilidades fenomenológicas. Inicialmente, o artigo se constitui pelos conceitos relacionados hegelianamente, que compõem a dimensão teológica de Hegel, realizando aprofundamento no modo como a consciência religiosa se presentifica e é vivida. Consequentemente, é abordado quais as questões essenciais que constituem a plataforma da fenomenologia (...) pura, como um ponto de partida apresentasse a intencionalidade e a epoché. Como conclusão, nota-se que o que constitui desvio significativo em cada fenomenologia é em Hegel o conceito de Deus e em Husserl o conceito de intencionalidade. (shrink)

In the broadest sense of the term, “Thomism” refers to a set of ideas and principles, both in philosophy and theology that can be considered as derivations or representations of the thought of Thomas Aquinas. However, Thomism should not be considered as a mere conceptual body. It also represents a certain view and way of doing philosophy and theology. Alasdair MacIntyre, in his book Three Rival Versions of Moral Enquiry, argues that the Thomistic approach provides a coherent and skillful point (...) of view for dealing creatively and critically with opposing views, contrasting this approach with the encyclopedic and the genealogical approaches. The former imposes a single worldview, enclosing knowledge and “truth” in a monolithic structure of “progress,” while the latter, following Nietzsche, devalues and relativizes knowledge, reducing it to a multiplicity of perspectives, each with its own claims to truth, leading to incommensurability and the consequent subjugation of “truth” to the law of the strongest. On the other hand, Thomists have adopted, from the end of the thirteenth century to the present day, different styles and ways of thinking while maintaining dialogue with their “predecessors” and at the same time with their contemporaries, that is, Thomists are capable of what MacIntyre called the “rationality of tradition”. (shrink)

The epistemological tradition set up by Plato has been permanently reading as a ‘way of doing philosophy’ in which the dualisms: reality versus illusion, on the one hand, and individual versus the social, on the other, would present not only in an explicit and incommensurable opposition to modern co..