Resumo: Palavras-chave Keywords : Children’s literature. Storytelling. Reading. : Literatura infantil. Contação de histórias. Leitura..: Storytelling is considered nowadays a proper strategy to encourage children to develop literary taste and reading and it is therefore being broadly practiced within educational spaces. Within this framework the present article deals with 140 reports on storytelling observation in schools for children’s education and first classes. These reports were carried out in different places in Porto Alegre and its surroundings. It was possible to observe (...) that despite the joyful characteristic of the storytelling moment – that involves costumes, scenarios, puppets – the way this activity has been conducted turned out to be very pedagogical in three dimensions. In the first place, the choice of many narratives and books reveals an explicit tendency to "civilize" the child or to form a certain kind of subject. In the second place, this pedagogical tendency becomes evident in the conversations carried out between storytellers and children after the storytelling. In this context certain "messages" of the narrative are frequently stressed. At last, in the interviews many storytellers explained their criteria to choose books and stories according to "the project that is being presently developed in the school" or according to "problems that are taking place in the classroom" and so on. In spite of this tendency, however, some reports allow to infer that many teachers are escaping the deliberate pedagogization the stories and are therefore siding with a (new) discourse wherein pedagogical aspects are minimized. A contação de histórias é considerada, atualmente, uma estratégia adequada para iniciar as crianças no gosto pela leitura, sendo uma atividade generalizada nos espaços educativos. Dentro desse quadro, o artigo discute 140 relatos de observação de contação de histórias na Educação Infantil e anos iniciais, realizadas em espaços da região metropolitana de Porto Alegre (RS). Assim, observou-se que, malgrado o caráter lúdico das horas do conto – com fantasias, cenários, fantoches –, há nelas uma evidente pedagogização, através de três dimensões: a primeira é a escolha de algumas histórias e/ ou livros que pretendem abertamente civilizar ou formar um determinado tipo de sujeito. Em segundo lugar, a pedagogização fica evidente nas conversas que a contadora de histórias realiza com crianças após a contação, uma vez que, frequentemente, se enfatizam as mensagens da história. Por fim, nas entrevistas realizadas com as contadoras, ao falarem dos critérios de escolha dos livros e das histórias, várias sinalizaram uma escolha de acordo com o "projeto que está sendo desenvolvido", com "problemas que estão ocorrendo na sala de aula", etc. Mesmo assim, algumas práticas observadas fugiram à pedagogização deliberada, mostrando que muitas professoras estão inseridas em outro (e novo) discurso, em que a pedagogização é minimizada. (shrink)

A contação de histórias é considerada, atualmente, uma estratégia adequada para iniciar as crianças no gosto pela leitura, sendo uma atividade generalizada nos espaços educativos. Dentro desse quadro, o artigo discute 140 relatos de observação de contação de histórias na Educação Infantil e anos iniciais, realizadas em espaços da região metropolitana de Porto Alegre (RS). Assim, observou-se que, malgrado o caráter lúdico das horas do conto � com fantasias, cenários, fantoches �, há nelas uma evidente pedagogização, através de três dimensões: (...) a primeira é a escolha de algumas histórias e/ ou livros que pretendem abertamente civilizar ou formar um determinado tipo de sujeito. Em segundo lugar, a pedagogização fica evidente nas conversas que a contadora de histórias realiza com crianças após a contação, uma vez que, frequentemente, se enfatizam as mensagens da história. Por fim, nas entrevistas realizadas com as contadoras, ao falarem dos critérios de escolha dos livros e das histórias, várias sinalizaram uma escolha de acordo com o �projeto que está sendo desenvolvido�, com �problemas que estão ocorrendo na sala de aula�, etc. Mesmo assim, algumas práticas observadas fugiram à pedagogização deliberada, mostrando que muitas professoras estão inseridas em outro (e novo) discurso, em que a pedagogização é minimizada. (shrink)

The early twentieth century was a lively time for the foundations of mathematics. This ensuing debates were, in large part, a reaction to the settheoretic and nonconstructive methods that had begun making their way into mathematical practice around the turn of the twentieth century. The controversy was exacerbated by the discovery that overly na¨ıve formulations of the fundamental principles governing the use of sets could result in contradictions. Many of the leading mathematicians of the day, including Hilbert, Henri Poincar´e, ´.

Part four of the Proceedings of the fifth International Congress of Logic, Methodology and Philosophy of Science, London, Ontario, Canada, August 27-September 2, 1975.

A partir da concepção de um racionalismo integral, em que vigora o ideal da plena demonstrabilidade segundo o paradigma identitário da verdade, configura-se em Leibniz a questão da universalidade, que seria enunciada com mais pertinência como a do determinismo universal. São dois aspectos de uma mesma questão: em primeiro lugar, a universalidade no sentido arquitetônico, correspondente à totalidade; em segundo lugar, a determinação absoluta do indivíduo singular. Tanto num caso quanto no outro, a plena determinação é inalcançável para a mente (...) humana. Mas as operações simbólicas de determinação, permitem, de alguma maneira, contornar a impossibilidade de uma visão simultânea e articulada de todos os elementos de um composto e, assim, nos encaminham na direção de uma universalidade determinante. Os fundamentos, os procedimentos e os riscos aí envolvidos constituem o tema desse texto. (shrink)

Because corporate social responsibility (CSR) is potentially beneficial for companies, it is important to understand the factors that improve a company’s CSR practice. Scholars hypothesize that facilitating learning organization characteristics, which are divided in characteristics at the organizational and the operational level, may improve CSR implementation. These characteristics stimulate companies and their members to be critical, learn from the past, and embrace change, but there is limited empirical evidence of this approach. This study addresses this gap by surveying 280 CSR (...) professionals and performing bootstrap mediation analyses to test multiple hypotheses. Learning organization characteristics at the organizational level, play a key role in supporting CSR implementation: leadership for learning, system connection, and group learning show a direct relationship with CSR implementation. It is striking that the role of the learning organization characteristics at the operational level is only indirect; the organizational characteristics mediate their relationship with CSR implementation. (shrink)

The sixteenth-century Reformation remains a fascinating and exciting area of study. The revised edition of this distinguished volume explores the intellectual origins of the Reformation and examines the importance of ideas in the shaping of history. Provides an updated and expanded version of the original, highly-acclaimed edition. Explores the complex intellectual roots of the Reformation, offering a sustained engagement with the ideas of humanism and scholasticism. Demonstrates how the intellectual origins of the Reformation were heterogeneous, and examines the implications of (...) this for our understanding of the Reformation as a whole. Offers a defence of the entire enterprise of intellectual history, and a reaffirmation of the importance of ideas to the development of history. Written by Alister E. McGrath, one of today’s best-known Christian writers. (shrink)

Little is known about how employees on husbandry farms perceive animal welfare and the factors influencing the relationship between them and the animals they engage with in their daily work. Reporting the findings of qualitative interviews with 23 employees on five Danish farms (mink, dairy and pig production), this paper describes how the employees viewed animal welfare, and discusses how they dealt with animal welfare issues in their daily work. Four distinct rationales for animal welfare were identified. 1) Animal welfare (...) was supported by concerns about production and health, and could be negotiated – especially when it came to the ability of the animals to perform natural behaviour. 2) Animal welfare was connected with the working conditions on the farm. 3) The employees’ views about animal welfare were affected by working conditions over which they had no influence. 4) An awareness of the condition of the animals was seen as obviously needed in relation to production, but a deeper attachment to some animals was also seen. A specific challenge is presented by the increasingly diverse workforce in farming, with one third of the employees on Danish farms coming from abroad. If farm owners are not able to integrate these employees, there is a risk of creating a second-tier of foreign workers who are isolated. Furthermore, it was seen that negative working conditions can be taken out on the animals, or that animal welfare can come to be seen as unimportant as compared with human welfare. (shrink)

L'éducation est dans ce livre envisagée comme un geste anthropologique intégral par lequel chaque personne s'achemine vers la plénitude de son être, dans le respect de sa destination naturelle et surnaturelle. À la lumière de cette mystique éducative qui nous fait entrer au coeur de la réalité humaine, l'existence se trouve intensifiée, parce que vécue avec un maximum de profondeur. Encore trop méconnu, l'apport d'Edith Stein en matière d'éducation méritait d'être enfin présenté sous une forme synthétique et accessible. La question (...) éducative occupe une place centrale dans la pensée d'Edith Stein, sans toutefois faire l'objet d'une mise en forme systématique. Cela justifie amplement le projet d'une reconstitution de son architecture d'ensemble. (shrink)

In this chapter, I focus on the experience of torture and, more specifically, on Jean Améry's account of it in his book *At the Mind's Limits*. There he claims that the loss of confidence in the world is the most devastating effect he experienced as a victim of torture. I thus explore what cosmopolitan aspiration may be revealed by this loss and also discuss whether it is to be discredited as an irrational reaction on the victim's side or instead as (...) proportional to the facts and, consequently, as relevant to the conditions under which a certain cosmopolitan aspiration could be achieved or, at least, favored. (shrink)

Part Three of the Proceedings of the Fifth International Congress of Logic, Methodology and Philosophy of Science, London, Ontario, Canada, August 27-September 2, 1975.

E. Rae Harcum argues that Christians do not have to give up their religious faith to keep the contributions of science. He confronts the relation between the human body and its non-material parts—the mind and spirit—and provides a way of looking at these metaphysical issues.

Presenta a grandes rasgos su tesis doctoral. Dentro del marco de la teoría de los afectos, Spinoza sostiene una tesis sobre la alienación a partir de la imaginación y del tiempo, para ello produce una teoría del tiempo y, fundamentalmente, una teoría de las intensidades que sirve para explicar la ilusión.

In 2005 St Andrews Studies published a volume of essays by Anscombe entitled Human Life, Action and Ethics, followed in 2008 by a second with the title Faith in a Hard Ground. Both books were highly praised. This third volume brings essays on the thought of historical philosophers in which Anscombe engages directly with their ideas and arguments. Many are published here for the first time and the collection provides further testimony to Anscombe's insight and intellectual imagination.

Selected articles of Ēṭukūru Balarāmamūrti on Marxist philosophy; includes contributed on his life and work.

"Ancient philosophers were very interested in the themes of laughter, humor and comedy. They theorized about laughter and its causes, moralized about the appropriate uses of humor and what it is appropriate to laugh at, and wrote treaties on comedic composition. Further, they were often merciless in ridiculing their opponents' positions, often borrowing comedic devices and techniques from comic poetry and drama to do so. The volume is organized around three themes that were important for ancient philosophers: the psychology of (...) laughter, the ethical and social norms governing laughter and humor. and the philosophical uses of humor and comedic technique"--. (shrink)

Library of Living Philosophers volume on Hilary Putnam with critical essays, Putnam's autobiography and his replies.