Este artigo objetivou adaptar a Escala de Altruismo Autoinformado (EAA), reunindo evidencias de sua validade de construto. Realizaram-se dois estudos em Joao Pessoa (PB), nos quais os participantes responderam a EAA e perguntas demograficas. No Estudo 1 participaram 331estudantes universitarios com ..

He aquí un libro indispensable para comprender los fenómenos complejos a través de los métodos transdisciplinarios. Con inteligencia y brillantez Sergio Vilar nos traslada del paradigma de Descartes, Newton y Laplace a la nueva visión del mundo que surge de Bohr, Piaget y Prigogine.

Este artigo traz uma breve reflexão acerca do valor que a música assume nos pensamentos filosóficos de Platão e de Aristóteles. Mediante esse exercício, também se refletirá sobre o estatuto da música em relação à ideia de filosofia presente nas obras desses autores.

In the first chapter, two questions are considered: is listening to music necessary for apprehended musical aesthetic qualities? and is listening to music sufficient for apprehending musical aesthetic qualities? I conclude that the answer to the first question is yes by arguing that musical aesthetic qualities are necessarily at least in part perceptual properties. And my answer to the second question is no, since not all of the features of musical aesthetic qualities are perceivable. ;The ontological status of musical works (...) is the topic of the second chapter. My argument is that scored musical works cannot be entities which completely exist independently of being performed, since many of a musical work's essential properties are at least partially determined by the character of its performance. These essential properties include both sonic properties and aesthetic qualities--both expressive and representational ones. Therefore, I conclude that musical works are collaborative entities, where both the composer and the performer are responsible for the existence of scored musical works. ;The final chapter explains what musical expressiveness and representation actually involve. I argue that we are culturally trained to hear music as expressive of emotions and thus trained to imagine certain configurations of sonic properties in music have emotional features. In this way, the physical properties of performed musical works do not determine its expressiveness; rather, the convention in which one has been trained how to make sense of music determines the aesthetic qualities of a performance. (shrink)

INTUITIVELY, WE RECOGNIZE at least two broad ways in which we talk about musical performances. On the one hand, we talk about them as lasting twenty minutes, having a tempo of 120 quarter notes per minute, being a string quartet, loud or soft, sounding like a trumpet rather than a cornet, and out of tune. These descriptions refer to the nonaesthetic properties of musical performances. On the other hand, we talk about musical performances as being expressive of sorrow, sounding thematically (...) unified, having a swinging rhythm, portraying the harshness of living under economic distress, representing the howling of a wolf, and placid. These descriptions refer to the aesthetic qualities of musical performances. (shrink)

GESTÃO DE RESÍDUOS SÓLIDOS EM MEGAVENTOS: ASPECTOS CONCEITUAIS.

From ancient times, western civilization has been driven by a trust in scientific progress. Is Science Biology and biogenetics promise spectacular advances, mathematics unfolds new areas of understanding. This work explores some of the possible consequences for society and for the future of science itself.".

Contemporary public discourse is saturated with speech that vilifies and incites hatred or violence against vulnerable groups. The term “hate speech” has emerged in legal circles and in ordinary language to refer to these communicative acts. But legal theorists and philosophers disagree over how to define this term. This paper makes the case for, and subsequently develops, the first corpus-based analysis of the ordinary meaning of “hate speech.” We begin by demonstrating that key interpretive and moral disputes surrounding hate speech (...) laws—in particular, surrounding their compatibility with the rule of law, democracy, and free speech—depend crucially on the ordinary meaning of “hate speech.” Next, we argue, drawing on recent developments in legal philosophy, that corpus linguistics constitutes a distinctively promising tool for ascertaining the ordinary meaning of “hate speech.” Finally, we offer a proof of concept, by outlining, and analyzing the interpretive and moral implications of, the first such study. (shrink)

ABSTRACT Empathy is relevant to sociomoral development, especially in relation to prosociality and the penalization of acts as faults and crimes. The objective of this research was to test whether empathy is a predictor of prosociality and of perceptions of seriousness of delinquent acts among research participants in Argentina and Spain. The Argentinian sample comprised 215 high school and university students. The Spanish sample comprised 199 university students. The proposed theoretical model showed good fit in both countries. Although empathy was (...) found to predict prosocial conduct more than the perception of the seriousness acts as offenses and crimes, empathy was a significant of both prosocial conduct and perception of the seriousness acts as faults and crimes. Thus, the importance of empathy in morality was supported for both countries, supporting the influence of in different cultural context. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

In 1790 the Count d'Antraigues, an eccentric eighteenth-century anti- revolutionary spy, claimed that he had been given a sequel to Jean-Jacques Rousseau's Social Contract explaining how states could prevent wars by forming international associations but that he had destroyed the manuscript because it might pose a threat to the French monarchy. Recent Rousseau scholars have generally assumed that d'Antraigues was lying. I suggest that the manuscript in question was a copy of the summary that Rousseau wrote in 1760 of the (...) Project for Perpetual Peace published earlier in the century by the Abbé de Saint-Pierre. I then explore the significance of d'Antraigues' view that Rousseau's comments on the Project constituted an extension of the Social Contract and that they had revolutionary implications. The article ends with references to the ways that Rousseau's summary and critique of Saint-Pierre have recently opened up new thinking about democratic, non-hierarchical models of international organization. (shrink)

This article uses Rousseau’s little-known responses to the Abbé de Saint-Pierre’s Project for Perpetual Peace and his fragments on ‘The State of War’ as a foil for Rawls’s claim that the international society he envisions in The Law of Peoples constitutes a ‘realistic utopia’. The main conclusion is that in a post-9/11 world Rousseau may have more to teach us about the possibilities for international security than Rawls does, since Rousseau’s theory accounts for the moral corruptibility of both individuals and (...) groups. Most of the article focuses on comparing Rousseau’s and Rawls’s assumptions about human nature, but the final section also includes a brief discussion of their contrasting views of reason and the common good. The two philosophers agree, however, that the possibilities for international justice can only evolve out of the careful practice of local justice. (shrink)

The trajectory from Rousseau through romanticism to twentieth-century efforts to preserve natural settings for their aesthetic values is a familiar one. What may be less familiar and more fruitful to explore at the present time is Rousseau’s stoic recognition of the need for limitation and balance in the ways that human beings interact with their surroundings. Rousseau’s discussion of the dynamics of natural need, artificial desires, and human powers or faculties appears in its most elaborated form in Emile, within the (...) context of the pedagogue’s role in fostering authentic happiness. Given our present preoccupation with competition, consumerism, and growth, Rousseau’s ethic of self-limitation and retrenchment is unlikely to be embraced by policy makers any time soon, but his alternative vision nevertheless merits contemporary recognition. (shrink)

In this article I report on the ways that an educational philosophies course in a performance-based program enables teacher candidates to identify, reflect upon, and evaluate a wide range of educational purposes. The context for the report is an accelerated graduate program in childhood education at a small urban college where intensive fieldwork is required every semester and applied learning is the norm. Using teacher candidates? reactions to selected texts in the history of educational thought as evidence, I aim to (...) show that an encounter with provocative foundational ideas can promote effective value-formation and reflective analysis of educational practice. (shrink)

A reflexão tem como objetivo identificar aspectos de um pensamento educacional no conjunto das obras, em Nietzsche, como uma perspectiva de autotransformação. Defende a tese de que a perspectiva educacional do filósofo é crítica e se apresenta como uma antieducação, na medida em que se contrapõe ao modelo educativo tradicional. Tendo como procedimento metodológico a pesquisa bibliográfica, recorreu-se à seleção de textos e obras que abordaram a temática da Educação nas três fases do pensamento de Nietzsche. Na primeira fase, consideram-se (...) os textos: “Sobre o futuro dos nossos estabelecimentos de ensino” e a “Terceira Consideração extemporânea: Schopenhauer como educador”. Neles, identificam-se aspectos de um projeto educativo em devir na filosofia de Nietzsche, voltado à renovação da cultura alemã daquela época. Já na segunda fase, trata-se da ruptura com a filosofia de Schopenhauer, e com a música de Richard Wagner como aspectos fundamentais de um projeto educacional que passou a inaugurar a “Escola da Suspeita” na obra Humano, demasiado humano, que leva Nietzsche a pensar na ciência como um contraponto à forma metafísica de entender o mundo. Ele dá preferência às coisas demasiadamente humanas, ou seja, pensa na Educação como libertação, na perspectiva do espírito livre. Em decorrência do pensamento educacional de Nietzsche, em sua terceira fase na obra Assim falou Zaratustra, identificam-se quatro aspectos da antieducação traduzidos como: o ensino da solidão; o ensino da elevação; o ensino da grande razão; e o ensino da afirmação. Conclui-se que tais aspectos constituem um quadro interpretativo, os quais articulam as lições filosófico-existenciais de uma Pedagogia Crítica na Educação, contrária à tradição ocidental que construiu, em seus processos educativos, uma cultura da gregariedade e da negação da vida. (shrink)

El artículo presenta algunos de los diferentes modelos teórico-explicativos sobre las necesidades humanas; revisa el estado del arte en las publicaciones recientes, y evalúa críticamente las limitaciones y potenciales que ellas tienen, desde una mirada sistémica y fenoménica desde un enfoque centrado en la persona.

El artículo expone la influencia de la teoría estética de Th. W. Adorno en la filosofía contemporánea o, más concretamente, en la obra del postestructuralista J. F. Lyotard. Se centra en una interpretación novedosa de cuatro conceptos fundamentales en ambos autores: el de crítica, la adhesión a una ética radical, la elección del panteón de los artistas preferidos por uno y otro y la defensa de ambos, frente a las estéticas sistemáticas y totales, de una estética micrológica. Palabras clave: Teoría (...) estética; Micrología; Crítica; Ética; Arte. (shrink)

[...] Eu não sou "educador". Basta-me ser um dentre os demais seres do universo. Ou a ventura de ter procurado ser na vida um pedagogo. Nos últimos tempos tenho pensado muito nisto. Acho mesmo que a partir do final da década de 60 nós permitimos a despedagogização do ensino neste país de nome Brasil. Que é verde. amarelo, azul e branco! É mesmo. E pronto. Nestas duas décadas mataram ou permitimos que matassem a disciplina e a seriedade e o prazer (...) na Escola. E, aí, vale a questão: "escola para quê?" [...] Palavras-chave: Educador; Pedagogo; Escola; Brasil; Competência pedagógica. (shrink)