Dilthey: The hermeneutics of life and the universal aspirations of pedagogy

Dilthey claimed that first psychology and then hermeneutics played the foundational role for his philosophy of life, whose main practical goal is to develop a pedagogy or theory of education. Pedagogy needs help from h ethics to establish its ends, and from psychology to indicate it means. This paper intends to show the relationship between Dilthey's hermeneutics of life and his pedagogy. Dilthey's philosophy of life, in so far it adopts the hermeneutical procedure, engages in the understanding of or the search for the meaning of human socio-historical creations, by adopting a special type of relationship between parts and whole. It is exactly within this hermeneutical balance that we propose to extinguish any indication of a rupture, breach, or contradiction between the quest for universal principles of human behavior and :Dilthey's defense of the impossibility of constructing human moral tasks by means of universal principles. Dilthey began his ethics lectures at the University of Berlin in 1890. These lectures, published in 1958 by Herman Nohl in volume X of Dilthey's collected works, indicate the direction of the trajectory by which formative or social ethics are consolidated as a historical solution for reaching universal principles that can guide human purposes. This trajectory is a result of the distinctively human exercise of self-reflection, by means of which we can fulfill our destiny of manifesting and exteriorizing in time the immanent energy of the absolute spirit. We wish to show that it is possible that such a pedagogy can respect its universal task of orienting the historical development of the younger generation without directing this process by means of fixed and rigid aims.

Luteal function and follicular growth following follicular aspiration during the peri-luteolysis period in bos indicus and crossbred cattle

Follicular estradiol triggers luteolysis in cattle. Therefore, the control of follicle growth and steroidogenesis is expected to modulate luteal function and might be used as an anti-luteolytic strategy to improve embryo survival. Objectives were to evaluate follicular dynamics, plasma concentrations of estradiol and luteal lifespan in Bos indicus and crossbred cows subjected to sequential follicular aspirations. From D13 to D25 of a synchronized cycle (ovulation = D1), Nelore or crossbred, non-pregnant and non-lactating cows were submitted to daily ultrasound-guided aspiration of follicles >6 mm (n = 10) or to sham aspirations (n = 8). Diameter of the largest follicle on the day of luteolysis (7.4 +/- 1.0 vs 9.7 +/- 1.0 mm; mean +/- SEM), number of days in which follicles >6 mm were present (2.3 +/- 0.4 vs 4.6 +/- 0.5 days) and daily mean diameter of the largest follicle between D15 and D19 (6.4 +/- 0.2 vs 8.5 +/- 0.3 mm) were smaller (p <0.01) in the aspirated group compared with the control group, respectively. Aspiration tended to reduce (p< 0.10) plasma estradiol concentrations between D18 and D20 (2.95 +/- 0.54 vs 4.30 +/- 0.55 pg/ml). The luteal lifespan was similar (p > 0.10) between the groups (19.6 +/- 0.4 days), whereas the oestrous cycle was longer (p <0.01) in the aspirated group (31.4 +/- 1.2 vs 21.2 +/- 1.3 days). Hyperechogenic structures were present at the sites of aspiration and were associated with increase in concentration of progesterone between luteolysis and oestrus. It is concluded that follicular aspiration extended the oestrous cycle and decreased the average follicular diameter on the peri-luteolysis period but failed to delay luteolysis.

Dilthey: hermenêutica da vida e universalidade pedagógica

Dilthey apontou primeiro a psicologia e depois a hermenêutica como tendo papel fundamental para sua filosofia da vida, cujo principal objetivo prático é desenvolver a pedagogia ou teoria geral da educação. A pedagogia necessita da ajuda da ética para estabelecer seus fins e da psicologia para indicar seus meios. Este texto tem por objetivo mostrar a relação entre hermenêutica da vida e pedagogia, para Dilthey. A filosofia da vida do autor, ao adotar procedimento hermenêutico, exercita a compreensão ou busca de significado das criações humanas histórico-sociais por um tipo especial de relação entre as partes e o todo. É justamente dentro desse balanço hermenêutico que propomos apagar qualquer vestígio de ruptura, brecha ou contradição entre a busca de princípios universais da ação humana e a impossibilidade de construção da tarefa humana moral, por meio de princípios universais. Só em 1890 Dilthey deu início às conhecidas conferências sobre ética, na Universidade de Berlim. Tais conferências, publicadas em 1958 por Herman Nohl, no volume X das Obras Completas, apontam as diretrizes do caminho que deverá consolidar a ética formativa ou social, enquanto solução histórica para o alcance de princípios universais de orientação para a conduta humana. Essa trajetória efetiva-se graças ao exercício distintivamente humano da autorreflexão. Por meio dela, é possível cumprir nosso destino de manifestar, exteriorizar no tempo a energia do espírito absoluto que nos é imanente. Diante desse panorama, este texto procura sublinhar como é possível que tal pedagogia possa respeitar sua tarefa universal de orientar historicamente o desenvolvimento das novas gerações, sem dirigir o processo por meio de fins rígida e fixamente estabelecidos.