La pensée politique à l’époque de Justinien (527-565) : l’Ekthesis d’Agapète et le Dialogue de science politique

Le présent mémoire se donne pour fin d'étudier, en les replaçant au sein du contexte politique de leur époque, deux textes importants de la pensée politique de Justinien : l'Ekthesis d'Agapète le diacre, et le Dialogue de science politique. Ces deux textes représentent le point de vue de deux groupes d'acceptation de Constantinople – à savoir des groupes qui peuvent participer à l’élévation ou à la destitution d’un empereur : le clergé, et l'élite des sénateurs et des hauts-fonctionnaires. À partir de ce cadre conceptuel, il s'agira, pour ce mémoire, de définir les problématiques ayant trait à la fonction et la conception du pouvoir impérial et à la forme de l'État, telles que les présentent ces deux textes. À terme, devra émerger comme cadre interprétatif l'affrontement de deux tendances: d'une part, un hellénisme politique christianisé (associé au clergé), et, d'autre part, une romanité conjuguée à une vision néoplatonicienne du monde (associée à l'élite sénatoriale et fonctionnaire). Ces deux traditions posent des questions différentes. D'un côté, celle de l'orthodoxie de l'empereur et de la nécessité, pour ce dernier, de suivre les préceptes de l'éthique chrétienne, de se montrer digne de Dieu, dont il est le serviteur; de l'autre, celle de la sauvegarde de l'héritage romain, portant notamment sur le rôle du Sénat et l’importance de la loi, de même que le lien entre empereur et philosophe.

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

Philosophy of science : the link between science and philosophy.

Includes bibliography and index.

The Annals of the American Academy of Political and Social Science.

Editors: 1890-95, E. J. James; 1896-1900, R. P. Falkner; Jan. 1901-Mar. 1902, H. R. Seager; May 1902-Sept. 1914, E. R. Johnson; Nov. 1914-July 1929, C. L/ King; Sept. 1929- T. Sellin.

Man and society, political and social theory.

Bibliographical footnotes.

Annals of the American Academy of Political and Social Science

Latest issue consulted: Vol. 598 (Mar. 2005)

Philosophy and modern science.

Mode of access: Internet.

Aristotle's Ethics and politics : comprising his practical philosophy /

Includes bibliographical references and indexes.

Publications of the American Academy of Political and Social Science.

Some papers issued in this set were also published in its Annals.

Philosophy in sport made science in earnest:

Mode of access: Internet.

Philosophy in sport made science in earnest : being an attempt to illustrate the first principles of natural philosophy by the aid of popular toys and sports.

Illustrations by George Cruikshank.

IR as Practical Philosophy: Defining a 'Classical Approach'

This article addresses the centrality of normativity to IR (International Relations) by engaging in an investigation of the meaning of a 'classical' approach (Bull 1969). It demonstrates how a classical approach, properly understood, might provide common ground for IR theorists. The substantive argument is that IR can benefit from reflection on the classical understanding of the relationship between theory and practice, and in particular on the understanding of this relationship provided by philosophical hermeneutics. Philosophical hermeneutics is an approach to the human sciences informed by Aristotle's conception of a practical philosophy. A practical philosophy in the classical sense sees theory as a moral and political inquiry involving a body of knowledge and a philosophy of practice engaging in reflection upon the nature of the good life and the means to achieve it.