Doing the ultimate public good through teacher education

It is argued here that the many public goods associated with education are derivatives of an ultimate good. This ultimate good is the overall purpose of life in general and is similar to a telos as understood in ancient Greek culture. This paper reviews the notions of ‘good' and telos, and examines implications of Bauman’s analysis of our present individualizing era, the role of personal meaning making and the nature of education. It is then argued that preservice teachers can do the ultimate public good in a postmodern society, by articulating a developed personal, professional perspective that expresses a purpose (telos) of life.

Parallax

Parallax is a live contemporary dance work that incorporates 3D animation, stereoscopic illusions and dance. This work was performed within the Melbourne Fringe Festival at the Substation, Newport. Within this work the stereoscopic illusion creates a new choreographic palette that can be used to manipulate human physicality via animated bodies that appear within the performance space. The stereoscopic image is released from the wall and placed within the dancing environment the image becomes another body within the dance space that can be manipulated in ways that would be impossible for a real physical body. In turn, the dancing body is positioned within the digital environment. The performer’s abilities have not changed, but the space around the dancer can be manipulated with imagery that transforms the place of the dancer within time and space. The stereoscopic illusion and live dance are melded creating a new experience of choreography one that takes the infinite possibilities of 3D animation and places them directly within choreography. Thematically this performance draws on the historical events revolving around the development of the stereoscope in the 1830s and the seminal ideas of the virtual that surfaced at this time. In the early 1830s Charles Wheatstone drew on the ideas and writings of Euclid and Leonardo da Vinci and discovered binocular vision through the use of his stereoscope box. It was this box that became the entertainment sensation of this time becoming a standard parlour entertainment. Unlike now where imagery of people are everywhere in the 1830s these types of imagery were novel. The stereoscopic pictures often showed content of people doing ordinary tasks such as chopping wood, doing the washing or simply standing in front of their house. In Parallax a Victorian woman is transported from her hallway to virtual worlds where she encounters, Euclid’s ancient Greek column, a di Vinci sphere and one of the first stereoscopic images drawn by Charles Wheatstone’s a stick figure cube.

Introduction : democracy and history

The notion that democracy could have a ‘secret’ history might at first seem strange to many readers. Indeed, the history of democracy has become so standardized, is so familiar and appears to be so complete that it is hard to believe that it could hold any secrets whatsoever. The ancient Greek practice of demokratia and the functions of the Roman Republic are foundational to Western understanding of politics; school textbooks introduce the Magna Carta and the rise of the English Parliament; Hollywood blockbusters recount the events surrounding the American Declaration of Independence; many best-selling novels have been written about the French Revolution; and the gradual global spread of the Western model of democracy has been a recurrent news story since the end of the Cold War. So pervasive is this traditional story of democracy that it has achieved the status of received wisdom: endlessly recycled without criticism by policy-makers, academics, in the popular media and in classrooms across the world.

Mens sana in corpore sano: compreensões de corpo, saúde e educação

This thesis proposes that the idea expressed in Juvenal s quotation Mens Sana in Corpore Sano, produced in the Ancient Greek-Roman civilization includes undestandings of body, heath and education that were reapropriated and reorganized by scientific and pedagogical theories in the XIX and XX centuries. These theories, especially the ones that received contributions from the biomedical sciences, have influenced Physical Education in the search of becoming a science. In order to realize this reapropriation, we have analyzed the transformations in the concepts of body, health and education produced in the area discourse, aiming at pointing out elements to the configuration of a theory that is being called Corpore Sano. The theory constitutes in possible systematization of scientific, philosophical and pedagogical concepts, and as such, an understanding of the scientific fundaments of Physical Education. The corpus of this analysis was composed by 148 articles that were published in Revista Brasileira de Ciências do Esporte digitalized in the period between 1979 and 2003 and selected according to theme: body, biology, physical activity, effort physiology and health. The analysis of the content and the referential interpretation allowed the combination of philosophical reflection with attention to the empiric field as a comprehensive dimension. Based on the corpus of the analysis it is possible to configure meta-arguments about the concepts of body, health and education in the scientific production of Physical Education. As a metaresearch. Our study did not intend to judge the analyzed production, but look for theoretical elements that may generate a reflection about the scientific rationality in Physical Education and developments in the pedagogical field and in body practices. Such a reflection might be recognized as a theory of the living body, susceptible to modifications and interrogations that are proper of knowledge and practices of Physical Education. It is a theory rejects the idea of the complete truth and holds the comprehension that the truth is built historically through relations among different kinds of knowledge and Physical Education practices

Heráclito na filosofia do jovem Nietzsche

In the early 1870s, the German Philosopher Friedrich Nietzsche, professor of philology in Basel, researches the ancient Greek philosophers. These studies result in texts as The Preplatonic Philosophers, also known as Lessons on Pre-platonic Philosophers, and Philosophy in Greek tragic age. Using both texts as sources, this dissertation aims elucidating the Nietzsche's interpretation about Heraclitus, in other words, comprehend how Nietzsche recognizes in Heraclitus a philosopher with an aesthetic vision of the world, a contemplative and cheerful view of the world, the becoming, defined by the incessant change, as a child's play that builds and destroy sand castles on the shore. This spectacle, as Nietzsche believed, would be unveiled first by Heraclitus and must be contemplated eternally

O cristo no terceiro milênio: a visão plástica da arte sacra atual de Cláudio Pastro

Pós-graduação em Artes - IA

A ilusão dramática em Acarnenses, de Aristófanes

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Abordagens bio-inspiradas aplicadas ao estudo da cognição: um encontro entre biologia, psicologia e filosofia

Pós-graduação em Filosofia - FFC

O tempo e sua reflexão a partir da obra de Iannis Xenakis

Pós-graduação em Música - IA

Tipologia e uso da voz média em Apolodoro: estudo semântico baseado em corpus

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A influência da matemática nas regras para a direção do espírito e em o discurso do método

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A matemática do sensível pelas mãos do artesão: marcas da aprendizagem matemática e da cultura material dos ceramistas de Icoaraci

Esta tese aborda a discussão a respeito do raciocínio matemático manifestado no saber/ fazer dos artesãos ceramistas do Distrito Municipal de Icoaraci (Belém/ PA), visando o entendimento cognitivo e cultural desta prática, para abstrair contribuições à educação matemática – área de conhecimento na qual se inscreve, especialmente no âmbito da educação matemática. Trabalhado essa última, a tese analisa a realidade dos sujeitos mediante a Teoria dos Campos Conceituais, do educador matemático Gérard Vergnaud, que desenvolve estudos na linha construtivista, do psicólogo da educação Jean Piaget, possibilitando abordar na prática cotidiana do artesão, seus Campos Conceituais, a possibilidade ou não da existência de teoremas e conceitos-em-ato, fato esse que irá constatar ou não a essência ou „matematicidade‟ dos estudos educacionais matemáticos trabalhados por etnomatemáticos, pedagogos, especialistas de modelagem matemática, sociólogos e arqueólogos matemáticos. A epistemologia da educação matemática, disciplina filosófica, surge norteando esse entendimento sobre o raciocínio matemático, através da matemática do sensível, que acha origens na antiguidade grega, através dos ideários pitagórico, platônico e aristotélico, estendendo essa visão à matemática do mundo presente. Assim, a tese procura explicitar a manifestação de um raciocínio matemático por parte do artesão, que no seu fazer predominantemente não conhece e/ ou não utiliza a matemática acadêmica ou formal, como comprovado em outros estudos. Essa presença ou não de entendimentos matemáticos será constatada através de abordagem etnográfica e qualitativa, sob o enfoque fenomenológico, utilizando técnicas de observação, anotações de campo, inventário cultural e entrevistas, no intuito de analisar as representações existentes em suas obras e o fazer/ pensar manifestados nessa produção.

Filoctetes de Sófocles: o espaço e o labor humano

This article analyses the transformations of spatial references in Sophocles’Philoctetes. As we can see, instead of being cristalized in formulas and conventions, Ancient Greek Theater has renewed itself constantly, by experiencing different ways to correlate audience and events on stage.

A filosofia como modo de vida em foucault

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Os animais não humanos no material didático do programa São Paulo Faz Escola

The relationship between humans and non-human animals dates back to the Prehistoric Era, when groups of humans migrated from the nomadic and extractive stage to sedentariness, starting to develop agriculture and animal husbandry. Ancient Greek philosophy, notably the Aristotelian school of philosophy, posited that nature has not done anything for nothing, and all things have a purpose: plants were created for the sake of animals, and these for the good of men, while the Bible preaches the view that the world was created for the good of men and other species were subordinated to their wants and needs. During the Renaissance, centuries XIV to XVI, anthropocentrism was established as the main philosophical concept. However, in relation to the treatment of animals, Renaissance did not differ substantially from medieval scholasticism, considering animals like machines, devoid of pain and immortal soul. In this context, scientific knowledge about plants, non-human animals and nature in general, is built on anthropocentric values, thus influencing the construction of school education in the disciplines of Science and Biology. Nowadays, at São Paulo state schools, specifically in the Ensino Fundamental II (6th to 9th grade), the program of the discipline Ciências da Natureza e suas Tecnologias is set by the Currículo Oficial do Estado de São Paulo, via the São Paulo Faz Escola Program, implemented by the Secretaria Estadual de Educação in 2010. This documentary research used the methodology of Content Analysis and aimed to analyze the presentation of non-human animals in Caderno do Professor and Caderno do Aluno, from 6th to 9th grades of the discipline Ciências da Natureza e suas Tecnologias. The analysis of the courseware revealed that its contents were influenced by the anthropocentric view, in both implicitly and explicitly ways, conveying anthropomorphic, utilitarian, stereotyped and derogatory statements towards...