O ensino de filosofia é hoje feito de diversas formas (práticas), sendo as três principais (ou bases), a histórica, a temática e a criação conceitual. No entanto parece muito mais plausível e até saudável uma combinação entre duas destas formas, ou até as três, mas isto não elimina a problemática das perguntas: "qual é a melhor forma?", ou "qual é a mais certa?" ou ainda "qual é a mais eficaz ou a mais eficiente?", na medida em que estas combinações em (...) si geram mais formas e as perguntas persistem. Uma vez que estas questões ainda não tem uma resposta, e estão longe de ter algum consenso, o ensino de filosofia passa a ser um problema filosófico em si, e é neste cenário que Alejandro Cerletti, introduz seu livro "O ensino de filosofia como problema filosófico". A obra de fato não responde estas perguntas, e não creio ser objetivo do autor responde-las, mas como Walter Kohan escreve na capa interna da edição brasileira de 2009, "pode constituir-se numa ferramenta importante para que cada professor de filosofia possa pensar-se em relação à sua prática." (CERLETTI, 2009). Eu acrescentaria, que muito da discussão aqui, pode ser aplicada a outras práticas disciplinares. (shrink)

This is a simple work, a Book review, in fact, that try to show Jean Jacques Rousseau ideas on the first book of Emile, or on Education, in their writes “The age of need” period between the birth and the 2 years of their fictional character Emile, -/- Doi: 10.13140/RG.2.2.18339.76324 -/- ISBN: 978-65-5869-160-0 [Impresso] 978-65-5869-159-4 [Digital].

The educational setting has changed when pandemic forced everyone to take a reset. The change also known as transition from one modality to another paves the way to surface different stressors and tensions among the teachers and learners. In the literature, little attention was given to the teachers who experienced transition from the change of modality as more research studies focused on the learners’ academic performance. This study used a Heideggerian Phenomenology research design in explicating the lived experiences of the (...) teachers exposed in the transition from modular instruction to face-to-face classes. Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam was used in analyzing the authentic experiences of the participants. There were 8 participants in this study when the data saturation was reached. Semi-structured questionnaire was utilized in conducting the interview. There are four emerging themes generated – The Defect, The Struggles, Pedagogical Challenges, and the Inevitable Stressors. These themes are clear manifestations of how teachers are surviving and thriving in these trying times. It is expedient to create management plans that can alleviate the teachers’ circumstances which can make them ready in transitioning to any mode of teaching.The educational setting has changed when pandemic forced everyone to take a reset. The change also known as transition from one modality to another paves the way to surface different stressors and tensions among the teachers and learners. In the literature, little attention was given to the teachers who experienced transition from the change of modality as more research studies focused on the learners’ academic performance. This study used a Heideggerian Phenomenology research design in explicating the lived experiences of the teachers exposed in the transition from modular instruction to face-to-face classes. Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam was used in analyzing the authentic experiences of the participants. There were 8 participants in this study when the data saturation was reached. Semi-structured questionnaire was utilized in conducting the interview. There are four emerging themes generated – The Defect, The Struggles, Pedagogical Challenges, and the Inevitable Stressors. These themes are clear manifestations of how teachers are surviving and thriving in these trying times. It is expedient to create management plans that can alleviate the teachers’ circumstances which can make them ready in transitioning to any mode of teaching. (shrink)

“Todo o poder emana do povo...” “ Todos são iguais perante a lei...” (BRASIL, 1988) Estes pequenos trechos, respectivamente do Parágrafo Único do Artigo 1º e do Artigo 5º da constituição brasileira de 1988 não foram redigidos por acaso, ou porque os legisladores assim quiseram, pois acharam que soaria bem; e nem porque de fato acreditavam nisso, mesmo enquanto representantes escolhidos pelo povo, quando de sua promulgação. O Brasil como membro fundador da Organização das Nações Unidas, incorporou em sua constituição (...) diversos pontos da Declaração Universal dos Direitos Humanos (ORGANIZAÇÃO DAS NAÇÕES UNIDAS (UN), 1948). Em 1992, o Brasil se torna signatário da Convenção Americana Sobre Direitos Humanos (ORGANIZAÇÃO DOS ESTADOS AMERICANOS (OAS), 1969), (também conhecido como Pacto de San José da Costa Rica) que existia desde 1969, e que provavelmente não fora ratificado antes devido ao, vamos chamar assim, Estado de Exceção (1964 a 1985). A teoria é que estes tratados permitam uma maior igualdade entre as pessoas, se agreguem à política e às agendas de seus países signatários, e de alguma forma, tenham valor de lei ou ao menos de referência em questões legais. Em última instância, se alguma lei local não tiver como decidir por algo, recorre-se aos tratados internacionais. A ideia por trás deste artigo é analisar o viés individualista destas cartas, remetendo sua origem a Hobbes e Rousseau, mostrando a manutenção da desigualdade entre os homens. Vale ressaltar, no entanto, que seus artigos – são 30 no da ONU, e 82 no da OEA - transpassam, perpassam e unem diversas obras, de forma que fica impossível tratar de apenas um autor ou obra específica nos trechos analisados. (shrink)

Online education has become an essential component of education. Thus, several factors, such as the student’s learning strategy and motivation, generally contribute to their academic success. This study investigates the relationship between learning strategies, motivation, and online learning environment among 150 first-year college students. Employing correlational design, the statistical findings of the study reveal that the r coefficient of 0.59 indicates a moderate positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision (...) to reject the null hypothesis. Hence, a significant relationship exists between learning strategies, motivation, and the online learning environment. (shrink)

The cosmological constant problem arises because the magnitude of vacuum energy density predicted by the Quantum Field Theory is about 120 orders of magnitude larger then the value implied by cosmological observations of accelerating cosmic expansion. We pointed out that the fractal nature of the quantum space-time with negative Hausdorff-Colombeau dimensions can resolve this tension. The canonical Quantum Field Theory is widely believed to break down at some fundamental high-energy cutoff ∗ Λ and therefore the quantum fluctuations in the vacuum (...) can be treated classically seriously only up to this high-energy cutoff. In this paper we argue that the Quantum Field Theory in fractal space-time with negative Hausdorff-Colombeau dimensions gives high-energy cutoff on natural way. We argue that there exists hidden physical mechanism which cancels divergences in canonical QED4 ,QCD4 , Higher-Derivative-Quantum gravity, etc. In fact we argue that corresponding supermassive Pauli-Villars ghost fields really exist. It means that there exists the ghost-driven acceleration of the universe hidden in cosmological constant. In order to obtain the desired physical result we apply the canonical Pauli-Villars regularization up to ∗ Λ . This would fit in the observed value of the dark energy needed to explain the accelerated expansion of the universe if we choose highly symmetric masses distribution between standard matter and ghost matter below the scale ∗ Λ , i.e. , ( ) ( ) . . eff eff s m g m , , , f μ f μ μ mc μ μ μ c ∗  − = ≤ < Λ The small value of the cosmological constant is explained by tiny violation of the symmetry between standard matter and ghost matter. Dark matter nature is also explained using a common origin of the dark energy and dark matter phenomena. (shrink)