1. Hume e a Magna Carta: em torno do círculo da justiça, Maria Isabel Limongi; 2. Hume e o problema da justificação da resistência ao governo, Stephanie Hamdan Zahreddine; 3 O surgimento dos costumes da sociedade comercial e as paixões do trabalho, Pedro Vianna da Costa e Faria; 4. O sentido da crença: suas funções epistêmicas e implicações para a teoria política de Hume, Lilian Piraine Laranja; 5. O Status do Fideísmo na Crítica de Hume à Religião Natural, Marília Côrtes (...) de Ferraz; 6. Da imaterialidade da alma: a desconstrução mais incisiva de Hume de um pressuposto metafísico, Marcos César Seneda; 7. A “irresistibilidade” e a “inevitabilidade” das crenças naturais e o caráter normativo da epistemologia de Hume, Claudiney José de Sousa; 8. Filosofia e vida comum na epistemologia de Hume, Marcos Fonseca Ribeiro Balieiro; 9. Hume e o relativismo moral, Flávio Zimmermann; 10. Hume e a vivacidade das crenças morais, André Luiz Olivier da Silva; 11. Virtudes sociais e refinamento na filosofia moral de David Hume, Andreh Sabino Ribeiro; 12. O movimento razão-crença na interpretação da teoria da motivação de Hume, Franco Nero Antunes Soares; 13. Sentimentos e Normatividade em David Hume segundo Annette Baier, Giovani Lunardi; 14. Simpatia e aprovação moral da justiça na filosofia de David Hume, Denize Carolina da Cunha & Nivaldo Machado; 15. Do eu como feixe de percepções ao eu das paixões: Hume e a identidade pessoal no Tratado, Susie Kovalczyk dos Santos; 16. Imaginação em Hobbes e Hume: cadeias mentais reguladas e princípios de associação, Andrea Cachel; 17. Hume e o princípio fundamental da filosofia moderna, Rafael Bittencourt Santos; 18. A conexão necessária entre Hume e Malebranche, Bruna Frascolla; 19. Realismo ontológico e antirrealismo epistemológico na problemática sobre o mundo externo em Hume, Leandro Hollanda; 20. Uma possível inversão kantiana da tese humeana da inércia da razão, Carlos Eduardo Moreno Pires; Nota sobre João Paulo Monteiro, Rolf Nelson Kuntz. (shrink)

It is becoming more common that the decision-makers in private and public institutions are predictive algorithmic systems, not humans. This article argues that relying on algorithmic systems is procedurally unjust in contexts involving background conditions of structural injustice. Under such nonideal conditions, algorithmic systems, if left to their own devices, cannot meet a necessary condition of procedural justice, because they fail to provide a sufficiently nuanced model of which cases count as relevantly similar. Resolving this problem requires deliberative capacities uniquely (...) available to human agents. After exploring the limitations of existing formal algorithmic fairness strategies, the article argues that procedural justice requires that human agents relying wholly or in part on algorithmic systems proceed with caution: by avoiding doxastic negligence about algorithmic outputs, by exercising deliberative capacities when making similarity judgments, and by suspending belief and gathering additional information in light of higher-order uncertainty. (shrink)

Linguistic expressions frequently make reference to the situation in which they are uttered. In fact, there are expressions whose whole point of use is to relate to their context of utterance. It is such expressions that this article is primarily about. However, rather than presenting the richness of pertinent phenomena (cf. Anderson & Keenan 1985), it concentrates on the theoretical tools provided by the (standard) two-dimensional analysis of context dependence, essentially originating with Kaplan (1989)--with a little help from Stalnaker (1978) (...) and Lewis (1979a, 1980), and various predecessors including Kamp (1971) and Vlach (1973). The current article overlaps in content with the account in Zimmermann (1991), which is however much broader (and at times deeper).. (shrink)

In this article, we reconsider the syntactical analysis as well as the categorial status of two Medieval French elements, et and ne. In this connection, we illustrate and compare various approaches which principally differ with regard to the assignment of a unique category or of various categories to these elements. In the context of this comparison, we address some of the questions pertaining to their motivations and the evidence which has been offered in their favor, showing that approaches which assign (...) a unique category to et and ne, respectively, prove to be empirically more adequate. (shrink)

The democratic boundary problem raises the question of who has democratic participation rights in a given polity and why. One possible solution to this problem is the all-affected principle, according to which a polity ought to enfranchise all persons whose interests are affected by the polity’s decisions in a morally significant way. While AAP offers a plausible principle of democratic enfranchisement, its supporters have so far not paid sufficient attention to economic participation rights. I argue that if one commits oneself (...) to AAP, one must also commit oneself to the view that political participation rights are not necessarily the only, and not necessarily the best, way to protect morally weighty interests. I also argue that economic participation rights raise important worries about democratic accountability, which is why their exercise must be constrained by a number of moral duties. (shrink)

In the present work, we will analyze the concept of intuition mainly in relation to the epistemological and the metaphysical theses of Schopenhauerian theory. In the first section, we will discuss the central axes of Schopenhauer’s metaphysical system, especially regarding the concept of will (Wille) and the relationship that this entails with his theory of knowledge. Then, we will examine the difference that the German philosopher establishes between representative —or mediated— rational knowledge and direct —or immediate— intuitive knowledge. Likewise, we (...) will trace at first the theses and the fundamental problems of the dualism of representation and we will furtherly establish the problem of the intuition of one’s own body. Finally, we will consider the scope and the limits of intuition, as well as its different variants: mainly aesthetic intuition and its culmination in mystical intuition. (shrink)

In the present study, I will consider the crisis of the movement image, and the emergence of a new type of image, namely, the time image. First, I will analyze certain basic concepts used by Deleuze (1925-1995) and by Bergson (1859- 1941) to understand the new type of image that emerges from an interruption of our natural perception, granting us -by separating ourselves from all our previous experiences- pure optical and sound perceptions. Secondly, I will trace the changes that, both (...) inside and outside cinema, made possible this emergence. Finally, according to the signs of the time-image developed by Deleuze, I will analyze the film Paterson (2016), by Jim Jarmusch. The film, inspired not only by the work of the poet William Carlos Williams (1883-1963), but also by other poets of the New York School, seeks to portray, through visual descriptions, the details of our daily lives. Key-words: natural perception - pure perception - movement image - time image - cinema. (shrink)

La sensibilité cinétique est un concept issu de la phénoménologie qui comprend les sensations des mouvements à l’intérieur et autour du corps. Nous souhaitons réhabiliter ce concept en tant que connaissance, afin de défendre le rôle du corps dans le savoir et de dénoncer certaines injustices épistémiques. Pour appuyer cela, les éthiques du care nous aideront à reconnaître une légitimité politique envers la vulnérabilité de nos mobilités corporelles. L’intérêt pour la sensibilité cinétique est de permettre à l’agent.e de se soucier (...) de sa relation à l’environnement, en développant un accès pédagogique envers son corps et par l’attention portée envers ses possibilités de mouvement. L’agent.e apprend alors à choisir une manière de s’orienter au sein de l’organisation socio-politique présente. Ainsi, nous travaillerons les liens entre la phénoménologie, les éthiques du care2 et l’injustice épistémique dans le but de comprendre l’agentivité de manière incarnée, sensible et vulnérable. (shrink)

The essay operates an itemisation of the three main streams in the history of emotions: the history of individual emotions, the study of the role that emotions have in historical processes, and the reflection on the influence of emotions on history writing. The second part of the article is devoted to the methodological and theoretical status of the study of past emotions. It highlights how many studies in the history of emotions remain heavily conditioned by an idea of culture typical (...) of Western philosophy of history. (shrink)

In this paper Russell’s definition of number is criticized. Russell’s assertion that a number is a particular kind of set implies that number has the properties of a set. It is argued that this would imply that a number contains elements and that this does not conform to our intuitive notion of number. An alternative definition is presented in which number is not seen as an object, but rather as a process and is related to the act of counting and (...) is tightly bound up with the idea of time. Working from the idea that the description of a thing is not the thing itself, it is argued that a function should not be seen as a subset of the Cartesian product of two sets but can be described in this way. Number is then defined as a particular type of bijective function rather than a set. Definitions of equality and addition are developed. In defining addition an interesting error in Russell’s definition of addition is corrected. (shrink)

A tongue-in-cheek send-up of certain aspects of existentialism written by a well-known logician and philosopher who had a serious affair with existentialism in his youth. It was never submitted for publication and is finally being made available here posthumously with the permission of Helen Eberle. To the best of my recollection it was written some time in the mid/late 1980s. -- Gary H. Merrill.

Some of the questions I attempt to deal with are as follows: What does it mean to mean something? How does meaning happen? What do we really mean when we say that something means something? Can there be meaning without a mind? Is meaning something fixed or is it more like an unstable flux? How do concepts affect or determine the way we perceive the world? Aren’t metaphor, metonymy and other figures of speech very natural occurrences when meaning is understood (...) more as an unstable flux than as something fixed and permanent? Do innate ideas or concepts exist? Or is it rather that we have innate ways of creating concepts? How do we (re) create concepts? How do concepts relate to meaning? How do concepts integrate and relate so as to create more complex meanings at higher levels? And how do they relate to grammar? Is grammar a set of rules or is it rather a set of conventions? How does grammar interact with the structures of our concepts? (shrink)

Identification of non-coding RNAs (ncRNAs) has been significantly improved over the past decade. On the other hand, semantic annotation of ncRNA data is facing critical challenges due to the lack of a comprehensive ontology to serve as common data elements and data exchange standards in the field. We developed the Non-Coding RNA Ontology (NCRO) to handle this situation. By providing a formally defined ncRNA controlled vocabulary, the NCRO aims to fill a specific and highly needed niche in semantic annotation of (...) large amounts of ncRNA biological and clinical data. (shrink)

Identification of non-coding RNAs (ncRNAs) has been significantly enhanced due to the rapid advancement in sequencing technologies. On the other hand, semantic annotation of ncRNA data lag behind their identification, and there is a great need to effectively integrate discovery from relevant communities. To this end, the Non-Coding RNA Ontology (NCRO) is being developed to provide a precisely defined ncRNA controlled vocabulary, which can fill a specific and highly needed niche in unification of ncRNA biology.

A large body of compelling evidence has been accumulated demonstrating that embodiment – the agent’s physical setup, including its shape, materials, sensors and actuators – is constitutive for any form of cognition and as a consequence, models of cognition need to be embodied. In contrast to methods from empirical sciences to study cognition, robots can be freely manipulated and virtually all key variables of their embodiment and control programs can be systematically varied. As such, they provide an extremely powerful tool (...) of investigation. We present a robotic bottom-up or developmental approach, focusing on three stages: (a) low-level behaviors like walking and reflexes, (b) learning regularities in sensorimotor spaces, and (c) human-like cognition. We also show that robotic based research is not only a productive path to deepening our understanding of cognition, but that robots can strongly benefit from human-like cognition in order to become more autonomous, robust, resilient, and safe. (shrink)

In recent years, sequencing technologies have enabled the identification of a wide range of non-coding RNAs (ncRNAs). Unfortunately, annotation and integration of ncRNA data has lagged behind their identification. Given the large quantity of information being obtained in this area, there emerges an urgent need to integrate what is being discovered by a broad range of relevant communities. To this end, the Non-Coding RNA Ontology (NCRO) is being developed to provide a systematically structured and precisely defined controlled vocabulary for the (...) domain of ncRNAs, thereby facilitating the discovery, curation, analysis, exchange, and reasoning of data about structures of ncRNAs, their molecular and cellular functions, and their impacts upon phenotypes. The goal of NCRO is to serve as a common resource for annotations of diverse research in a way that will significantly enhance integrative and comparative analysis of the myriad resources currently housed in disparate sources. It is our belief that the NCRO ontology can perform an important role in the comprehensive unification of ncRNA biology and, indeed, fill a critical gap in both the Open Biological and Biomedical Ontologies (OBO) Library and the National Center for Biomedical Ontology (NCBO) BioPortal. Our initial focus is on the ontological representation of small regulatory ncRNAs, which we see as the first step in providing a resource for the annotation of data about all forms of ncRNAs. The NCRO ontology is free and open to all users. (shrink)

Throughout the biological and biomedical sciences there is a growing need for, prescriptive ‘minimum information’ (MI) checklists specifying the key information to include when reporting experimental results are beginning to find favor with experimentalists, analysts, publishers and funders alike. Such checklists aim to ensure that methods, data, analyses and results are described to a level sufficient to support the unambiguous interpretation, sophisticated search, reanalysis and experimental corroboration and reuse of data sets, facilitating the extraction of maximum value from data sets (...) them. However, such ‘minimum information’ MI checklists are usually developed independently by groups working within representatives of particular biologically- or technologically-delineated domains. Consequently, an overview of the full range of checklists can be difficult to establish without intensive searching, and even tracking thetheir individual evolution of single checklists may be a non-trivial exercise. Checklists are also inevitably partially redundant when measured one against another, and where they overlap is far from straightforward. Furthermore, conflicts in scope and arbitrary decisions on wording and sub-structuring make integration difficult. This presents inhibit their use in combination. Overall, these issues present significant difficulties for the users of checklists, especially those in areas such as systems biology, who routinely combine information from multiple biological domains and technology platforms. To address all of the above, we present MIBBI (Minimum Information for Biological and Biomedical Investigations); a web-based communal resource for such checklists, designed to act as a ‘one-stop shop’ for those exploring the range of extant checklist projects, and to foster collaborative, integrative development and ultimately promote gradual integration of checklists. (shrink)

Morphological Computation is based on the observation that biological systems seem to carry out relevant computations with their morphology (physical body) in order to successfully interact with their environments. This can be observed in a whole range of systems and at many different scales. It has been studied in animals – e.g., while running, the functionality of coping with impact and slight unevenness in the ground is "delivered" by the shape of the legs and the damped elasticity of the muscle-tendon (...) system – and plants, but it has also been observed at the cellular and even at the molecular level – as seen, for example, in spontaneous self-assembly. The concept of morphological computation has served as an inspirational resource to build bio-inspired robots, design novel approaches for support systems in health care, implement computation with natural systems, but also in art and architecture. As a consequence, the field is highly interdisciplinary, which is also nicely reflected in the wide range of authors that are featured in this e-book. We have contributions from robotics, mechanical engineering, health, architecture, biology, philosophy, and others. (shrink)

This study is about an aspect of the reception of Herbatianism in Austria which has not been thoroughly investigated so far. It pertains to a controversy opposing Robert Zimmermann and Franz Brentano in the context of discussions which took place in the Philosophical Society of the University of Vienna. This study looks more specifically at three important episodes involving the Philosophical Society, first, the controversy over Herbartianism, second that over the evaluation of Schelling’s philosophy, and finally the reception of (...) Bolzano in Austria. I will first describe the circumstances that led Zimmermann to get involved in the Philosophical Society and the source of his controversy with Brentano and his followers. I will then comment Zimmermann’s address as chairman of the Philosophical Society and Brentano’s reaction to Zimmermann’s remarks on Schelling and the historical period to which he belongs. I will complete my analysis of Brentano’s reaction with a summary of his evaluation of Herbart’s philosophical program to which Zimmermann adhered. The last part focuses on Zimmermann’s decisive role in the reception of Bolzano in Vienna in connection with the Bolzano Commission established by the Philosophical Society. I will conclude with brief remarks on Zimmermann’s legacy in Vienna. (shrink)

What role does the concept of naturalness play in the development of scientific knowledge and understanding? Whether naturalness is taken to be an ontological dimension of the world or a cognitive dimension of our human perspective within it, assumptions of naturalness seem to frame both concepts and practices that inform the partitioning of parts and the kinding of kinds. Within the natural sciences, knowledge of what something is as well as how it is studied rely on conceptual commitments. These conceptual (...) commitments shape how entities and processes are categorized _as_ natural depending on how naturalness has been understood within that discipline. In this paper, I explore how commitments to naturalness shape different conceptualizations of what were previously and what are now considered to be fundamental parts in plant morphology. Relying on an historically informed epistemological approach, I trace the origins and development of models of plant morphology from (1) Goethe’s classical LEAF-ROOT-STEM archetype model; (2) Agnes Arber’s revisions to Goethe’s model reconceived in her partial-shoot theory of the leaf; and (3) Rolf Sattler’s proposal for a processual model of plant morphology. These influential models posit ontologically and epistemologically inconsistent conceptualizations of the natural fundamental parts of plants and how they are related to each other. To explain what this inconsistency means for the concept of naturalness and the role it plays in plant morphology, I suggest naturalness might best be conceived of as a contextually bound classificatory concept that is made and remade through its operationalized use within a model, theory, set of practices, or discipline. (shrink)

Two decades ago, Rolf Landauer (1991) argued that “information is physical” and ought to have a role in the scientific analysis of reality comparable to that of matter, energy, space and time. This would also help to bridge the gap between biology and mathematics and physics. Although it can be argued that we are living in the ‘golden age’ of biology, both because of the great challenges posed by medicine and the environment and the significant advances that have been (...) made—especially in genetics and molecular and cell biology—we feel that information as an essential aspect of life has been neglected, or at least misunderstood. We therefore summon Maxwell’s Demon and its distant relative the ratchet, and apply these to biology. (shrink)

This paper consists in the Spanish translation of a manuscript by Franz Brentano, where he deals with “The Method of Study of Aristotle and, More Generally, the Method of Historical Research in Philosophical Field”. In these pages, Brentano challenges the Aristotelian studies of his time by criticizing the approach followed by E. Zeller and other scholars. Meanwhile, he suggests some hermeneutical rules in order to interpret Aristotle in the right way. The core of his proposal is the use of philosophical (...) hermeneutics, that is, the interpreter should philosophize following the Aristotelian arguments, like the Peripatetics used to do. In his introduction to the text by Brentano, the Spanish translator also recommends a new chronology for the manuscript, i.e. not much later than 1883. Complete title: «Franz Brentano: Sobre el método en los estudios aristotélicos y sobre el método de la investigación histórica en ámbito filosófico en general». Original title: Franz Brentano, «Zur Methode aristotelischen Studien, und zur Methode geschichtlicher Forschung auf philosophischem Gebiet überhaupt», in: 'Über Aristoteles. Nachgelassene Aufsätze', edited by Rolf George, Hamburg: Meiner, 1986, pp. 7-20. (shrink)

Semantics traditionally focuses on linguistic meaning. In recent years, the Super Linguistics movement has tried to broaden the scope of inquiry in various directions, including an extension of semantics to talk about the meaning of pictures. There are close similarities between the interpretation of language and of pictures. Most fundamentally, pictures, like utterances, can be either true or false of a given state of affairs, and hence both express propositions (Zimmermann, 2016; Greenberg, 2013; Abusch, 2015). Moreover, sequences of pictures, (...) like sequences of utterances, can be used to tell stories. Wordless picture books, comics, and film are cases in point. In this paper I pick up the project of providing a dynamic semantic account of pictorial story-telling, started by Abusch (2012) and continued by Abusch & Rooth (2017); Maier & Bimpikou (2019); Fernando (2020). More specifically, I propose here a semantics of speech and thought bubbles by adding event reference to PicDRT. To get there I first review the projection-based semantics for pictures (section 1), noting the fundamental distinction between symbolic and iconic meaning that makes speech bubbles especially interesting (section 2). I then review the dynamic PicDRT framework for pictorial narratives (section 3), add events (section 4), and propose an account of speech bubbles as quotational event modification (section 5). I end with a brief look at other conventional, symbolic enrichments in comics (section 6). (shrink)

This volume contains new and original papers on Martin Heidegger's complex relation to Friedrich Nietzsche's philosophy. The authors not only critically discuss the many aspects of Heidegger's reading of Nietzsche, they also interpret Heidegger's thought from a Nietzschean perspective. Here is presented for the first time an overview of not only Heidegger's and Nietzsche's philosophy but also an overview of what is alive - and dead - in their thinking. Many authors through a reading of Heidegger and Nietzsche deal with (...) current issues such as technology, ecology, and politics. This volume is of interest for everyone interested in Heidegger's and Nietzsche's thought. Contributors include: Babette Babich, Charles Bambach, Robert Bernasconi, Virgilio Cesarone, Stuart Elden, Michael Eldred, Markus Enders, Charles Feitosa, Véronique Fóti, Luanne T. Frank, Jeffery Kinlaw, Theodore Kisiel, William D. Melaney, Eric Sean Nelson, Abraham Olivier, Friederike Rese, Karlheinz Ruhstorfer, Harald Seubert, Robert Sinnerbrink, Robert Switzer, Jorge Uscatescu Barrón, Nancy A. Weston, Dale Wilkerson, Angel Xolocotzi, Jens Zimmermann. (shrink)

At the end of the 19th century, most professional historians – wherever they existed – deemed history to be a form of knowledge ruled by a method that bears no resemblance with those most commonly traceable in the natural sciences. The bulk of the historian’s task was then frequently regarded as being the application of procedures frequently referred to as ‘historical method’. In the context of such an emerging interest on historical methods and methodology, at least three textbooks stand out: (...) Johann Gustav Droysen’s Grundriss der Historik (Outline of the Theory of History), Ernst Bernheim’s Lehrbuch der historischen Methode (Handbook of Historical Method), and Charles Langlois and Charles Seignobos’s Introduction aux études historiques (Introduction to the Study of History). These books were quite influential in Germany, France, and elsewhere, and they very much helped promote a general idea of historical method that would become relatively consensual among historians of many nationalities by the early 20th century. Such a relative agreement on historical method sponsored both the communication and the development of a sense of disciplinary identity among historians trained within different and sometimes conflicting national traditions. It was then partially extended, partially challenged, and surely made more complex when, from the 1920s on, social and economic historians became a good part of the historiographical establishment in many countries. -/- The three books by Droysen, Bernheim, and Langlois and Seignobos were already pieced together by Rolf Torstendahl, who studied them as a group of texts that, despite their differences, contributed to shape the developments outlined above. However, Torstendahl’s primary aim was to show how Droysen, Bernheim, and Seignobos all resorted to ‘method’ as a way to circumvent skepticism against the possibility of historical knowledge, rather than investigate the internal interrelationships between the three texts. In this chapter I follow precisely this latter, not yet taken, road, focusing on crucial cross-references between the Grundriss, the Lehrbuch, and the Introduction. I intend to show that, at a general level, the schemes of historical method found in these texts are largely convergent, and that this convergence is due to Bernheim’s reading of Droysen and to Langlois and Seignobos’s reading of Bernheim. I will attempt to do it through a regressive approach that starts with an analysis of the Introduction. Aspects of the editorial history and circulation of the three texts will also be briefly addressed, as a way to illustrate their special importance within the framework of early 20th century historical theory. Because my argument calls for a focus on the most general lines of Droysen’s, Bernheim’s, and Langlois and Seignobos’s schemes of historical method, I will, for the sake of consistency, refrain from analysing in-depth the complex epistemological and ontological arguments in which those schemes are nested. (shrink)

O ensino de filosofia seguiu uma rota tortuosa desde a colônia até os tempos atuais. O breve histórico desse percurso tem o objetivo de reafirmar a necessidade dessa disciplina no currículo escolar, sobretudo porque sempre há aqueles que a consideram de pouca importância. No entanto, em um mundo cada vez mais pragmático, a formação exclusivamente técnica de nossos jovens dificulta o processo de conscientização crítica, além de desprezar a herança de uma sabedoria milenar. Os primeiros tempos No Brasil, desde o (...) século XVI, o ensino de filosofia fazia parte do chamado curso de artes oferecido pelos jesuítas aos filhos de colonos que concluíam o primeiro nível de letras humanas. É bem verdade que apenas alguns colégios dispunham desse curso, voltado exclusivamente para a elite colonial portuguesa. A base do ensino de filosofia era a tradição escolástica, e, mesmo durante os séculos seguintes, não houve interesse em abordar as conquistas das ciências modernas, já vigentes desde o século XVII, na perspectiva de Francis Bacon e das descobertas de Galileu Galilei. Do mesmo modo, não eram ensinadas as teorias de René Descartes e John Locke. Inspirado nos ideais da Contrarreforma, o ensino jesuítico reafirmava a autoridade da Igreja e dos clássicos, com o controle sobre as informações a que os alunos teriam acesso. No século XVIII, os fundamentos aristotélico-tomistas perduraram, com raras exceções, apesar de o marquês de Pombal ter expulsado os jesuítas. O próprio Pombal permitiu a divulgação de algumas dessas obras "esclarecidas", mas cuidou de elencar uma lista das proibidas. Contrariando o controle, as novas ideias circulavam no Brasil por meio de estudantes formados pela Universidade de Coimbra e também pela venda clandestina de panfletos e cópias manuscritas. Desse modo, nas aulas régias, instituídas por Pombal para substituir as escolas dos jesuítas, no geral foi mantida a educação elitista, livresca, desfocada da realidade brasileira durante o império e a república. Apesar do controle, havia exceções, nas poucas vezes em que intelectuais, professores e conhecedores de bibliografia atualizada ensinavam disciplinas como ciências modernas, filosofia e matemática. Algumas congregações religiosas, como a dos franciscanos, também se interessavam pelas contribuições científicas e filosóficas de seu tempo. Ensino de filosofia: entre facultativa e obrigatória A partir do século XIX, predominou um vaivém entre a filosofia como disciplina obrigatória ou facultativa. Com a criação de cursos jurídicos no Brasil, na década de 1820 - em São Paulo e Recife -, a filosofia tornou-se disciplina obrigatória do ensino médio, como pré- requisito para o ingresso ao curso superior, reforçando o caráter propedêutico daquele curso. Em 1915, uma reforma de ensino tornou a filosofia disciplina facultativa, mas o ministro Francisco Campos tentou reverter esse quadro em 1932, tornando-a novamente obrigatória. Conhecido pela atuação no movimento da Escola Nova, Campos aliou seus esforços aos de figuras importantes da pedagogia brasileira, como o sociólogo Fernando de Azevedo e o filósofo e educador Anísio Teixeira. A tendência escolanovista era renovadora e se fazia necessária diante da situação econômica do Brasil. Com o início da industrialização, surgia a necessidade de melhorar a escolarização, sobretudo para os segmentos urbanos. Francisco Campos introduziu as disciplinas de lógica, sociologia e história da filosofia no currículo escolar. Com a Reforma Capanema, em 19142, o ensino secundário dividiu-se em ginasial e colegial. Este último foi subdividido em científico, com ênfase no estudo de ciências, e clássico, que privilegiava a formação em humanidades. Nesse contexto, a filosofia se constituiu como disciplina obrigatória em um dos três anos do científico e em dois anos do curso clássico, com proposta de programa bastante extenso. No entanto, uma sequência de portarias reduziu gradativamente o número de horas-aula da disciplina, por fim, restrita ao último ano do colegial. Em 1961, foi promulgada a nossa primeira Lei de Diretrizes e Bases da Educação (LDBJ, a Lei n. 4.024, ocasião em que o ensino de filosofia perdeu a obrigatoriedade. Período da ditadura militar Durante a ditadura militar no Brasil (1964-1985), as aulas de filosofia foram extintas pela Lei n. 5.692, de 1971. Essa lei reformou o então chamado ensino de 1º e 2º graus e introduziu o ensino profissionalizante, de acordo com a tendência tecnicista proposta pelos acordos entre militares e tecnocratas. Um dos objetivos era adequar a educação às exigências da sociedade industrial e tecnológica, com economia de tempo, esforços e custos. A educação tecnicista encontrava-se imbuída dos ideais de racionalidade, organização, objetividade, eficiência e produtividade, como se fosse uma empresa: esperava-se que, ao terminar cada um dos níveis, o aluno estivesse capacitado para ingressar no mercado como força de trabalho, caso necessário. Para implantar o projeto de educação proposto, o governo militar não revogou a LDB de 1961, mas introduziu alterações e fez atualizações. Enquanto a aprovação da LDB resultara de amplo debate na sociedade civil, o governo autoritário regulamentou as leis do ensino universitário (Lei n. 5.540/1968) e do ensino de 1º e 2º graus (Lei n. 5.692/1971) de maneira impositiva. Diversos acordos, conhecidos como MEC-Usaid (Ministério da Educação e Cultura e United States Agency for International Development), ofereceram assistência técnica e cooperação financeira para implantar a reforma. A habilitação profissional constituiu-se em um emaranhado de "ofertas" que chegavam a 130 habilitações profissionais distribuídas conforme os cursos e as regiões do país. Algumas disciplinas desapareceram, como a de filosofia, e outras foram aglutinadas. Por sua vez, a inclusão de Moral e Cívica no primeiro nível e de Organização Social e Política no segundo exerceu a clara intenção de doutrinamento político. Há controvérsias em torno da extinção da filosofia do currículo escolar. Para alguns, a extinção revelava a intenção explícita dos governos militares de evitarem o desenvolvimento do pensamento crítico. Outros analisam de modo diferente, alegando que, com raríssimas exceções, o ensino da filosofia reduzia-se à história da filosofia, com ênfase na memorização, não representando, portanto, nenhuma ameaça ao regime de exceção, por desempenhar papel submisso e nada subversivo. Além disso, de acordo com o viés tecnicista da reforma, havia necessidade de mais espaço para incluir disciplinas voltadas para a habilitação profissional. Já nas universidades, era possível notar o crescente desprestígio da filosofia, tendo ocorrido perseguição a professores, muitos deles exilados. Todavia, o propósito de formar profissionais, conforme propunha a nova lei, não se concretizou. A escola pública se fragilizou ainda mais, enquanto algumas boas escolas da rede particular encontraram meios de contornar a lei e oferecer um ensino de qualidade com os mesmos conteúdos que visavam desenvolver o espírito crítico e, portanto, a capacidade de seus alunos pensarem por si mesmos. Em 1982, no clima da abertura democrática, a Lei n. 7.01-114 permitiu a reinserção da filosofia no currículo como optativa, a critério do estabelecimento de ensino. Nada foi conseguido sem esforço, mas com trabalho intenso e pressão da sociedade civil. Associações especialmente criadas para esse fim aglutinaram professores de cursos secundários e superiores para promoverem encontros, movimentos de protesto e contatos com autoridades governamentais, no esforço conjunto para alcançar aquele objetivo. Lei de Diretrizes e Bases da Educação Nacional (LDB) n. 9.394/1996 Após a aprovação da Constituição brasileira de 1988, restava elaborar a lei complementar para tratar das Diretrizes e Bases da Educação Nacional. A primeira LDB, de 1961, levara muito tempo para ser aprovada e ofereceu no final um texto já envelhecido. Devido a esse fato, havia interesse em acelerar a regulamentação da nova LDB, o que ocorreu em dezembro de 1996, com a publicação da Lei n. 9.394. O primeiro projeto da nova LDB baseou-se em amplo debate, não só na Câmara, mas também na sociedade civil, além de várias entidades sindicais, científicas, estudantis e segmentos organizados da educação. O projeto original exigiu do relator Jorge Hage importante trabalho de finalização, já que a nova lei não resultaria de exclusiva iniciativa do Executivo, e sim do debate democrático da comunidade educacional. No entanto, com apoio do governo e do ministro da Educação, o senador Darcy Ribeiro apresentou outro projeto que começara a ser discutido paralelamente e que terminou por ser aprovado. Como ficou a situação do ensino de filosofia? Apesar do movimento consistente que continuava defendendo o retorno da filosofia ao ensino médio, foi grande a decepção. Vejamos por quê. Ao estabelecer as finalidades da educação básica e as diretrizes dos conteúdos curriculares, essa lei destacava a importância da formação para o exercício da cidadania, a difusão de valores fundamentais ao interesse social, aos direitos e deveres dos cidadãos e de respeito ao bem comum e à ordem democrática. Foi recomendado também o aprimoramento do educando como pessoa humana, por meio de formação ética e desenvolvimento da autonomia intelectual e do pensamento crítico. Conforme a LDB sob Lei 9.394/98: Art. 22. A educação básica tem por finalidades desenvolver o educando, assegurar-lhe a formação comum indispensável para o exercício da cidadania e fornecer-lhe meios para progredir no trabalho e em estudos posteriores. Art. 27. Os conteúdos curriculares da educação básica observarão, ainda, as seguintes diretrizes: I – a difusão de valores fundamentais ao interesse social, aos direitos e deveres dos cidadãos, de respeito ao bem comum e à ordem democrática; II – consideração das condições de escolaridade dos alunos em cada estabelecimento; III – orientação para o trabalho; IV – promoção do desporto educacional e apoio às práticas desportivas não- formais. Art. 35. O ensino médio, etapa final da educação básica, com duração mínima de três anos, terá como finalidades: I – a consolidação e o aprofundamento dos conhecimentos adquiridos no ensino fundamental, possibilitando o prosseguimento de estudos; II – a preparação básica para o trabalho e a cidadania do educando, para continuar aprendendo, de modo a ser capaz de se adaptar com flexibilidade a novas condições de ocupação ou aperfeiçoamento posteriores; III – o aprimoramento do educando como pessoa humana, incluindo a formação ética e o desenvolvimento da autonomia intelectual e do pensamento crítico; IV – a compreensão dos fundamentos científico-tecnológicos dos processos produtivos, relacionando a teoria com a prática, no ensino de cada disciplina. Por fim, ficou claro no artigo 36, parágrafo 1º, inciso III (revogado pela Lei n. 11.684, de 2008), que os conteúdos, as metodologias e as formas de avaliação deveriam ser organizados de tal maneira que ao final do ensino médio o educando demonstrasse "domínio dos conhecimentos de filosofia e de sociologia necessários ao exercício da cidadania". Embora a educação para a cidadania constituísse um objetivo visado por qualquer disciplina, com mais razão o professor de filosofia teria condições de abordá-la explicitamente, não só por tomá-la como um de seus conteúdos, mas principalmente pelo seu caráter problematizador e argumentativo, próprio da filosofia. Portanto, seria válido supor que o artigo 36 definisse a reinserção da filosofia no currículo, ministrada por profissional formado na área, o que de fato não se concretizou, e o ensino de filosofia permaneceu como não obrigatório. Posteriormente, conforme a Resolução CEB n. 3/1998, "as propostas pedagógicas das escolas deverão assegurar o tratamento interdisciplinar e contextualizado para os conhecimentos de filosofia e de sociologia necessários ao exercício da cidadania" (artigo 10, parágrafo 2º, alínea b]. Ou seja, professores de outras disciplinas seriam responsáveis por esses "temas transversais", orientação que prevaleceu nos Parâmetros Curriculares Nacionais. Um pouco antes, em 1997, dando continuidade a anseios de educadores, o deputado federal Padre Roque Zimmermann apresentara projeto de lei para tornar obrigatório o ensino de filosofia e sociologia no currículo do ensino médio. Após sua aprovação no Senado, em 2001, o projeto foi vetado pelo então presidente Fernando Henrique Cardoso. Finalmente, em 2008, o artigo 36 da LDB sofreu alteração, tornando obrigatório o ensino de filosofia e de sociologia no currículo do ensino médio, por meio da Lei n. 11.684/2008. Na sequência da aprovação, continua em andamento a implantação desse projeto de ensino. Esperamos que o espaço conquistado não venha a sofrer mais tarde nova retração. REFERÊNCIAS BIBLIOGRÁFICAS ARANHA, M. L. de A.; MARTINS, H. P. Filosofando: Introdução à Filosofia. 6ª ed. São Paulo: Moderna, 2016. BRASIL. Ministério de Educação e Cultura. Ciências humanas e suas tecnologias. In: Orientações Curriculares para o Ensino Médio. Brasília: Ministério da Educação; Secretaria de Educação Básica, 2006. ______________________________________. LDB - Lei nº 9394/96, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da Educação Nacional. Brasília: MEC, 1996. Disponível em: Lei de Diretrizes e Bases da Educação Nacional - Biblioteca do Senado. Acesso em: 11 Jun. 2019. ______________________________________. Parâmetros Curriculares Nacionais. Ensino Médio: Bases Legais. Brasília: MEC, 1999. ______________________________________. Resolução CEB n° 3 de 1998. Institui as Diretrizes Curriculares Nacionais para o Ensino Médio. Brasília: MEC, 1998. Disponível em: Resolução CEB n° 3 de 1998. Acesso em: 11 Jun. 2019. KOHAN, W. O. (Org.). Políticas do ensino de filosofia. Rio de Janeiro: DP6A, 2014. (shrink)

El tema de este trabajo es el benchmarking en el sector público. Esta investigación, parte del interés por analizar la importancia que ha cobrado el benchmarking en el sector como herramienta de mejora e innovación de la gestión pública donde los Estados comprometen esfuerzos para conseguir calidad, eficiencia y eficacia en los servicios que presta. En esta lógica se inscribe el principal objetivo, que consiste en realizar aportes y propuestas, para la implementación de herramientas de benchmarking en las dimensiones transversales (...) y regionales del Estado de la Provincia de Buenos Aires. El estudio es exploratorio y descriptivo, emplea una metodología cualitativa que combina un análisis bibliográfico para la elaboración del marco teórico y la definición de los tipos y dimensiones del benchmarking, con la identificación y descripción de experiencias a partir de la evidencia empírica relevada. El punto de partida teórico, se estructura en base a los modelos y enfoques desarrollados por Robert Camp, Michael Spendolini, Rolf Pfeiffer y Fernando Marchitto. Este marco conceptual, permite examinar distintas prácticas institucionales de los niveles subnacional, nacional e internacional. (shrink)

Philosophy from above or from below? Higher ideas or empiricism? -/- These questions have been at the forefront of the differentiation of university subjects in Germany since the mid-19th century. Questions about aesthetics or the beautiful, the true and the good and about what is beautiful, good and true played a central role. -/- Cf. my contribution in Grundriss zur Geschichte der Philosophie, vol. 1/2, Die Philosophie des 19. Jahrhunderts: Deutschsprachiger Raum 1830-1870. ed. Gerald Hartung, Basel: Schwabe, 2023, 425-447 and (...) here the original manuscript or the 2nd citable edition 2024 with extended bibliography and weblinks, published in: UB Heidelberg. Publication platform for art and visual studies, Arthistoricum. -/- . (shrink)