Nadja Hermann

ÉTICA: A APRENDIZAGEM DA ARTE DE VIVER *

With a philosophical approach, this work provides a discussion about ethical education from the possibilities of the art of living. It states that the art of living has an aesthetic dimension which is used by life itself as a model, with the creation of different strategies (from interactive to literary) related to universal principles. With its appeal to feelings and to lifes concrete conditions, this ethics does not exclude the recognition of a norm that excels the rules created by a subject; that is, universality and particularity do not exclude each other. The text presents (1) the Hellenic contribution to the art of living, through the therapeutic philosophizing model and (2) the role of emotions and phronesis in the relation between the universal and private domains to indicate that (3) an ethical-aesthetic kind of education is constituted by the recognition of tension between the singular I and (the common ethos) we.

A questão do outro e o diálogo

The article places the issue of the other in the sphere of ethics in education. It initially explains the topic and then presents the phenomenological interpretation of Bernhard Waldenfels, who shows the limits of our understanding and advocates the form of access to the other as a “peculiar logic of response” , breaking with the dialogical approach. Next, it presents the position of Hans-Georg Gadamer, who takes up again the platonic dialogue beginning with philosophical hermeneutics, retaining the lógos which can be shared by all, so as to build a bridge between the self and the other. Finally, it indicates the explanatory potential of the two positions to understand the tensional dimension present in the relationship with alterity. The educational efforts of taking in the uniqueness of the other require going beyond an appropriating metaphysical vision. The expectations of an ethical opening to create a common world are lodged in the dialogical experience.

Pensar arriscado: a relação entre filosofia e educação

This article was produced for a special session of Associacao Nacional de Pos-Graduacao e Pesquisa em Educacao (ANPED – National Association of Graduate Studies and Research on Education) about the relationship between philosophy, history, psychology and sociology of education. It first discusses the familiarity between philosophy and education, pointing their original bond, initiated in the Greek world under the rubric of foundations of education, and then explains a movement of withdrawal caused by the scientification of pedagogy. As a result of the advancement of modernization processes and the success of scientific knowledge, the area of foundations suffers the impacts of scientific rationality, which produces increasingly indisputable results and deprives metaphysical knowledge. Although this impact has not disallowed the dismissal of philosophy, it has led to a conceptual change and altered its role in relation to education and culture. The area then takes a more humble position in the face of science and other symbolic expressions, dialoguing about and interpreting the paradoxes and tensions generated by our relations with the world. From this approach, the article offers two suggestions for the relation between philosophy and education. Based on the hermeneutics of Hans-Georg Gadamer and on the transversal rationality of Wolfgang Welsch, the first suggestion resumes the perspective of the new scientific dialogues called interdisciplinarity as a way of overcoming the limits of specialization and meeting the complexity of educational issues. In the second suggestion, I indicate Hans Ulrich Gumbrecht’s position on the relevance of the humanities to develop risky thinking that is able to produce complexities in the analyses that illuminate educational issues.

The issue of the other and dialogue

The article places the issue of the other in the sphere of ethics in education. It initially explains the topic and then presents the phenomenological interpretation of Bernhard Waldenfels, who shows the limits of our understanding and advocates the form of access to the other as a “peculiar logic of response” , breaking with the dialogical approach. Next, it presents the position of Hans-Georg Gadamer, who takes up again the platonic dialogue beginning with philosophical hermeneutics, retaining the lógos which can be shared by all, so as to build a bridge between the self and the other. Finally, it indicates the explanatory potential of the two positions to understand the tensional dimension present in the relationship with alterity. The educational efforts of taking in the uniqueness of the other require going beyond an appropriating metaphysical vision. The expectations of an ethical opening to create a common world are lodged in the dialogical experience.

La cuestión del otro y el diálogo

The article places the issue of the other in the sphere of ethics in education. It initially explains the topic and then presents the phenomenological interpretation of Bernhard Waldenfels, who shows the limits of our understanding and advocates the form of access to the other as a “peculiar logic of response” , breaking with the dialogical approach. Next, it presents the position of Hans-Georg Gadamer, who takes up again the platonic dialogue beginning with philosophical hermeneutics, retaining the lógos which can be shared by all, so as to build a bridge between the self and the other. Finally, it indicates the explanatory potential of the two positions to understand the tensional dimension present in the relationship with alterity. The educational efforts of taking in the uniqueness of the other require going beyond an appropriating metaphysical vision. The expectations of an ethical opening to create a common world are lodged in the dialogical experience.

VIRTUDE E AMOR EM ROUSSEAU

Rousseau breaks the tie considered indissoluble between moral conscience and cultural conscience, replacing it by the relationship between nature and ethics. This revolutionizes the way man and his relationships with the world are understood. The philosopher, who is suspicious of reason which is not educated by feelings, in Emile proposes an education that will defend mans heart from error and vice coming from society. In Julia, or the New Heloise, a novel written in the form of letters, the author combines the discourse of passion with a moral discourse to show the conflict between love and duty, and to indicate that love and virtue are inseparable. He dramatizes philosophical positions, contributing to create a new ethics and a new esthetics, in which the education of the virtuous man is reaffirmed. The article concludes that the two works mark the decisive contribution of Rousseau to the creation of a new mentality which aspires to internalization and spontaneity arising from nature, arousing romantic sensibility. Key-words: Rousseau, virtue, love, new sensibility.Rousseau breaks the tie considered indissoluble between moral conscience and cultural conscience, replacing it by the relationship between nature and ethics. This revolutionizes the way man and his relationships with the world are understood. The philosopher, who is suspicious of reason which is not educated by feelings, in Emile proposes an education that will defend mans heart from error and vice coming from society. In Julia, or the New Heloise, a novel written in the form of letters, the author combines the discourse of passion with a moral discourse to show the conflict between love and duty, and to indicate that love and virtue are inseparable. He dramatizes philosophical positions, contributing to create a new ethics and a new esthetics, in which the education of the virtuous man is reaffirmed. The article concludes that the two works mark the decisive contribution of Rousseau to the creation of a new mentality which aspires to internalization and spontaneity arising from nature, arousing romantic sensibility. Key-words: Rousseau, virtue, love, new sensibility. VIRTUDE E AMOR EM ROUSSEAU

Virtud y amor en Rousseau

Rousseau breaks the tie considered indissoluble between moral conscience and cultural conscience, replacing it by the relationship between nature and ethics. This revolutionizes the way man and his relationships with the world are understood. The philosopher, who is suspicious of reason which is not educated by feelings, in Emile proposes an education that will defend mans heart from error and vice coming from society. In Julia, or the New Heloise, a novel written in the form of letters, the author combines the discourse of passion with a moral discourse to show the conflict between love and duty, and to indicate that love and virtue are inseparable. He dramatizes philosophical positions, contributing to create a new ethics and a new esthetics, in which the education of the virtuous man is reaffirmed. The article concludes that the two works mark the decisive contribution of Rousseau to the creation of a new mentality which aspires to internalization and spontaneity arising from nature, arousing romantic sensibility. Key-words: Rousseau, virtue, love, new sensibility.Rousseau breaks the tie considered indissoluble between moral conscience and cultural conscience, replacing it by the relationship between nature and ethics. This revolutionizes the way man and his relationships with the world are understood. The philosopher, who is suspicious of reason which is not educated by feelings, in Emile proposes an education that will defend mans heart from error and vice coming from society. In Julia, or the New Heloise, a novel written in the form of letters, the author combines the discourse of passion with a moral discourse to show the conflict between love and duty, and to indicate that love and virtue are inseparable. He dramatizes philosophical positions, contributing to create a new ethics and a new esthetics, in which the education of the virtuous man is reaffirmed. The article concludes that the two works mark the decisive contribution of Rousseau to the creation of a new mentality which aspires to internalization and spontaneity arising from nature, arousing romantic sensibility. Key-words: Rousseau, virtue, love, new sensibility. VIRTUDE E AMOR EM ROUSSEAU

Virtue and love in Rousseau

Rousseau breaks the tie considered indissoluble between moral conscience and cultural conscience, replacing it by the relationship between nature and ethics. This revolutionizes the way man and his relationships with the world are understood. The philosopher, who is suspicious of reason which is not educated by feelings, in Emile proposes an education that will defend mans heart from error and vice coming from society. In Julia, or the New Heloise, a novel written in the form of letters, the author combines the discourse of passion with a moral discourse to show the conflict between love and duty, and to indicate that love and virtue are inseparable. He dramatizes philosophical positions, contributing to create a new ethics and a new esthetics, in which the education of the virtuous man is reaffirmed. The article concludes that the two works mark the decisive contribution of Rousseau to the creation of a new mentality which aspires to internalization and spontaneity arising from nature, arousing romantic sensibility. Key-words: Rousseau, virtue, love, new sensibility.Rousseau breaks the tie considered indissoluble between moral conscience and cultural conscience, replacing it by the relationship between nature and ethics. This revolutionizes the way man and his relationships with the world are understood. The philosopher, who is suspicious of reason which is not educated by feelings, in Emile proposes an education that will defend mans heart from error and vice coming from society. In Julia, or the New Heloise, a novel written in the form of letters, the author combines the discourse of passion with a moral discourse to show the conflict between love and duty, and to indicate that love and virtue are inseparable. He dramatizes philosophical positions, contributing to create a new ethics and a new esthetics, in which the education of the virtuous man is reaffirmed. The article concludes that the two works mark the decisive contribution of Rousseau to the creation of a new mentality which aspires to internalization and spontaneity arising from nature, arousing romantic sensibility. Key-words: Rousseau, virtue, love, new sensibility. VIRTUDE E AMOR EM ROUSSEAU