Navegando por Assunto "Filosofia antiga"

Agora exibindo 1 - 6 de 6

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Amor, beleza e reminiscência: sobre a educação erótico-filosófica da alma no "Fedro" de Platão
(Universidade Federal do Pará, 2017-08-11) COSTA, Rafael Davi Melém da; SOUZA, Jovelina Maria Ramos de; http://lattes.cnpq.br/0475424515288539
Our research aims at showing how we can recognize in Plato’s Phaedrus a proposal of an eroticphilosophical education of the soul (psiche), one in which the association between love (eros), beauty (kalon) and recollection (anamnesis) serves as the basis to the harmonization of the human psyche through an active contribution of the non-reflexive parts of the soul, along with the intellect, in search of human excellence (arete) and happiness (eudaimonia).
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Entre sátiros e silenos: ou a dimensão trágica da filosofia no Banquete de Platão
(Universidade Federal do Pará, 2017-06-01) PAMPLONA, Matheus Jorge do Couto Abreu; SOUZA, Jovelina Maria Ramos de; http://lattes.cnpq.br/0475424515288539
This thesis aims at showing how philosophy, though negatively defined in the Symposium, brings with it a feature that is essentially tragic. Although in the athenian tragedy what we call tragic conflict was mainly set from the perspective of the difference between the human sphere and the divine, in Plato, on the contrary, such a conflict is so secularized that we can actually conceive through a philosophical process of education the possibility to overcome the contingencies of fate or whatever transcends human capacities. Otherwise, we may say that the failure of this task inevitably results in tragedy.
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Filosofia e drama em Platão: elementos das Bacantes no Banquete
(Universidade Federal do Pará, 2017-07-03) SILVA, Camila de Souza da; SOUZA, Jovelina Maria Ramos de; http://lattes.cnpq.br/0475424515288539
Acesso aberto (Open Access)
A formação do raciocínio prático a partir da apreensão dos fins e da deliberação dos meios na ética nicomaqueia
(Universidade Federal do Pará, 2024-04-05) POMPEU, Ian Silveira; PITTELOUD, Luca Jean; http://lattes.cnpq.br/0887702139830510; https://orcid.org/0000-0002-1864-5742
This dissertation investigates the formation of practical reasoning in Aristotelian psychology, using the Nicomachean Ethics as its main basis. References to other works are also considered, as they serve as a necessary condition for developing an answer to that central problem. Chapter I presents the conditions necessary for a science about the human soul. This requires understanding the Aristotelian definition of science (1.1), the foundation on which all theoretical sciences are based (1.2), and the specific foundations of psychology (1.3). This exposition employs the explanation of the Principle of Contradiction found in Book IV of the Metaphysics, explores the polysemic notion of ousia, and examines how its principles, form and matter, relate to the study of the human soul. Chapter II delves into the study of the human soul as form, using the methodology presented in De Anima, investigating soul operations, and exploring the connection with virtues as set out in the Nicomachean Ethics. In Chapter III, it is discussed the practical syllogism as a combination of knowledge about ends and deliberation about means, through (3.1) the situation of the problem in the academic sphere with the contribution of Elizabeth Anscombe; (3.2) the critical evaluation of Jessica Moss's response to the problem of the mode of apprehension and the nature of the first practical principles and the defense of the noetic-experiential apprehension according to its scope; and (3.3) the comparison of readings regarding the object of phronesis and the presentation of the specification of the general ends as a proposed interpretation.
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O lugar do poeta Eurípides na primeira estética de Nietzsche: tensões e ambiguidades na recepção da Tragédia grega
(Universidade Federal do Pará, 2017-05-22) REIS, Ronney Alano Pinto dos; PITTELOUD, Luca Jean; http://lattes.cnpq.br/0887702139830510
In his first book, Nietzsche attempted to touch on the most burning themes of his time, among which there is the problem of science as a model of appreciation of life, whose most significant reflection is expressed by the figure of the theoretical man - the fruit of rationalism from the Socratic-Platonic metaphysics. Balanced by his hopes for the renewal of the Germanic arts, the philosopher sought in Greece a kind of counter-model. This undertaking required a study of the origin and decline of the tragic art in which Euripides occupies a prominent role. Thus, we seek to retake this path around the “Birth of the Tragedy” in order to think the poet, beyond the common place (almost always linked to a closed critic), also as a possible and important reference for that moment, putting in evidence the tensions and ambiguities surrounding Nietzsche interpretation for tragedy. In this sense, our research intends to present the theoretical displacements operated by the tragic philosophy of the young Nietzsche, in order to point to the bases with which he launches his own aesthetic proposal based on the metaphysics of an artist. In the sequence, we argue that Euripides occupies a place within Nietzsche’s project of an anti-Platonism. Finally, we analyze the masks or facets of the tragedy with and beyond Nietzsche's critique.
Acesso aberto (Open Access)
Protágoras e a Paidéia como possibilidade de conhecimento para além da Techné
(Universidade Federal do Pará, 2021-12-12) SILVA, Renan Ferreira da; PITTELOUD, Luca Jean; http://lattes.cnpq.br/0887702139830510; https://orcid.org/0000-0002-1864-5742
It is intended, in general, with the present research to address the ancient Greek Idea from the sophist Protagoras. According to the Athenian context, which is undergoing a vast cultural transformation in the 5th century BC, it is intended to make understood the profound importance of the Society as an educator, in the sense of someone who absorbs the need of the Greek Power to change and restructure, after its traditional standard of education, that is to say, the old idea, no longer find itself as unique in ancient Athens. In a first moment, therefore, we seek to understand that there exists under this point of view an ancient and a contemporary Idea in the classical period. In a specific way, we will try to understand that Protagoras is situated from then on with its new proposals to educate a city full of emergencies, and the present work believes that there is a possibility of a proposal of the sophist in its teaching program, that is, his Idea, which goes beyond the limits of the old or old standard of education, finally arriving at the conclusion that Protagoras was an educator who made possible the knowledge beyond the old techné.