Academic literature on the topic 'Participation consciente'
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Journal articles on the topic "Participation consciente"
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Eckhardt, G. M., and S. Dobscha. "L'efficacite de la participation consciente a promouvoir la durabilite sociale." Recherche et Applications en Marketing 29, no. 3 (June 10, 2014): 104–8. http://dx.doi.org/10.1177/0767370114527679.
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Ostos Mota, Gloria. "Integral Citizen Observatory (ICO) Los Cabos: a new citizen participation organization for governing the common good." Investigación & Desarrollo 29, no. 2 (September 1, 2021): 223–59. http://dx.doi.org/10.14482/indes.29.2.323.042.
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Desde una aproximación neoinstitucionalista presentamos el OCI Los Cabos como una nueva organización para la participación ciudadana; según la clasificación de North, es un nuevo cuerpo político, que enfrentando los mismos retos para su autogobierno que Ostrom define para otras organizaciones en El Gobierno de los Bienes Comunes, propone además una nueva institución, el estándar internacional ISO 18091, para la gestión de calidad de los gobiernos locales, con el objetivo de promover la eficiencia y la participación ciudadana en el gobierno del bien común local, y global, según la Agenda 2030. En esta interacción compleja entre organizaciones (OCI Los Cabos) y organismos (gobierno local) con las viejas y nuevas instituciones se requiere de una participación ciudadana consciente y competente que desarrollando una inteligencia política colectiva contribuirá, sin duda, a un cambio institucional hacia una mejor gobernanza local global.
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Pinheiro, Rose Mara. "A Contribuição da Educomunicação para o Ensino Superior." Revista Observatório 2, no. 2 (May 30, 2016): 327. http://dx.doi.org/10.20873/uft.2447-4266.2016v2especial1p327.
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O interesse desse trabalho volta-se para o ensino superior e sobre o curso de Jornalismo, onde os estudantes aprendem desde cedo a lidar com os meios de comunicação e as novas tecnologias. Como fruto do meu estágio de pós-doutoramento na Faculdade Cásper Líbero, a pesquisa pretende refletir sobre a relação Comunicação e Educação nos próprios cursos de comunicação, ou seja, se a apropriação das tecnologias da informação forma cidadãos críticos e conscientes de sua participação na sociedade. Quero chamar a atenção para a contribuição da Educomunicação para o Ensino Superior.Palavras-chave: Jornalismo; Educomunicação; Formação.AbstractThe interest of this paper turns to higher education and over the course of Journalism, where students learn early to deal with the media and new technologies. As a result of my post-doctoral internship at the Faculty Casper Libero, the research intends to reflect on the relationship Communication and Education in their own communication courses, that is, if the appropriation of information technology so critical and aware citizens of their participation in society. I want to draw attention to the contribution of the Media Education for Higher Education.Keywords: Journalism; Media Education; Education.RESUMENEl interés de este trabajo se convierte en la educación superior y en el curso de Periodismo, donde los estudiantes aprenden temprano para hacer frente a los medios de comunicación y las nuevas tecnologías. Como resultado de mi pasantía post-doctoral en la Facultad Cásper Líbero, la investigación tiene la intención de reflexionar sobre la relación de Comunicación y Educación en sus propios cursos de comunicación, es decir, si los ciudadanos la apropiación de la tecnología de la información de manera crítica y consciente de su participación en la sociedad. Quiero llamar la atención sobre la contribución de la Educomunicación para la Educación Superior.Palabras clave: Periodismo; Educomunicación; Enseñanza.
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Caetano, Ana Angélica De Oliveira Ferreira, and Carla Patrícia Quintanilha Corrêa. "A GESTÃO PARTICIPATIVA E A EDUCAÇÃO INTERTRANSCULTURAL." Revista Sociais e Humanas 28, no. 3 (June 30, 2016): 23. http://dx.doi.org/10.5902/2317175817771.
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Este trabalho aborda a importância da gestão participativa como pré-requisito para o desenvolvimento de uma educação intertranscultural. Inicialmente propõe uma análise acerca da evolução dos estudos culturais no campo educacional, procurando delimitar teoricamente alguns conceitos relevantes como: multiculturalismo, interculturalismo, transculturalismo e, sobretudo, intertransculturalismo. Em seguida, discute a relação entre a realização da intertransculturalidade e a prática da gestão democrática e participativa, no contexto do projeto de escola cidadã. Por fim, aborda o planejamento participativo e, consequentemente, o projeto político-pedagógico como mecanismos de promoção de uma educação intertranscultural e da formação de cidadãos conscientes, críticos e participativos.
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Gómez Requejo, María. "Los Austrias y las ceremonias alrededor de la muerte del rey, ritual y simbología // The Habsburg’s kings in Spain and the ceremonies around the king’s death, rites and symbols." REVISTA ESTUDIOS INSTITUCIONALES 3, no. 4 (May 31, 2016): 251. http://dx.doi.org/10.5944/eeii.vol.3.n.4.2016.18384.
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Las ceremonias que se tenían lugar cuando se producía el fallecimiento de un monarca de la casa de Austria, tanto las pre como las post mortem, eran el vehículo de un lenguaje simbólico cargado de representaciones y emblemas que le recordaban al súbdito tanto el poder del rey muerto como el que iba a tener su sucesor y asimismo ponían de manifiesto la unión de la dinastía con la Iglesia Católica. Enfermedad, muerte y exequias se convierten, con estos monarcas, en un espectáculo fastuoso que requiere escenografía, actores, vestuario, guion y un público –los súbditos- del que se busca una participación ya sea consciente y activa o pasiva, como mero espectador, pero en todo caso necesario para que el espectáculo cumpla su objetivo: persuadir del poder real. Abstract The ceremonies around the death of a Habsburg king in Spain, where the vehicle to a symbolic language, full of representations and emblems, used to remind to his loyal subjects not only the power of the dead king and the one his heir and successor was going to hold, but also the relationship between the dynasty and the Roman Catholic Church. With the Habsburg’s, the illness, death and exequies of the monarch were converted into a sumptuous show that needed: a set, actors, lavish costumes, script and audience –the loyal subjects- to which audience participation, whether it be active or passive, was essential to fulfill its objective: to be persuaded of the king’s power.
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Cardona Torres, Paula Andrea, and David Alberto Londoño Vásquez. "El sentido de la lectura crítica en contexto." Katharsis, no. 22 (December 20, 2016): 375. http://dx.doi.org/10.25057/25005731.835.
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ResumenEl presente artículo analiza los criterios y conceptos que configuran la lectura crítica en contexto, con el objetivo de aportar al enriquecimiento de la discusión en torno a la concepción de la lectura como una herramienta social y cultural que le permite al individuo resignificar su mundo dentro y fuera de la universidad. Se empleó el enfoque cualitativo y método documental con análisis intra e intertextual aplicado a las fuentes bibliográficas relacionadas con el objeto de estudio. Como conclusión general, se plantea que la lectura crítica apunta hacia el desempeño social y político del individuo al interior de su comunidad, orientando la proyección del proceso lector hacia la esfera de los asuntos públicos y de participación ciudadana activa y consciente. Es una práctica que tiene como base la aprehensión y comprensión del contexto, que es donde, finalmente, recae la acción transformadora del individuo. Palabras clave: lectura crítica, contexto, cultura, comunicación, individuo. AbstractThis article analyzes the criteria and concepts that shape critical reading in context, with the aim of contributing to the enrichment of the discussion around the conception of reading as a social and cultural tool that allows the individual to resignify their world within and Out of college. Methodologically, it is based on a documentary review of various available texts that deal with the subject. As a general conclusion, it is argued that critical reading points to that social and political performance of the individual within his community. It guides the projection of the reading process towards the sphere of public affairs and active and conscious citizen participation. It is a practice that is based on the apprehension and understanding of the context, which is where, finally, the transforming action of the individual falls.Key words: critical reading, context, culture, communication, individual.
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Paiz Malespín, Gretta. "La Radio Comunitaria ¿Cómo resignificarla hoy?" Ciencia e Interculturalidad 18, no. 1 (December 16, 2016): 94–107. http://dx.doi.org/10.5377/rci.v18i1.3052.
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Las Radios Comunitarias surgieron en América Latina, como medios alternativos a la radio comercial y la radio estatal. Se posicionaron como una herramienta indispensable en el debate de temas emergentes desde la comunidad en un contexto marcado por principios de unidad, consenso, participación, discernimiento y diálogo. No obstante, hoy esos contextos han cambiado, por lo que se hace inevitable abrir el debate y discutir las condiciones actuales de las Radios Comunitarias, bajo la premisa de re-significarlas desde nuevos escenarios desafiantes. Con este propósito surge el ensayo: “La Radio Comunitaria: ¿Cómo resignificarla hoy?”.Esta es una propuesta que nace consciente del escenario complejo en que operan las Radios Comunitarias en América Latina, criminalizadas, marginadas e invisibilizadas por los Estados, los monopolios, los oligopolios y por los grupos de poder. A este panorama nada sencillo, se suma que también son radios divididas por geografía, edad, cultura, idioma, estilos de vida y formas de concebir el mundo.SummaryThe Community Radio’s emerged in Latin America as alternative means to commercial radio and state radio. They were positioned as an indispensable tool in the debate of emerging issues from the community in a context marked by principles of unity, consensus, participation, discernment and dialogue. However, today these contexts have changed, so it is inevitable to open the debate and discuss the current conditions of community radio stations, under the premise of redefining them from new challenging scenarios. With this purpose the essay appeared: "The Community Radio: How can we redefine it?"This is a proposal that came out aware of the complex situation in which the community radio stations operates in Latin America, as they are criminalized, marginalized and invisibilized by States, monopolies, oligopolies and power groups. In this panorama which is not so easy, we add the fact that they are radios that are also divided by geography, age, culture, language, lifestyles and ways of conceiving the world.
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Clague, Julie. "Christian Conscience, Catholic Teaching and Lay Participation in Public Life." International Journal of Public Theology 5, no. 3 (2011): 296–313. http://dx.doi.org/10.1163/156973211x581551.
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AbstractVatican II left Catholicism with some unresolved tensions: on the one hand between the authority of conscience and the teaching authority of the church and, on the other hand, concerning the proper relationship between the hierarchy and the laity. Such unfinished business continues to play itself out in public and political life. This article traces developments in the Catholic understanding of conscientious participation in public life, stretching from John F. Kennedy’s presidential candidature in 1960 up to the present writings of Pope Benedict XVI. In the post-Vatican II era, Popes John Paul II and Benedict XVI have emphasized the strong correspondence that should exist between church teaching and the Christian conscience.
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Kovalev, Dmitry V. "Mass Consciousness Technicalization: Factors, Stages and Consequences (Philosophic Analysis of Civilizational Experience)." Almanac “Essays on Conservatism” 65 (March 1, 2020): 315–22. http://dx.doi.org/10.24030/24092517-2020-0-4-315-322.
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The author of the article attempts to determine the nature of conscience tecnicalization in the unity of mechanisms, processes and results while bringing in the philosophic and historical concepts of O. Spengler. Conscience technicalization at the ordinary level is caused by the reflection of exchange models, established in their turn in the core of civilization with direct participation of power actors. Civilization preparedness for the new cycle and the choice of historical way are determined by mass conscience tecnicalization. Yet, expedited and total techicalization in the globalized world causes general conscience degradation, its axiological and intellectual simplification, as well as the collapse of its integrity.
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Porretti, Marcelo Faria, Fernando Amaro Pessoa, and Monique Ribeiro De Assis. "Montanhismo: um relato de experiência da interdisciplinaridade entre educação física e geografia." Caderno de Educação Física e Esporte 18, no. 1 (April 8, 2020): 61–67. http://dx.doi.org/10.36453/2318-5104.2020.v18.n1.p61.
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INTRODUÇÃO: Ao debater as questões ambientais, apresentamos o trabalho interdisciplinar de educação física e geografia no montanhismo.
OBJETIVO: Apresentar a experiência de uma proposta pedagógica interdisciplinar na prática corporal de aventura de montanhismo no CEFET/RJ campus Petrópolis.
MÉTODOS: Pesquisa de caráter qualitativa descritiva, onde debatemos as atividades interdisciplinares realizadas no projeto de extensão Expedições do CEFET/RJ campus Petrópolis, com a participação de alunos do Ensino Médio e graduandos em Turismo. Os dados foram obtidos a partir de relatórios individuais, os quais foram analisados, ordenados e classificados de acordo com Gomes (2002).
RESULTADOS: São relatadas, avaliadas e discutidas sete atividades desenvolvidas no ano de 2018 - trilhas e caminhadas no Morro Meu Castelo por duas vezes, Pedra do Quitandinha, Travessia Cobiçado-Ventania, Travessia Uricanal, Travessia Petrópolis-Teresópolis e Caminho do Ouro; onde foram arrolados os temas, na educação física: frequência cardiorrespiratória, percepção de esforço, recreação e lazer, turismo de aventura, compreensão dos limites individuais, hidratação, monitoramento da frequência cardíaca, escala modificada de Borg, alimentação, história do montanhismo, combate ao sedentarismo e práticas corporais de aventura; na geografia: ecossistemas, urbanização, paisagem antropizada, geociências, relevo, bacias hidrográficas, patrimônio natural e contexto histórico; em ambas as disciplinas: saúde, educação ambiental, justiça ambiental, interpretação ambiental, sustentabilidade, preservação e conservação da natureza. O imaginário, os riscos, a prática regular de atividade física e consciência ambiental foram os resultados mais apontados.
CONCLUSÃO: A educação física escolar resignificou conteúdos e processos de ensino-aprendizagem de forma interdisciplinar a partir de aspectos que procuraram influenciar os participantes em termos pessoais, escolares, físicos e também emocionais, na busca da formação de um cidadão mais consciente e participativo na sociedade.
ABSTRACT. Mountaineering: an experience report of interdisciplinarity between physical education and geography.
BACKGROUND: When discussing environmental issues, we present the interdisciplinary work of Physical Education and Geography in mountaineering.
OBJECTIVE: To present the experience of an interdisciplinary pedagogical proposal in the corporal practice of mountaineering of adventure at CEFET/RJ, campus Petrópolis.
METHODS: This is a descriptive qualitative research, in which we discuss the interdisciplinary activities carried out in the extension project Expeditions of CEFET/RJ at the campus Petrópolis , with the participation of high school students and undergraduate students in Tourism. The data were obtained from individual reports, which were analyzed, ordered and classified according to Gomes (2002).
RESULTS: Seven activities developed in 2018 are reported, evaluated and discussed - trails and hikes in Morro Meu Castelo - twice, Pedra do Quitandinha, Travessia Cobiçado-Ventania, Travessia Uricanal, Travessia Petrópolis-Teresópolis and Caminho do Ouro; being listed the following themes, in physical education: cardiorespiratory frequency, perception of effort, recreation and leisure, adventure tourism, understanding of individual limits, hydration, heart rate monitoring, modified Borg scale, eating habits, history of mountaineering, combating physical inactivity and adventure bodily practices; in geography: ecosystems, urbanization, anthropized landscape, geosciences, terrains, river basins, natural heritage and historical context; in both disciplines: health, environmental education, environmental justice, environmental interpretation, sustainability, preservation and conservation of nature. The imaginary, the risks, the regular practice of physical activity and environmental awareness were the most highlighted results.
CONCLUSION: School physical education reframed contents and teaching-learning processes in an interdisciplinary way from aspects that sought to influence participants in personal, educational, physical and also emotional terms, in the search for the formation of a more conscious and participative citizen in society.
Dissertations / Theses on the topic "Participation consciente"
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Mbambe, Bebey Danielle. "Design d'expériences transmédia pour l'engagement en formation (DEEXTEF)." Thesis, Paris, CNAM, 2018. http://www.theses.fr/2018CNAM1215/document.
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Nous décrivons le phénomène d’engagement à travers des expériences transmédia coconstruites avec les bénéficiaires dans le contexte de la formation pour adultes. Nous abordons ce terrain en faisant l’hypothèse qu’un transmédia à valeur expérientielle permet d’accroitre la participation des sujets pour consolider l’engagement en formation. Cette hypothèse ouvre la perspective d’une médiation de type transmédia capable, d’intégrer des objectifs d’exploitation scientifique de l’engagement et de valorisation de la participation et de l’attention qui pourraient être intéressants pour d’autres corpus.À partir d’un cadre d’analyse centré sur les bénéficiaires des transactions, notre enquête met en exergue différentes formes d’engagement suivant des transmédia hybrides aux caractéristiques spécifiques. La complémentarité de ces transmédia a favorisé divers régimes d’engagement observés de façon ponctuelle, pour un engagement sur la duréeWe describe the phenomenon of engagement through co-constructed transmedia experiences with the beneficiaries in the context of adult education. We approach this ground on the assumption that a transmedia with experiential value makes it possible to increase the participation of subjects to consolidate the commitment in training. This hypothesis opens up the prospect of a transmedia type of mediation capable of integrating the objectives of scientific exploitation for the commitment and enhancement of participation and the attention that could be interesting for other corpuses. Based on an analysis framework focused on the beneficiaries of transactions, our survey highlighted different forms of hybrid transmedia engagement with specific characteristics. The complementarity of these transmedia has favoured various commitment regimes observed on an ad hoc basis for a long-term commitment
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Chalfen, Joel. "Performances of conscience at three historic site museums." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/performances-of-conscience-at-three-historic-site-museums(892a20bb-185d-43e6-b625-1483549c44f4).html.
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The International Coalition of Historic Site Museums of Conscience contributes to current debate about the role that heritage institutions can play as agents for social change. In particular, it proposes historic sites as key venues where dialogue about contemporary human rights issues can take place and help contribute to building stronger democracies, connecting past to present. On the one hand, this raises questions about the activation of competing interpretations of the past to create a critical civic culture. On the other hand, the project of the 'Site of Conscience' asks questions about what there is in the nature of visiting historic site museums that might particularly lend itself to creating an active citizenry. Focusing on the latter of these two concerns, the thesis uses theatre and performance as a conceptual framework for understanding the controls and possibilities of a creative and empowering participation for public visitors at three of the Coalition's member sites: the Lower East Side Tenement Museum, USA; The Workhouse, UK; and The Gulag Museum at Perm-36, Russia. Through reading performance into the visiting event, the thesis is able to respond to questions about how visitors negotiate the museum's project to relate past to present with their own interests in visiting the past, not as a matter of competing narratives but of competing modes of encounter. How people experience their visit is foregrounded as a condition of political engagement.The question then asked is how this negotiation of modes of encounter becomes a performance of the Site of Conscience and the effective achievement of the museum's social agency. The thesis focuses on the uncertainties and gaps that emerge out of the intervening presence of a museum interpreting an historic site. In these circumstances, how control over the making of the visiting event is distributed becomes critical to its transformative potential. The thesis therefore asks about how visitor experiences of these uncertainties and differences become a negotiation of authority to represent the past and hence, how the past emerges in the present.
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Volny, Sandra. "Survivance des espaces sonores : conscience auditive et pratiques de l'espace du corps-sonar." Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01H312.
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Dans le chaos de la vie contemporaine, il faut de plus en plus apprendre à écouter ; écouter les gens, la nature, mais aussi les lieux, les espaces, leurs parois. Les murs n’ont pas que des oreilles : ils parlent. Ils parlent d’un récit in-ouïe de l’humanité, d’espaces vibrants et chuchotant. Dans le fracas de nos souvenances, il faut tendre l’oreille pour prendre conscience de notre univers, de nos espaces sonores. Ma pratique artistique a pour centre d’intérêt le son et la perception de l’espace sonore. Je crée des parcours, des méditations, des situations, des enregistrements de terrain, des témoignages et des récits qui sondent la ténuité du silence et la résonance des zones d’écoute. A l’écoute du bruit de fond et de l’écho qui remplissent les lieux, je me déplace pour tenter d’exposer la survivance des espaces sonores. Au cœur d’un monde sonore, plusieurs artistes contemporains engagent des dynamiques de renvoi de l’écoute et du corps. La survivance prend forme dans des traces, des résidus et des fossiles sonores, qui sont autant de témoignages de nos traversées que de paysages résistant a leur propre disparition. Pour entendre ces résidus sonores, pour voir la survivance des espaces sonores, je fais appel à des participants qui découvrent leur conscience auditive et performent le mouvement d’un corps-sonar, un mouvement en résonance entre le corps, l’espace et la collecte d’informations provenant du passé. Le corps‐sonar, qui entre en contact avec l’invisible, touche l’écho des espaces, révélant par le fait même notre imaginaire touché. Cette thèse raconte mon parcours dans l’univers du son, la traversée de ma pratique personnelle, de mes œuvres comme de mes récits. Elle donne également le rôle principal aux œuvres décrites et étudiées sous l’angle de la conscience auditive et de la survivance des espaces sonores. Elle traverse les créations de plusieurs artistes, de John Cage à Brandon Labelle, en passant par Pauline Oliveros et Alvin Lucier. Elle parcourt aussi la pensée de nombre de théoriciens, dont Didier Anzieu, Raymond Murray Schafer, Georges Didi-Huberman et Michel Serres. Écoutons-les, pour voirIn the chaos of contemporary life, it is more and more necessary to learn how to listen: listening to people, to nature, but also to places, to spaces, to their walls (parois). Walls do not only have ears; they speak. They speak of an unheard (in-ouïe) about humanity, about vibrating and whispering spaces. In the clash of our remembering, it is necessary to stretch the ear in order to become conscious of our universe, or our aural spaces. My art practice focuses on sound and aural spatial awareness. I create sound journeys, meditations, situations, field recordings, testimonies and stories that explore the silence’s tenuousness and the resonance of listening areas. While listening to the background noise and the echo that fill in the places, I am moving in an attempt to expose the Surviving Aural Spaces. At the heart of a sonic world, various contemporary artists are engaged in dynamics of referencing (renvoi) to the listening and to the body. The surviving takes form in sound traces, sound residues and sound fossils, that all witness our journeys as well as landscapes resisting to their own disappearance. In order to hearing those sound residues, to seeing the surviving of aural spaces, I am making use of participants whom discover their auditory awareness and perform a sonar-body movement, a movement that resonates between the body, the space and the information collected from the past. The sonar-body contacts the invisible, touches the echo of spaces, thus revealing our touched imaginary. The present thesis relates my journey in the universe of sound, the crossing of my personal practice, of my works as well as my narratives. It also gives the leading role to the works, described and studied from the angle of auditory awareness and the surviving of aural spaces. It goes through the creation of various artists, from John Cage to Brandon Labelle, via Pauline Oliveros and Alvin Lucier. It also browses the thinking of many theorists, including Didier Anzieu, Raymond Murray Schafer, Georges Didi-Huberman and Michel Serres. Let’s listen to them, to see
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Dassonneville, Gautier. "De la magie au magique. Conscience, réalité-humaine et être-dans-le-monde chez Sartre (1927-1948)." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30004.
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Notre recherche interroge la philosophie existentielle du premier Sartre en la replaçant dans le paysage de la philosophie française post-comtienne du début du XXe siècle et en restituant un moment anthropologique où le problème de la magie traverse les sciences psychologiques et sociales. En suivant les différentes voies du transfert de conceptualité par lequel la notion de magie devient chez Sartre le magique, nous étudions trois pôles de l'ontologie phénoménologique sartrienne, à savoir la conscience intentionnelle, la réalité-humaine et l'être-dans-le-monde. Notre hypothèse est que, selon différentes modalités allant de la thématisation à l'effacement, le magique joue un rôle déterminant dans l'élaboration de l'existentialisme dont nous retraçons la genèse à partir des premiers travaux philosophiques et écrits littéraires de 1927. Face à l'héritage d'une anthropologie positiviste à la méthodologie analytique, Sartre privilégie une approche synthétique et conçoit la conscience dans ses dimensions affective et irrationnelle. Les figures de la pensée magique sont alors mobilisées pour penser l'ouverture au monde de la conscience ainsi que ses rapports à soi et aux autres dans les termes d'une spontanéité irréfléchie et absolue. Nous faisons ensuite retour sur l'anthropologie sartrienne telle qu'elle conçoit la réalité-humaine à partir de ses attitudes et de ses conduites, et notamment à travers la manière dont elle affronte sa propre liberté, fondamentalement et irrémédiablement exposée à la contradiction. Cette structure de la réalité-humaine comme projet existentiel conduit Sartre à repenser l'être-dans-le-monde à partir de ce que nous appelons la dépossession originaire par laquelle l'ontologie est ramenée au magiqueThis research deals with Sartre's early existential philosophy by resituating it in the field of French post-Comtian philosophy in the early twentieth century and by re-establishing an anthropological moment in which the issue of magic is explored in the psychological and social sciences. Following the different paths of the conceptual exchange through which the notion of magic becomes that the magical in Sartre's view, we study three poles of sartrian phenomenological ontology : intentional consciousness, human reality and being-in-the-world. The hypothesis advanced by this thesis is that the magical, according to different modes ranging from topicalization through obliteration, plays a determining role in the elaboration of existentialism whose genesis is traced here from Sartre's very first writings in 1927.Faced with the legacy of a positivist anthropology in terms of an analytical methodology, Sartre privileges a synthetic approach and conceives consciousness in its affective and irrational aspects. Images of magical thought are called upon for rethinking openness to the world of consciousness and its relationship to itself and to Others. Returning to Sartrian anthropology, we question how consciousness can be grasped as an irreflexive and absolute spontaneity and how human reality is interpreted through its attitudes and behaviours; in particular through the way it faces its own freedom which is fundamentally and irremediably exposed to contradiction. This structure of human reality as existential project leads Sartre to reconsider being-in-the-world as based in originary dispossession through which ontology is brought back to the magical
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Samson, David. "La crise environnementale : critique historique et philosophique des notions de conscience écologique et de rationalité instrumentale." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0072.
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En partant de la « crise environnementale », ce travail empirique et théorique interroge deux notions qui structurent les études environnementales et la philosophie de la technique : la « conscience écologique » et la « rationalité instrumentale ». Il met en œuvre une réflexion sur les rapports entre philosophie et sciences sociales et sur l’interdisciplinarité qui caractériseraient tant la « postmodernité » que le « règne de la technique ». Pour ce faire, il s’appuie sur des sources diverses (juridiques, politiques, médiatiques et académiques) et plusieurs expériences d’observation participante de dispositifs de démocratie participative (notamment au Haut Conseil des Biotechnologies).En prolongeant la critique du paradigme d’une « Modernité réflexive », la première partie analyse la problématisation de l’ « environnement » en France (1870-1945) et en Allemagne (1900-1945). Cette généalogie de la gouvernementalité environnementale et de l’expertise conduit à interroger l’opposition entre « anthropocentrisme » et « biocentrisme » et à reconceptualiser l’idée d’une « prise de conscience environnementale ». Nous concevrons plutôt l’ « environnement » comme un agencement composite, variable, hétérogène et potentiellement contradictoire.Dès lors, nous substituons au triangle conceptuel « technique-environnement-Modernité » un losange « technique-environnement-Modernité-nazisme ». Outre le rôle de la technique dans l’Holocauste et le statut d’Heidegger, le nazisme conduit en effet à s’interroger sur l’équivocité des appels à vivre « en harmonie » avec la nature et à « maîtriser la technique » et sur l’idée qu’on pourrait déterminer un « rapport occidental à la nature ».Dans notre seconde partie, le commentaire d’Heidegger puis de l’école de Francfort permet d’analyser la notion de « rationalité instrumentale » et l’idée selon laquelle l’anthropocentrisme serait la cause de la crise environnementale. En faisant appel tant à l’histoire de la philosophie qu’à la problématisation de cas historiques et juridiques, nous analysons ainsi des problèmes communs à la critique de la technique et à l’éthique environnementale, dont celui de « conversion écologique » ou d’indétermination des techniques. Nous y traiterons en particulier du projet de démocratie technique et environnementale et de ses limites. Il s’agit de penser autrement notre rapport à l’environnement, aux techniques et aux sciences, mais aussi la manière dont le droit et la politique les régulent et peuvent faire face à la crise environnementaleThis theoretical and empirical work aims to question two concepts which structure environmental studies and philosophy of technology: “ecological consciousness” (or “environmental awareness”) and “instrumental rationality”. In itself, it is also a reflexion on the relations between philosophy and social sciences and on transdisciplinarity, often considered as a central trait of “postmodernity” and of the “rule of technology”. In order to do so, il uses various sources (legal, political, mediatics and academics) and several experiences of participant observation to participative democracy apparatuses (in particular at the French High Council of Biotechnologies).By furthering the criticism of the “reflexive Modernity” paradigm, the first part analyzes the problematization of the “environment” in France (1870-1945) and in Germany (1900-1945). The genealogy of environmental governability and of expertise leads to question the opposition between “anthropocentrism” and “biocentrism” and to reconceptualize the idea of a sudden “environmental awareness”. We will rather conceptualize the “environment” as a composite, variable, heterogene and potentially contradictory agencement.This will also lead us to substitue to the conceptual triangle “Technology-Environment-Modernity” a four terms diamond, “Technology-Environment-Modernity-Nazism”. Notwithstanding the role of technology in the Holocaust and Heidegger’s particular status, the analysis of nazism leads us to question the equivocity of calls to live “in harmony with nature” and to “control technology” as well as the idea that we could identify an “occidental relation to nature”.In our second part, the commentary of Heidegger and of the Frankfurt School allows us to analyze the notion of “instrumental rationality” and the idea that anthrpocentrism would be the cause of the environmental crisis. Calling on history of philosophy as well as on the problematization of historical and legal cases, we will henceforth analyze common problems to the critique of technology and environmental ethics, in particular the notions of an “ecological conversion” and of the indermination of technology . We will in particular treat of the project of a technical and environmental democracy and of its limits. The main aim of this work is henceforth to think differently the environment, technology and sciences, but also law and politics which aims to regulate them and thus confront the environmental crisis
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Vieira, Emanuel Meireles. "Atividade ComunitÃria e ConscientizaÃÃo: Uma InvestigaÃÃo a Partir dos Modos de ParticipaÃÃo Social." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2462.
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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoEste trabalho parte da constataÃÃo GÃis de que, dentre os diversos fatores que atuam no processo de conscientizaÃÃo, encontra-se o modo de participar de atividades comunitÃrias. Pergunta-se, a partir dessa afirmaÃÃo, de que modo a forma de participar interfere nesse processo, definido aqui a partir de Paulo Freire. Tem como objetivo, portanto, discutir de que maneira o modo de participar de atividades comunitÃrias influencia no processo de conscientizaÃÃo. Para tanto, inicialmente, estabelece uma discussÃo a respeito das diferentes formas de participar e os fatores que atuam no fenÃmeno da participaÃÃo. Em seguida, a partir da Psicologia ComunitÃria, da EducaÃÃo Libertadora e da Teoria HistÃrico-Cultural da Mente, discorre acerca das implicaÃÃes psÃquicas das interaÃÃes humanas, discutindo os conceitos de: comunidade, atividade comunitÃria, consciÃncia e conscientizaÃÃo. Utilizou-se uma abordagem qualitativa, com enfoque etnogrÃfico, entrevistando-se uma pessoa que faz parte do Projeto de EducaÃÃo em CÃlulas Cooperativas (PRECE), por meio de entrevista semi-estruturada, com foco na histÃria de vida do entrevistado. Realizaram-se registros da entrevista e diÃrio de campo, de um total de sete visitas. A partir de entÃo, foi possÃvel analisar o modo de participar do sujeito da pesquisa e realizar uma anÃlise temÃtica de sua entrevista. Como resultado, pÃde-se verificar que um modo de participaÃÃo mais ativo e cooperativo propicia condiÃÃes para que o sujeito fortaleÃa suas interaÃÃes com a realidade pela apropriaÃÃo e significaÃÃo dessa maneira de se relacionar, por parte do indivÃduo.
This work is based on GÃisâs verification that, among the many factors that act on the awereness process, the way to participate of communiÂtarian activity is one of them. It is asked from the statement of that the way to participate influences this process, defined here for Paulo Freireâs theory. It has as objective, therefore, discuss how the way to participate of communiÂtarian activity influences on the the awereness process. For in such a way, initially, it establishes a quarrel regarding the different forms to participate and the factors that act in the phenomenon of the participation. After that, from Communitarian Psychology, of the Liberating Education and the Historical-Cultural Theory of the Mind, it discourses concerning the psychic implications of the interactions human beings, arguing the concepts of: community, communitarian activity, conscience and awareness. A qualitative boarding was used, with ethnographic approach, interviewing a person who is part of Projeto de EducaÃÃo em CÃlulas Cooperativas (PRECE), through the half-structuralized interview, with focus in the history of life of the interviewed one. Registers of the daily interview and of field, a total of seven visits had been become fullfilled. From now on, it was possible to analyze the way to participate of the citizen of the research and to carry through a thematic analysis of its interview. As result, we could verify that way of a more active and cooperative participation propitiates conditions so that the citizen in this way fortifies its interactions with the reality through the appropriation and significaÃÃo of if relating, on the part of the individual.
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VIEIRA, Emanuel Meireles. "Atividade comunitária e conscientização: uma investigação a partir dos modos de participação social." http://www.teses.ufc.br, 2008. http://www.repositorio.ufc.br/handle/riufc/1495.
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VIEIRA , Emanuel Meireles. Atividade comunitária e conscientização: uma investigação a partir dos modos de participação social. 2008. 135f. Dissertação (Mestrado em Psicologia) – Universidade Federal do Ceará, Departamento de Psicologia, Programa de Pós-Graduação em Psicologia, Fortaleza-CE, 2008.Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-01-05T14:44:11Z No. of bitstreams: 1 2008_dis_EMVieira.PDF: 773220 bytes, checksum: 92bd2530bd5a0704012f180d85aa080c (MD5)
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This work is based on Góis’s verification that, among the many factors that act on the awereness process, the way to participate of communi¬tarian activity is one of them. It is asked from the statement of that the way to participate influences this process, defined here for Paulo Freire’s theory. It has as objective, therefore, discuss how the way to participate of communi¬tarian activity influences on the the awereness process. For in such a way, initially, it establishes a quarrel regarding the different forms to participate and the factors that act in the phenomenon of the participation. After that, from Communitarian Psychology, of the Liberating Education and the Historical-Cultural Theory of the Mind, it discourses concerning the psychic implications of the interactions human beings, arguing the concepts of: community, communitarian activity, conscience and awareness. A qualitative boarding was used, with ethnographic approach, interviewing a person who is part of Projeto de Educação em Células Cooperativas (PRECE), through the half-structuralized interview, with focus in the history of life of the interviewed one. Registers of the daily interview and of field, a total of seven visits had been become fullfilled. From now on, it was possible to analyze the way to participate of the citizen of the research and to carry through a thematic analysis of its interview. As result, we could verify that way of a more active and cooperative participation propitiates conditions so that the citizen in this way fortifies its interactions with the reality through the appropriation and significação of if relating, on the part of the individual.
Este trabalho parte da constatação Góis de que, dentre os diversos fatores que atuam no processo de conscientização, encontra-se o modo de participar de atividades comunitárias. Pergunta-se, a partir dessa afirmação, de que modo a forma de participar interfere nesse processo, definido aqui a partir de Paulo Freire. Tem como objetivo, portanto, discutir de que maneira o modo de participar de atividades comunitárias influencia no processo de conscientização. Para tanto, inicialmente, estabelece uma discussão a respeito das diferentes formas de participar e os fatores que atuam no fenômeno da participação. Em seguida, a partir da Psicologia Comunitária, da Educação Libertadora e da Teoria Histórico-Cultural da Mente, discorre acerca das implicações psíquicas das interações humanas, discutindo os conceitos de: comunidade, atividade comunitária, consciência e conscientização. Utilizou-se uma abordagem qualitativa, com enfoque etnográfico, entrevistando-se uma pessoa que faz parte do Projeto de Educação em Células Cooperativas (PRECE), por meio de entrevista semi-estruturada, com foco na história de vida do entrevistado. Realizaram-se registros da entrevista e diário de campo, de um total de sete visitas. A partir de então, foi possível analisar o modo de participar do sujeito da pesquisa e realizar uma análise temática de sua entrevista. Como resultado, pôde-se verificar que um modo de participação mais ativo e cooperativo propicia condições para que o sujeito fortaleça suas interações com a realidade pela apropriação e significação dessa maneira de se relacionar, por parte do indivíduo.
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Wehbe, Rabih. "Islam et Chiisme politique." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2013.
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Dans un essai qui aurait tout aussi bien pu s'intituler « L'islam chiite entre la politique et la religion, le cas du Liban », une analyse de l'islam politique demeure nécessaire pour mettre la lumière sur la différence entre islamisme et religion musulmane. Avec un peu moins de deux milliards de musulmans dans le monde, la religion musulmane est devenue la première religion pratiquée dans le monde actuel. Le dynamique de cette religion a permis la création d'un immense empire aux populations hétérogènes. Ainsi que, la coexistence entre religion et régime politique a provoquée de véritables luttes armées entre les grandes familles politico-religieuses, notamment le sunnisme et le chiisme. Le sunnisme ayant souvent l'étiquette d'orthodoxie a gardé cette aspect alors que le chiisme devint autres chose ce qu'il était à l'origine, lorsqu'on y voyait seulement le parti qui s'était rassemblé autour d'Ali ibn Abî Tâlib, cousin et gendre du prophète Mohammad. Dans ses quelques traitements de la doctrine islamique nous constatons que ces familles politico-religieuses, tant sunnites que chiites, proliférèrent les unes à côté des autres en même temps qu'elles se combattirent et souvent se condamnèrent réciproquement. Ceci est dû au fait qu'en l'islam, il n'y a jamais eu de pouvoir interprétatif qualifié, individuel ou collégial capable de s'imposer sans conteste.L'effondrement de l'Empire Ottoman donna l'occasion à la France et la Grande-Bretagne de partager le monde arabe sur la base des fameux accords Sykes-picot. La France va restructurer les territoires syrien et libanais, elle établit la structure constitutionnelle confessionnelle complexe du Liban, faisant du pays de Cèdre le plus grand laboratoire du communautarisme. Dans le Liban d'après-guerre, le communautarisme va de soi, il reflète l'état de la société et celle de la conciliation entre spécificités confessionnelle et principe fondamental de l'Etat nation. Le communautarisme libanais va évoluer à travers des mutations économiques, sociales et politiques, notamment chez la communauté chiite. Nous présenterons l'évolution de la communauté chiite dans cet environnement, ainsi que le rôle fondamental joué par Moussa el-Sadr dans la libération de la communauté chiite. Son objectif étant une réaction à la conscience politique du «Metwali». Sa première action était la lutte contre les inégalités sociales et devait s'engager avec l'Etat libanais dans une série d'affrontements qui couvraient souvent un aspect spectaculaire: grève générale en 1970, avertissement au gouvernement et à la réunion de 1974 à Baalbeck que Moussa-El -Sadr a annoncé la naissance du mouvement AMAL. Ce mouvement joue un rôle essentiel dans la vie politique libanaise. Enfin, nous consacrons une partie de ce travail à l'émergence d'une milice radicale pro-iranienne chiite, le Hezbollah, qui a pénétré le système politique libanais. Sa place est privilégiée à cause de ses succès dans la résistance contre Israël, de ses actions sociales et humaines et de ses organisations. La timide participation du « parti de Dieu » au parlement libanais constituait un premier pas vers la « libanisation » du parti. En 2012, le parti chiite annonce sa participation aux combats en Syrie à côté de l'armée de Bachar el-Assad, freinant ainsi le processus de libanisation. Le Hezbollah devient un des acteurs incontournables de la géopolitique du Moyen Orient et retourne en force sur la scène politique libanaise pour s'inscrire dans le cadre d'un chiisme politique internationalIn an essay that might as well have been entitled "Shia Islam between politics and religion, the case of Lebanon", an analysis of political Islam remains necessary to shed light on the difference between Islamism and religion Muslim. With just under two billion Muslims in the world, the Muslim religion has become the first religion practiced in the world today.The dynamics of this religion allowed the creation of an immense empire with heterogeneous populations. As well as, the coexistence between religion and political regime provoked real armed struggles between the big politico-religious families, notably Sunnism and Shiism.Sunnism often had the label of orthodoxy, but Shiism became something else that it was originally when one saw only the party that had gathered around Ali ibn Abi. Tâlib, cousin and son-in-law of the prophet Mohammad. In his few treatments of Islamic doctrine we find that these politico-religious families, both Sunni and Shiite, proliferated alongside each other at the same time that they fought each other and often condemned each other. This is due to the fact that in Islam there has never been a qualified, individual or collegiate interpretative power capable of imposing itself unquestionably.The collapse of the Ottoman Empire gave France and Britain the opportunity to share the Arab world on the basis of the famous Sykes-picot agreements. France will restructure the Syrian and Lebanese territories, it establishes the complex confessional constitutional structure of Lebanon, making the country of Cedar the largest laboratory of communitarianism. In post-war Lebanon, communitarianism is self-evident, reflecting the state of society and the reconciliation of confessional specificities with the fundamental principle of the nation-state. Lebanese communitarianism will evolve through economic, social and political changes, especially among the Shia community.We will present the evolution of the Shiite community in this environment, as well as the fundamental role played by Moussa el-Sadr in the liberation of the Shia community. His goal is a reaction to the political conscience of "Metwali". Its first action was the fight against social inequalities and was to engage with the Lebanese State in a series of clashes that often covered a spectacular aspect: general strike in 1970, warning to the government and to the 1974 meeting in Baalbeck that Moussa-El -Sadr announced the birth of the AMAL movement. This movement plays a vital role in Lebanese politics. Finally, we devote part of this work to the emergence of a radical pro-Iranian Shiite militia, Hezbollah, which has penetrated the Lebanese political system. His place is privileged because of his successes in the resistance against Israel, his social and human actions and his organizations. The timid participation of the "party of God" in the Lebanese parliament was a first step towards the "libanization" of the party. In 2012, the Shiite party announced its participation in the fighting in Syria next to the army of Bashar al-Assad, thus curbing the process of Lebanization. Hezbollah becomes one of the key players in the geopolitics of the Middle East and returns in force on the Lebanese political scene to be part of an international political Shiism
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St-Onge, Eve. "Analyse qualitative du concept de la conscience de l'environnement d'affaires." Thèse, 2007. http://hdl.handle.net/1866/1970.
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Toussaint, Guerline. "La participation politique des femmes haïtiennes." Mémoire, 2011. http://www.archipel.uqam.ca/4156/1/M12189.pdf.
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Les présentes conditions de vie en Haïti sont des plus désespérantes. Les drames politiques multiples, la violence croissante et la pauvreté sont à la source de graves problèmes sociaux. Pour les femmes haïtiennes, la situation est encore plus critique. Car, ces dernières doivent non seulement survivre à leur quotidien, mais elles doivent aussi faire face à l'oppression qu'incite leur genre. C'est donc à une aliénation double qu'elles font face. Le manque de ressources autant financières que sociales fait de cette aliénation un obstacle majeur que celles-ci doivent surmonter afin d'assurer leur intégrité de femmes. Cette intégrité passe notamment par une participation politique plus importante des femmes haïtiennes. Pour le moment, les femmes haïtiennes sont très peu présentes sur la scène politique. Car, elles ont d'énormes difficultés à surmonter afin d'y pénétrer. Les causes en sont multiples. Toutefois, une socialisation avilissante de leur identité de sexe et une carence importante de leur conscience de soi en seraient les principaux fondements. Dans ce travail, nous tenterons d'illustrer le contrecoup de la socialisation sur l'identité de sexe et de la conscience de soi chez les femmes haïtiennes. Ce qui est en cause dans ce mémoire n'est point de discourir sur les innombrables difficultés que les femmes haïtiennes connaissent. Ce n'est pas non plus une apologie du féminisme haïtien. Mais, c'est plutôt une interrogation sur la déficience de leur participation politique.
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MOTS-CLÉS DE L’AUTEUR : femmes haïtiennes, participation politique, socialisation, conscience de soi, identité de sexe, invisibilité, subordination
Books on the topic "Participation consciente"
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Catholic Church. Baraza la Maaskofu Katoliki wa Tanzania, ed. The church and civil society: Building social conscience for democratic participation. Mount Pleasant, Harare, Zimbabwe: African Forum for Catholic Social Teaching, 2009.
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Soldiers of conscience: Japanese American military resisters in World War II. Westport, Conn: Praeger Security International, 2008.
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Bothered by my green conscience: How an SUV-driving, imported-strawberry-eating urban dweller can go green. Gabriola Island, B.C: New Society Publishers, 2009.
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Freedom, faction, fame and blood: British soldiers of conscience in Greece, Spain and Finland. Brighton: Sussex Academic Press, 2010.
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The conscience of a libertarian: Empowering the citizen revolution with god, guns, gambling & tax cuts. Hoboken, NJ: John Wiley & Sons, 2009.
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Castelnuovo, Shirley. Soldiers of conscience: Japanese American military resisters in World War II. Lincoln: University of Nebraska Press, 2010.
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Girardi, Giulio. La militance et ses défis aujourd'hui. Québec: Collectif québécois d'édition populaire, 1994.
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Soldiers of conscience: Japanese American military resisters in World War II. Lincoln: University of Nebraska Press, 2010.
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Dippel, Tieman H. The language of conscience: Using enlightened conservatism to build cooperative capital and character : with case studies of private sector, nonprofit leadership. Brenham, Tex: Texas Peacemaker Publications, 2002.
Find full textBook chapters on the topic "Participation consciente"
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"Consciousness and conscience." In Concise Encyclopaedia of Participation and Co-Management, 158–63. De Gruyter, 1992. http://dx.doi.org/10.1515/9783110884807-022.
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"‘To resolve the conscience’: Revisiting the architecture of participation." In Richard Hooker. T&T Clark, 2020. http://dx.doi.org/10.5040/9780567685094.ch-005.
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Jackson, Timothy P. "Nazism and the Western Conscience." In Mordecai Would Not Bow Down, 93–120. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197538050.003.0004.
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I offer here a scale of moral responsibility applicable to members of the Nazi Reich during the Final Solution: (1) oblivious: totally unaware, simply out to lunch or mentally impaired concerning the Nazi attempted genocide of the Jews, invincibly ignorant and without bad faith; (2) bystanding: aware but mute and passive, perhaps in bad faith or denial, concerning the Nazi attempted genocide of the Jews; (3) complicit: aware and publicly and privately supportive of the Nazi attempted genocide of the Jews, but primarily verbally or symbolically; (4) aiding and abetting: aware and more than verbally supportive, actively assisting and participating in the Nazi attempted genocide of the Jews, but short of pulling the trigger or dropping the gas pellets or ordering the same; and (5) directly murderous unto abomination: actually pulling the trigger or dropping the gas pellets or ordering the same, so as knowingly to aim at destroying the Jews as a race and Judaism as a moral and religious creed; in the extreme, also to aim at destroying one’s own conscience.
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"13. Conscience as Ecological Participation and the Maintenance of Moral Perplexity." In The Timeliness of George Herbert Mead, 276–95. University of Chicago Press, 2016. http://dx.doi.org/10.7208/chicago/9780226377131.003.0014.
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Ortega-Sánchez, Delfín, and César Barba Alonso. "Building Historical Narratives about Controversial Issues on Twitter: An Analysis of Digital Literacy Levels in Secondary School Students." In Teacher Education [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.95972.
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This research analyses the literacy levels of a group of Spanish secondary school history students (n = 42) in digital environments (Twitter), with the aim of providing educational clues about the ways in which social discourses are constructed on controversial issues, in particular those generated by the Spanish Civil War. From a qualitative research approach, the most recurrent digital narrative data has been emptied and analyzed, based on three a priori categories of social analysis: gender, historical empathy and social conscience. The results report the predominance of cognitive/inferential literacy skills and, consequently, the need to incorporate new scenarios for teaching-learning history from the theoretical principles of critical pedagogy and education for active, critical and committed citizenship with social participation.
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Viroli, Maurizio. "As If God Existed." In As If God Existed, translated by Alberto Nones. Princeton University Press, 2012. http://dx.doi.org/10.23943/princeton/9780691142357.003.0024.
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This chapter considers the writings of Ernesto Rossi, who recognized the absolute authority of moral conscience and posited it as the foundation of his religious conception of life. Sentenced to twenty years in prison for his participation in conspiratorial activity, he wrote to his mother, Elide Rossi, from the penitentiary in Piacenza, on January 20, 1933, that he was happy she no longer had any tie with the Catholic religion. For Rossi, Catholicism was at most an inferior conception of life compared to philosophical knowledge. Rossi prefered a soft religion—soft and yet capable of guiding one's action—to a revealed or bad religion. The chapter then turns to the writings of Massimo Mila, who was imprisoned in 1935 because he belonged to the Justice and Liberty movement. He believed not in the Christian religion but rather in a profound secular religion, based on the supreme value of the intrinsic intention of the one who acts and the conviction that one's faith is solely the “purity of the moral intention.”
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Brown, Candy Gunther. "Mindfulness in Education." In Debating Yoga and Mindfulness in Public Schools, 188–208. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0010.
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Chapter 9 assesses MindUP, Mindful Schools, and Calmer Choice as representative examples of mindfulness-based programs (MBPs) with a mission of weaving “secular mindfulness” into the fabric of public-school curricula and school culture. Public-school MBPs foreground neuroscience, while avoiding religious-sounding terms such as “Buddhism” or “meditation.” Many MBPs were developed by Buddhists or Buddhist sympathizers and/or reflect Buddhist-derived assumptions, values, and world views. Controversies, notably a legal challenge to Calmer Choice in 2016, center on complaints of religious coercion. Certain Christians, Buddhists, and meditators note barriers to “opting out” of school programs and/or complain that mandatory mindfulness violates conscience. Because MBP leaders envision mindfulness as more than a curriculum—a way of life—training and certification often require public-school teachers to commit to personal practice, participation in retreats (often led by Buddhists at Buddhist centers), and supervision by guiding teachers (many of them Buddhist meditators). Guidelines for “ensuring secularity” advise subtracting religious language, gestures, and objects, without questioning assumptions undergirding the “core practice.” The chapter argues that secular framing paradoxically increases the potential of public-school MBPs to instill beliefs, values, and practices widely associated with religion.
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Brown, Candy Gunther. "Yoga in America." In Debating Yoga and Mindfulness in Public Schools, 53–67. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0004.
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Chapter 3 explains how yoga won an American audience as marketers advertised health benefits and downplayed religious associations, while gesturing toward spirituality. Although many people perceive yoga as secular, religion and spirituality are pervasive in the contemporary yoga scene, including “Christian yoga” and yoga-based “health and wellness” programs in public universities and K-12 public schools. School-yoga advocates who defuse objections by subtracting religious-sounding language claim to have won a “Vedic Victory.” Some who argue that yoga is appropriate for public schools because it is secular also argue that yoga should be exempt from sales taxes because it is spiritual, and therefore protected as free exercise of religion by the First Amendment. Surveys—importantly Yoga in America studies commissioned in 2012 and 2016 by Yoga Journal and Yoga Alliance—suggest that many practitioners have spiritual experiences and that longer-term, more frequent practice correlates with spiritual motives. Yoga has attracted enthusiasts and provoked controversies worldwide, including in India, because it has religious and spiritual associations—and political and financial implications. Certain Christians and Muslims, among others, view compulsory participation as violating conscience. The chapter argues that yoga epitomizes the blurred boundaries between the secular and religious in American public life.
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Bennett, Peggy D. "Responsive professionalism." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0075.
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“Professionalism.” A definition of this important term and concept for comportment in schools can be a bit elusive. Yet some of us spend our careers aiming to achieve and sustain the qualities that make us professional. Professionalism suggests the expectation of being an informed, competent, proficient, and knowledgeable teacher. For some, professionalism also means a standard of attire or appearance. Sensitivity toward off- limits topics and potentially volatile issues in schools can be another aspect of the honorific “She is very professional!” Being a responsive professional may be a bit more specific. For schools to be their most efficient and cooperative, we educators pay attention to our standard of professionalism. We sustain a conscience and a conscientiousness about all facets of the school community. In addition to general commitments such as ethical treatment and behaviors, some more subtle choices can set the standard for professional conduct. • Do we reply to communications and deadlines in a timely and thorough manner? Emails, texts, and requests from school personnel deserve a prompt reply, even when we think they don’t. If the response must be delayed, write a reply stating that, and let the sender know when to expect the response. We can cause distress and frustration when we do not respect the timelines others need to make. Sometimes we compromise their responsibilities to others when we delay ours. • Do we prepare our written work with meticulous attention to accuracy and appearance? The work we produce— reports, proposals, emails, notes to parents, and so on— is a signature statement of our professionalism. Proofread for accuracy and clarity. • Do we take a very cautious approach to participating in non- school- related activities during school hours? Taking and making private calls, sending personal messages, running errands, interacting on social media, or doing personal business during school hours may be considered mismanagement of time at best, and a breach of ethics at worst. Be savvy about what you do and do not do with your time at school. Schools and teaching ask the best of us. Students and parents deserve the best of us. Pursue high expectations. Savor the expertise you embody when you practice responsive professionalism.
Conference papers on the topic "Participation consciente"
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Świt-Jankowska, Barbara. "Let’s play with Le Corbusier." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.891.
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Abstract: The research focuses on the possibility of transferring theoretical ideas of Le Corbusier into educational programs of the very young children – between three and six. The worldwide development of civilization changed the natural environment of the human. For the average European citizen a city is more natural place for living than a forest. Simultaneously, in these days many inhabitants present an extremely conformist approach to life and to the surrounding space. The participation of members of the society in the shaping of public spaces is possible only through the involvement and practice, but the democratic responsibility does not appears out of nowhere. It must be fostered and nurtured as early as in childhood. According to developmental psychology, children in the age of 3-6 are very susceptible to the acquisition of new skills and learn it in an intuitive way. The proper education program using Le Corbusier’s lectures and theory could help them to understand the space better. The seeming simplicity of above rules is an advantage in this case – thereby it can be explained to even such an audience as small children. On the other hand, some kind of abstract and hidden difficulty included in this theory becomes an opportunity to create a very absorbing and stimulating workshops that follow the needs of younger and older children. Le Corbusier’s legacy includes not only physical issues and can be used in many different ways. As Pablo Picasso once stated: every child is an artist, the problem is staying an artist when you grow up. For those reasons, incorporating such an innovative strategy for kids’ education reveals a great potential. Resumen: Los estudios realizados enfocan en comprobar las posibilidades de usar las ideas teóricas de Le Corbusier en los programas educativos para niños de tres a seis años. El desarrollo de la civilización ha cambiado el entorno natural del ser humano - una ciudad para el ciudadano promedio de Europa es un lugar más natural para vivir que el bosque. Al mismo tiempo, hay que reconocer que muchas personas muestran el enfoque muy conformista a la vida, tanto al espacio circundante. Esta situación se podría mejorar mediante la participación consciente de los miembros de la sociedad en la creación del espacio público, su compromiso y la práctica. Pero la responsabilidad democrática no aparece sola, se debe estimularla y nutrir ya en la infancia. De acuerdo con la psicología del desarrollo, los niños de 3 a 6 años son muy susceptibles a la adquisición de nuevas habilidades y aprenden de una manera intuitiva. Programa educativo que utiliza los cursos y la teoría de Le Corbusier puede ayudarles a entender mejor el medio ambiente. La aparente sencillez de los principios proclamados por él en este caso es una ventaja. La abstracción y escondidas dificultades incluidas en ellos,nos permiten a crear actividades estimulantes que correspondan a las necesidades de los niños pequeños, tanto y mayores. Como afirmo Pablo Picasso: "Todo niño es un artista. El problema es cómo mantenerse siendo niño una vez que se ha crecido". Keywords: Architectural education, children, Le Corbusier. Palabras clave: Enseñanza de la arquitectura, los niños, Le Corbusier. DOI: http://dx.doi.org/10.4995/LC2015.2015.891
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"ABOUT THE VALUE OF CONSCIENCE IN RESOLUTION OF DISPUTES WITH THE PARTICIPATION OF BANKS AS PROFESSIONAL PARTICIPANTS OF CIVIL TRAFFIC." In Current Issue of Law in the Banking Sphere. Samara State Economic University, 2019. http://dx.doi.org/10.46554/banking.forum-10.2019-303/310.
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Santos, Márcia Nascimento dos. "A IMPORTÂNCIA DE ROTINAS DE ENSINO VOLTADAS PARA EDUCAÇÃO SUSTENTÁVEL: REFLEXOS EM ADULTOS CONSCIENTES E MAIS SAUDÁVEIS FÍSICO, MENTAL E SOCIAL." In I Congresso Nacional On-line de Conservação e Educação Ambiental. Revista Multidisciplinar de Educação e Meio Ambiente, 2021. http://dx.doi.org/10.51189/rema/1745.
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Introdução: Um dos maiores problemas ambientais no Brasil é o consumismo inconsciente resultando num grande volume de resíduos. Diante desta problemática, traçou-se o seguinte objetivo onde a população juntamente com órgãos públicos devem adotar medidas para redução, reutilização e a reciclagem. Sendo assim, a Educação ambiental é uma grande aliada no processo de conscientização, pois ajuda na reflexão e compreensão dos danos causados pela ação dos seres humanos. Objetivos: Neste sentido, o estudo buscou uma análise do impacto que o valor dispendido para coleta e transporte do lixo do município de Bossoroca/RS para outro destino final tem no orçamento público. O intuito é utilizar-se desses dados para inspirar uma sociedade mais consciente e saudável físico, mental e socialmente, através do modelo de compostagem. A finalidade do trabalho é fornecer informações fundamentais para a formação de cidadãos conscientes e capazes de determinar e atuar na realidade socioambiental empenhado com a vida e o bem-estar da sociedade. Materiais e Métodos: Quanto os materiais e métodos foi utilizada primeiramente a pesquisa documental, ou seja, busca por dados no site da Prefeitura e conversas com Prefeito e secretários, posteriormente pesquisa-ação participativa através de questionário aos moradores da cidade. O resultado mostrou que o gasto com este serviço em 2020 foi de R$ 164.842,28, considerando valor que é pago para o aterro e funcionários, falando em orçamento público cada centavo tem valor, visto que se pode trabalhar projetos para mitigar esta despesa. De acordo com as respostas do questionário os munícipes estão dispostos a participar de projetos aprimorando seus conhecimentos quanto ao tema. Para um município ser ecoeficiente, deve oferecer aos munícipes informações de como transformar resíduos em novos insumos, reduzindo a emissão e neutralizando efeito tóxicos de forma a não comprometer a capacidade de sustentação do ecossistema em dias vindouros. Conclusão: Conclui-se para estudos futuros, aplicar estes conceitos, aproveitando o conhecimento destes dados, buscando cada dia mais receptividade para inserir na rotina hábitos sustentáveis que diminuam a geração de lixo para coleta, assim reduzindo o gasto para esse serviço. Bem como a implantação de hábitos de cultivar sementes, compostagem residencial, entre outros projetos resultando mais educação e saúde.
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Obiol i Francés, Sandra, Daniel Gabaldón Estevan, José Beltrán Llavador, and Antonio Benedito Casanova. "Tertulias Dialógicas en el Grado de Magisterio." In In-Red 2016 - Congreso de Innovación Educativa y Docencia en Red de la Universitat Politècnica de València. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/inred2016.2016.4377.
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Conscientes de que la superación de los retos pedagógicos a los que se enfrenta la universidad “tradicional” pasa por una renovación de las metodologías docentes que, sin perder de vista los objetivos marcados, sea capaz de articular dinámicas de enseñanza-aprendizaje más dinámicos y participativos dónde el papel activo del alumnado cobra relevancia en tanto que protagonista de su propio aprendizaje y en el que la/el docente deberá combinar, más a menudo que hasta ahora, diferentes dinámicas y estrategias docentes. En este contexto de cambio, y enmarcadas en la innovación educativa y los proyectos de mejora de la calidad docente, surgen iniciativas como la presente que buscan replantear el trabajo en el aula. El objetivo de este artículo es presentar una experiencia innovadora llevada a cabo en tres asignaturas, Estructura Social y Educación, y Sociología de la Educación de primero y segundo curso respectivamente, del Grado en Maestro/a en Educación Infantil y del Grado en Maestro/a en Educación Primaria, y de la titulación de Sociología de la Universitat de València.
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Sousa, Jandes José de, Arnaldo De Sousa Camarco, and Denis Borges Leal. "ATIVIDADE DE INTERVENÇÃO ESCOLAR EM EDUCAÇÃO AMBIENTAL: RELATO DE EXPERIÊNCIA DA OFICINA SOBRE RECICLAGEM NA ESCOLA MARIANO BORGES LEAL MUNICÍPIO DE ITAINÓPOLIS-PI- TURMA DO 4º ANO – AGOSTO DE 2016." In I Congresso Nacional On-line de Conservação e Educação Ambiental. Revista Multidisciplinar de Educação e Meio Ambiente, 2021. http://dx.doi.org/10.51189/rema/1768.
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Introdução: A Educação Ambiental (E.A) está proposta nas dimensões curriculares educacionais nacional como tema transversal para construção do conhecimento contribuindo na formação de cidadãos plenos de responsabilidades na sociedade. Relato de Experiência: Neste trabalho realizou-se um relato de experiência sobre atividade de intervenção na escola Mariano Borges Leal, com alunos do 4º ano do Ensino Fundamental - I, a referida escola localiza-se no Povoado Riachão - Zona Rural do município de Itainópolis – Piauí – Brasil, onde trabalhou-se temas pertinentes como: reciclagem e conservação, para desenvolver ações de Educação Ambiental como atividades extracurricular. Materiais e Métodos: Baseando-se em pesquisas bibliográficas e exemplos práticos de como realizar atividades dessa natureza e incluí-la na transversalidade das dimensões da Educação Ambiental. Resultados: Analisando de que forma atividades como essa ajuda no processo formativo e contribui para tornar cidadãos mais consciente em relação ao Meio Ambiente. Atividades como essas se mostram de suma importância para formação educacional com objetivo de desenvolver a sensibilidade, desde já, nos estudantes e cidadãos onde se espera que os mesmo consiga consciência e que possa contribuir para mudar a situação atual de risco ao Meio Ambiente e atuar de forma mais efetiva e objetiva no futuro, colaborando com um Meio Ambiente mais equilibrado e um desenvolvimento sustentável do planeta. Certamente por ser uma atividade atípica de outras no dia-a-dia escolar, notamos alunos mais atentos, interessados, participativos espontaneamente e com bom desenvolvimento em suas participações, sejam questionando ou mesmo no desenvolvimento de ações como dinâmicas e construindo materiais para sensibilização do senso de preservação do Meio Ambiente. Conclusão: A participação efetiva de crianças com idade média de 8 (oito) anos, certamente ajuda na conscientização crítica desses cidadãos no presente e no futuro, sendo necessário atividades constantes dessa natureza no meio escolar desde o processo de alfabetização e continuamente durante todo o ensino básico.
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Pantoja, Daniel Assunção, Daniela Assunção Pantoja, José Paulo Gaia Assunção, Derivaldo Magalhães Farias, and Vagner Paz Da Silva. "GEOPROCESSAMENTO COMO FERRAMENTA METODOLÓGICA PARA EDUCAÇÃO AMBIENTAL: UMA REVISÃO SISTEMÁTICA." In I Congresso Nacional On-line de Conservação e Educação Ambiental. Revista Multidisciplinar de Educação e Meio Ambiente, 2021. http://dx.doi.org/10.51189/rema/1792.
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Introdução: A discussão sobre Educação Ambiental vem se destacando nos últimos anos. O conceito a ela atribuído é de extrema importância, pois tem forte relação entre o homem e o meio ambiente. De modo geral, a educação ambiental é o processo que teoricamente consiste em proporcionar uma compreensão de forma crítica, em um ambiente global, que de certa forma vem para desenvolver atitudes, como uma posição consciente e participativa. Objetivo: Diante disso, este estudo tem objetivo de refletir acerca da utilização do geoprocessamento quando utilizado como ferramenta metodológica aplicada à educação ambiental. Materiais e métodos: Para tanto, foi realizada uma revisão sistemática, buscando através dos descritores: “geoprocessamento”, “educação” e “meio ambiente” nos bancos de dados do Google Scholar e Portal de Periódicos da CAPES. Na busca, foi encontrado um total de 20.700 textos na base do Google Scholar e cerca de 174 artigos no Portal de Periódicos da CAPES, dos quais foram selecionados 10 artigos para esta revisão. Com relação a forma de escolha dos trabalhos selecionados, esse procedimento foi realizado através da leitura preliminar somente de resumos, com o intuito de identificar aqueles pertinentes ao tema em estudo e excluir os demais. Resultados: Com a análise dos trabalhos selecionados, observou-se que as técnicas de geoprocessamento podem ser ferramentas imprescindíveis para a educação ambiental, tendo em vista que através das geotecnologias é possível verificar uma série de aspectos ambientais como: uso e cobertura do solo, poluição da água e do ar, disposição irregular de resíduos e dentre outros atributos que podem ser valiosos aliados quando estudados integrando geoprocessamento e educação ambiental. Conclusão: Finalmente, pode-se afirmar que mediante a necessidade de ressignificar o processo de ensino e aprendizagem, as tecnologias são imprescindíveis. No contexto da educação ambiental, a inferência também é válida, evidenciando a aplicabilidade pedagógica das geotecnologias.
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Deyneka, Olga, and Alexandr Maksimenko. "THE PSYCHOLOGICAL CONDITION OF RUSSIAN SOCIETY IN THE CONTEXT OF THE COVID-19 PANDEMIC." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact054.
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"The problem of the psychological impact of a pandemic, quarantine and self-isolation on the state of society attracts increased attention of specialists (Hua J., Shaw R., 2020; Li S., Wang Y. et all, 2020, Enikolopov S. et all, 2020; Fedosenko E., 2020). The objective of our work was to find the most common attitudes and types of responses of Russians to the epidemic COVID-19 taking into account their involvement in social networks, critical thinking and severity of psychopathological symptoms. The study was carried out during the recession of the first wave of the pandemic in early June 2020. The main tool was the questionnaire of T. Nestik in an abridged version. Additionally, a questionnaire of critical thinking was used (CTI, Epstein, adapted by S. Enikolopov and S. Lebedev, 2004); test of psychopathological symptoms SCL-90-R; social media engagement questionnaire (Karadag, 2015) was used. The study involved 986 people (56.9% male, 43.1% female) aged 18 to 76 years. Using exploratory factor analysis, 6 types of responses to the epidemic situation caused by COVID-19 were identified (fans / opponents of the ""conspiracy theory""; responsible / irresponsible, covid-dissidents, covid-optimists, misophobes, anti-vaccinators). The dominant belief among the respondents is that the emergence of new infectious diseases is a natural process of mutation that occurs in nature without the participation of people, or the result of someone's mistake. Conspiracy theories were significantly more common among elderly people and women. Citizens see salvation from the epidemic in the moral conscience and responsibility of everyone. At the same time, they do not trust both official information and information from fellow citizens. Representatives of the older generation have higher confidence in the country's leadership, in the possibilities of medicine and science, and in fellow citizens. Correlations of non-critical thinking with manifestations of misophobia and fear of new epidemics were revealed. Depressive subjects were more concerned about the illegal behavior of fellow citizens and misophobia. Long-term fear of epidemics has been correlated with anxiety. Among those who prefer social networks to official information (television, radio, print), statistically significantly more are those who not only do not trust official information about the epidemic situation, but also do not trust their fellow citizens, attributing to them possible facts of concealing information about the disease because of the fear of being quarantined. Thus, the COVID-consciousness of Russians demonstrated a combination of rather contradictory attitudes."
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Gonzalez, Aline Costa, Juscelino Martins Costa Junior, Ethol Exime, Mariell Lima Costa, and Cleoson Moura dos Reis. "EDUCAÇÃO AMBIENTAL E COMUNICAÇÃO PARA A EMERGÊNCIA CLIMÁTICA." In I Congresso Nacional On-line de Conservação e Educação Ambiental. Revista Multidisciplinar de Educação e Meio Ambiente, 2021. http://dx.doi.org/10.51189/rema/1741.
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Introdução: Ao longo do tempo, os efeitos negativos da ação humana ao explorar os recursos naturais, fez com que a relação humanidade-natureza se desequilibrasse, prejudicando o nosso habitat. Os danos vêm sendo sentido por todos, e são alertados pelos especialistas há muito tempo, porém o adiamento nas ações para diminuição dos riscos mostra que já nos encontramos em estado de emergência climática, sendo assim um tema que precisa ser debatido. Objetivo: O resumo busca trazer desafios e estratégias da Educação Ambiental na comunicação junto a sociedade, pois todos os habitantes da Terra precisam compreender a gravidade do assunto, já que os estilos de vida seguem insustentáveis. Material e métodos: Por meio de pesquisa bibliográfica em artigos científicos foi observado como a Educação Ambiental visa contribuir com iniciativas sustentáveis e auxiliar na construção de uma percepção mais realista dos riscos climáticos. Resultados: Salienta-se como desafios o fato de ser um assunto complexo, abstrato e cujos efeitos se dão a longo prazo, porém, precisamos achar meios de reunir pessoas conscientes, em prol de um planeta mais saudável para todos. Sendo assim, é preciso repensar a forma de trabalhar as mudanças climáticas dentro da educação, reorganizando o currículo escolar num contexto que interaja ciência, sociedade e política, no intuito de vislumbrar cenários de mudanças mais imediatas. Acredita-se que por meio de estratégias como: abordar o tema de maneira afetiva, conectando as mudanças climáticas de modo significativo na vida cotidiana; apresentar as informações de maneira equilibrada, apontando os riscos, mas também as respostas e soluções; divulgar canais confiáveis de informação para reduzir o ceticismo climático; valorizar a Educação Ambiental e seus educadores; juntar arte e ciência para transmitir mais agradavelmente as questões climáticas, e dar continuidade nas pesquisas que compartilham diversos conhecimentos, são formas de auxiliar na promoção de novos pensamentos promissores. Conclusão: Apesar dos desafios que a Educação Ambiental e a comunicação sobre emergência climática enfrentam, temos também estratégias para contornar tais situações, em prol de uma comunidade participativa, em busca de melhores políticas públicas para o meio ambiente, como também na promoção de pessoas dedicadas às causas da vida e da justiça.