Academic literature on the topic 'Phylosophy'

The awareness that sports was an international science that emerged in the mid of 20th century, and in Indonesia it was officially acknowledged in 1998 by an sport science declaration. The application of psychology in sports was to support the sport talent in a person could be well developed without any constraints in his/her personality. Eksistensialisme is a branch of the Phylosophy that reflects that men always exists in his/her life. Phylosophgy played important role in integrating many science reviews that could be formulated in sports having ontology, episthemology, and axiology dimensions which was in line with other sciences. Sport Psychology and Phylosophy reviews reveal the importance of the “root” of them in order to develop it, as well as to introduce sport psychology in Indonesia.

Mathematical philosophy doesn’t add a number of new mathematical theorems or teories, so mathematical phylosophy is not mathematics. Mathematical phylosophy is a reflection on mathematics. After having studied for a long time, one need to reflect the result of the study by reflecting it to mathematical phylosophy. This article discusses the mathematical phylosophy streams and their role and function, and describes formalism mathematical phylosophy specially.

Knowledge is created and learned by academicians for the purpose of further theory development. Academician’role in disseminating knowldege is very important. To reach a convergent understanding both theory and practice, it’s a need of flexibility between methodology and sources of data so that it stimulates actionable insight.One of the problems between theory and practice differencesis customers focus.For practicians customer focus raised three foundamentals questions: can the knowledge phylosophy reduce cost?. Can the knowledge phylosophy increse sales?, and can the knowledge phylosophy increase the profit?. This paper discuss the development of marketing knowledge based on the marketing practice to bridge the gap between academicians and practicians. Issues being discussed in this paper are the meaning of marketing knowledge from practician perspective, the theory of marketing in practician’s world, actionable research as the bridge of knowledge development, and the difference perspective between academician and parctician.

The article presents a holistic view on neuroosteopathy. It demonstrates the connection between the congenital and the acquired alterations with due regard to the epigenetic aspects of morphogenesis in different periods of the organism’s individual development. On the basis of the analysis of scientific literature and of the clinical osteopathic experience the connection between the child’s motor development and the formation of his nervous system is shown. The article presents a plan of osteopathic treatment of the lesions diagnosed which is based on the analysis of the connection between the motor acts, gestures, positions and congenital reflexes.

O.A. Gabrielyan's position stated in his article "Projectmaticity of Philosophy" was analyzed. A number of existing cultural, pedagogical and historical approaches to de-fining the concept of projectmaticity were examined and it was concluded that it has a rather vague, blurred meaning. But in any case, projectmaticity is interpreted as something that is the opposite of a passive-contemplative attitude to reality. O.A. Ga-brielyan shares this understanding and supplements it with qualifiers such as innova-tion and pragmatism. He sees projectmaticity as an attributive quality of philosophy, which should underpin the transformation of teaching philosophy in higher educa-tional establishments. His programme is aimed at the idea of “the philosophy teacher "reformatting" himself and his profession”. The existing objective conditions in which the pedagogical process takes place are not considered to be subject to change. The specific proposals formulated by O.A. Gabrielian in pursuance of this idea are criti-cally analyzed. It is shown that projectmaticity (however it may be understood) is a quality inherent not only in philosophy, but also in any science and - more broadly - any spiritual education. Hence, in particular, the intellectual potential of philosophy in higher educational establishments can be realized not through the cultivation of projectmaticity, but through the revival of its significance as a scientific outlook. This cannot be done within existing realities, which means that realities need to be changed. So we suggest specific steps that should be taken by the teaching community in the near future.

The article is assigned to the methodological provisions of the philosophy of control. The organization and management principle were developed. Different types of activity and the system of management indicators are considered. The main warehouses of control in the organizational structure are determined. The characteristics of a flexible system of data banks, which contain information from the costing system, from the calculation system, from the profit calculation system, etc. are given. Problems and typical shortcomings of controlling implementation are revealed. Some attention is paid to the analysis of priority issues that need to be addressed. Control service and its service function for management. Management accounting system.

This paper presents conceptual description on historical education in the methods of historical discovery using library analyses. The analyses indicate that (1) historical events can be described through two empirical facts: written and oral. Conventional history accostomes only written facts; in addition, oral facts that tend to be accepted as the complimentary materials support the written facts delineating a cross-check process to achieve the truth, (2) historical narration shoulb be clear-cut from tales; tales are produced by non-historian mixing facts and arts that should not be based on historical data, rather the author’s imagination, (3) phylosophy history is much written by non-historican but experts on phylosophy, and (4) history with Indonesian perspectives is significant to explore, hiwever much of the histiry is considered military oriented.

Orientador: Zeljko Loparic
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
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Resumo: Esta pesquisa pretende abordar a veemente crítica de Heidegger à psicanálise freudiana, apontando, sobretudo, sua filiação à metafísica moderna e ao modo de proceder das ciências naturais. Tendo como base a obra Seminários de Zollikon ¿ que reúne as atas dos seminários, diálogos e cartas trocadas entre Heidegger e o psiquiatra Medard Boss ¿ visa pontuar que a ciência freudiana não alcança o homem enquanto Dasein, visto que o reduz a uma máquina que representa, a um aparelho gerador de sintomas, a um objeto causalmente explicável. Em seguida, almeja expor que a psicanálise de Winnicott atende a requisitos heideggerianos para uma ¿ciência do homem¿ irredutível ao discurso objetificante. Sendo assim, pretendemos indicar que Winnicott fundamenta a base de sua ciência em pilares não-metafísicos
Abstract: Diese Untersuchung hat zum Ziel, Heideggers vehemente Kritik an der Freudschen Psychoanalyse zu erörtern, wobei sie vor allem dessen Verbindung mit der modernen Metaphysik und die Art seiner Verwurzelung in den Naturwissenschaften hervorhebt. Auf der Basis seines Werkes Die Zollikoner Seminare ¿ das die Protokolle der Seminare sowie die Dialoge und den Briefaustausch zwischen Heidegger und dem Psychiater Medard Boss enthält ¿ machen wir deutlich, dass die Freudsche Wissenschaft den Menschen nicht im Sinne des Daseins begreift, sondern ihn reduziert auf eine Maschine, die vorstellt, auf einen Apparat, der Symptome hervorruft, auf ein Objekt, das kausal erklärbar ist. Im folgenden wird aufgezeigt, dass die Psychoanalyse von Winnicott die Heideggerschen Forderungen nach einer ¿Wissenschaft vom Menschen¿ erfüllt, die nicht auf den objektivierenden Diskurs reduzierbar ist. Somit wollen wir verdeutlichen, dass Winnicott die Basis seiner Wissenschaft auf nicht-metaphysischen Grundfesten fundiert
Doutorado
Filosofia da Psicanalise
Doutor em Filosofia

Trata-se de uma interpretação dos principais aspectos da filosofia platônica como origem da Metafísica, à luz do pensamento de Martin Heidegger. Com o olhar fincado no mundo contemporâneo e na compreensão da essência da tecnologia que Heidegger pela primeira vez traz à presença, o trabalho procura esclarecer o impensado da essência onto- teo-lógica da metafísica que se origina com Platão, a saber, o retraimento da aletheia como acontecimento originário, em favor de um modo de desvelamento do ser como substância, com a correlata postulação de um ente supremo que fundamenta a adequação entre ser e pensar. Mostra-se como este acorde inicial da metafísica inicia seu declínio na modernidade, com o pensamento de Descartes, dispensando um outro modo de desvelamento: o Gestell, a essência da tecnologia. Sob esta ótica, são abordados os seguintes diálogos de Platão: Mênon, República, Banquete, Sofista e Timeu. Faz-se também uma análise dos desdobramentos do eclipse da noção de substância na modernidade, nas filosofias de Descartes e Kant, assim como uma exposição crítica das concepções contemporâneas que entendem a tecnologia como sendo de caráter essencialmente instrumental.
This work is an interpretation of the main aspects of Plato`s philosophy as Metaphysic`s beginning, enlightened by Martin Heidegger`s thinking. With the regard founded in the contemporary world and the comprehension of the technology`s essence that first came to light with Martin Heidegger, it aims to enlighten the forgotten ground of metaphysic`s onto-theo-logical essence that begins with Plato, i.e., the retrial of the aletheia as original happening favoring a way of unconcealment of being as substance, with the correlate postulation of a supreme being that founds the adequacy between being an thinking. It shows how this original accord starts metaphysic`s decline in the modernity, with Cartesian thinking, giving another way of unconcealment: o Gestell, the technology`s essence. In this perspective the study analyses the next Plato`s dialogues: Meno, Republic, Symposium, Sophist and Timaeus. The work presents too an analysis of the consequences of the decline of substance notion in the modernity, in Descartes and Kant`s philosophies, as well as a critical exposition of those contemporary conceptions that understand technology as essentially having an instrumental character.

Resumir não posso. Um sabor, um gesto, uma atmosfera. Como? É fácil quando a palavra é reta e o pensamento, estreito. Mas aqui? Me deixei levar sem saber de mim. Fantasia pura. Mas se insistem. Insistem numa dança da linguística com a filosofia do ato. Do ato na palavra, dito de outra forma, uma disparada. Devorei livros, autores, textos, teoria. E o que mais rolou. Triturei tudo. Misturei tudo. Devolvi tudo. Talvez não reconheçam. Uns são outros. Nada restou como era. Mordi a língua. Engoli sapos. Vomitei cobras e lagartos. Tudo cítrico e crocante. Gelato al limone. Foi o que quis fazer. O objetivo, como se dizia. Foi o que saiu. O resultado, como se dizia. Resumir? Não posso. Mas se insistem.
To write an abstract? Impossible, I would say. A taste, an air, an atmosphere. How to do it? It is easy when the word is linear and the thought narrow. But here? I just surrendered myself no matter what. Pure imagination. But if you insist. They insist on a dance of linguistics and philosophy of the act. The act in the word, said in another way, one shot. I devoured books, texts, theories. And what else came my way. I ground everything. I blended everything. I gave back everything. You probably will not recognize it. What was one thing became another. Nothing is the same. I bit my tongue. I swallowed what I do not know. What I threw up you do not want to know. Everything citric and crunchy. Gelato al limone. That‟s what I wanted to do. The aim, as they used to say. That‟s what came out. The results, as they used to say. To write an abstract? Impossible, I would say. But if you insist.

Orientador: Lucas Angioni
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
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Resumo: Essa dissertação consiste em uma análise detalhada dos trechos do livro Gama da Metafísica de Aristóteles onde o autor desenvolve sua defesa do princípio da não contradição bem como a distinção entre significar algo uno e significar de algo uno. A argumentação em defesa do princípio pretende evitar a petição de princípio ao imputar ao interlocutor a tarefa de simplesmente dizer algo (legein ti) com sentido. Essa defesa permitirá a distinção entre as duas classes de predicação denominadas como significar algo uno e significar de algo uno, com a qual Aristóteles poderá desenvolver aquilo que chamamos de uma teoria da significação
Abstract: This thesis consists of a detailed analysis of excerpts from the book Gamma from Aristotle's Metaphysics, where the author develops his defense of the principle of noncontradiction as well as the distinction between signify one thing and signify about one thing. The argument in defense of the principle claims to prevent beg what was originally at issue giving to the opponent the task of simply saying something (legein ti) with sense. That defense will allow the distinction between the two classes of predication called as signify one thing and signify about one thing, with which Aristotle will may develop what we call a theory of meaning
Mestrado
Filosofia
Mestre em Filosofia

Вивчення кола питань, пов’язаних з цивілізаційним підходом до усвідомлення історичних процесів, запропонованим Арнольдом Тойнбі, є дуже важливим у наш час. Зважаючи на сучасні процеси глобалізації і зіткнення різних культур світу, дана проблематика потребує критичної наукової оцінки, а обрана тема є надзвичайно актуальною. Метою даної роботи є з'ясування основних ідей цього вченого, розкриття ключових положень його цивілізаційної концепції історії.

Le présent travail s'initie par des entretiens directifs et des questionnaires auprès d'enseignants de collège afin de voir s'ils établissent un lien entre l'imagination et l'apprendre. Il continue par la lecture et l'analyse des textes officiels et des programmes relatifs aux mathématiques et au français. Il se poursuit avec l'interprétation de textes pédagogiques qui convoquent l'imagination. Suite au constat de la polysémie voire de la polymorphie de l’imagination, cet écrit lit et interprète certaines théories en pédagogies et en philosophie convoquant l’imagination. Cependant la recherche reste animée par la visée de comprendre si l’imagination permet d’apprendre. La centration théorique de notre thèse est le schématisme tel que le décrit Kant. Le schématisme est le produit de l’imagination présentative qui, dans la configuration de l’analogie de l’expérience, met en évidence l’attente d’un terme, d’un objet ; objet à saisir, à-prendre, afin que puisse être établi un rapport, puis soient aussi comparés deux rapports.Grâce à cette approche kantienne nous avons pu conclure que l’imagination est au cœur de l’apprendre parce que l’apprendre est le prolongement de l’analogie de l’expérience, produit de l’imagination présentative
This work opens up with directive interviews of and questionnaires for secondary school teachers in order to find out if they perceive a link between imagination and learning. It is then devoted to studying and analysing official texts and syllabuses related to Mathematics and French. It proceeds with the interpretation of pedagogic writings thar refer to imagination. Based on the observation that imagination is polysemic and even polymorphic, this work interprets some pedagogic and philosophic theories on the theme of imagination. However this research remains motivated by the aim of finding out if imagination allows one to learn.This thesis is centered on the theory of schematism as described by Kant. Schematism is produced by presentative imagination which, in the analogical configuration of experience, reveals the expectation of a term, an object ; an object to seize, ʺto ap-prehendʺ, so that a link can be established, then two links be compared. Thanks to this approach by Kant we are in a position to conclude that imagination is at the heart of learning because learning is the extension of analogical experience, the outcome of presentaive imagination

Orientador: Silvio Ancizar Sanches Gamboa
Tese (doutorado) - Universidade Estadual de Campinas. Faculdade de Educação
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Resumo: O discurso sobre a motricidade humana ainda oferece ampla possibilidade de debate, pois, embora tenha gerado no campo da Educação Física um conjunto de significados das práticas corporais na cultura contemporânea, esse discurso parece ter dado maior ênfase às questões sobre o corpo e movimento humano inseridas no conceito amplo de Educação Física. Entendemos que as práticas corporais somam um conjunto de atividades que ultrapassam os limites disciplinares do fazer educação física, quando tomadas no contexto da formação de conceitos sobre a corporeidade. Para que essa dinâmica conceitual esteja mais próxima da Educação Física e, junto a ela, possa contribuir para o aprimoramento da identidade da área, propomos uma reflexão com base numa filosofia que traga a corporeidade e a motricidade como conceitos importantes para a visão prática da Educação Física. Considerando que a discussão sobre Educação Física, ou sua referência à questão da motricidade humana, ainda contém os impactos das abordagens biológicas e culturais como atividades excludentes, vemos neste trabalho a possibilidade de: a) aprofundar a questão da Educação Física dentro de uma visão políssêmica - a definição de termos como ginástica, educação física e ciência da motricidade humana como conceitos que se entrelaçam, porém que, às vezes, se confundem diante de diferentes análises; b) desenvolver a compreensão da Educação Física como uma atividade cultural cuja referência à corporeidade requer a presença da reflexão filosófica; c) aproximar a Filosofia da Educação Física, sobretudo, considerar a contribuição de Merleau-Ponty na compreensão do conteúdo que sustenta a visão da prática na área da Educação Física. Como resultado dessa abordagem entre a questão da corporeidade e a Educação Física, destacamos: a) a necessidade de um inter-relacionamento entre a ciência e a filosofia para fortalecer o embasamento interdisciplinar entre o sentido da prática' da Educação Física e a visão cultural de seus conteúdos; b) a contribuição da filosofia neste caso, do pensamento de Merleau-Ponty - que poderá enriquecer esses conceitos sem ferir a tradição da área, trazendo novas dimensões ao discurso sobre a prática; c) a necessidade de potencializar o professor, oferecendo instrumentos de reflexão, para desenvolver projetos de Educação Física, entendendo-a como uma atividade inserida dentro de outras dimensões da cultura, como as artes, a ciência e a filosofia
Abstract: The speech about human "motricidade" seems to have inspired the cultural legacy of Physical Education. Although very explored in the academic field the term "human motricidade" is still inconsistent and has not achieved a real concept that could justify the relevance of the term, to the point of inspiring values revolutions and behavioral changes. The human "motricidade" is an structural concept, a meaningful set that is attributed to the practical dynamic of Physical Education and to everything it represents in contemporary reality. The contemporary culture seems to give sense to the questions about body and human movement whose performance is in the concept of Physical Education. If one understands that corporeal activities compound a set of activities and, from them a knowledgeable body that compound a discipline, it seems that "to do Physical Education" became cultural. Thus it seems that the speech about physical activities practice, mainly the human body, get some strength in meaning. In order for this conceptual dynamic be legitimated and acquire identity, we propose a philosophic approach and a broad discussion about the language in which the relation between body and human "motricidade" are been treated. Considering that some scientific arguments with strong tendency to biological approaches, whose language is part of the tradition of the projects about Physical Education and human movement we believe it is important to deal with the following topics: a) the question about the polyssemy of the point of view of the terminology within a philosophical view; b) the contribution of philosophy - Merlau-Ponty's thoughts - it can enrich concepts without harming the disciplinary tradition and bring new dimensions to the speech about practice; c) the criticism about the view of science in the world and its relation with Physical Education concepts as a cultural activity; d) the question about language as a view yet with low treatment within Physical Education concepts as an activity that belongs to general culture; e) a discussion about a possible philosophy that comes to give identity to the Physical Education as cultural and with as an anthropology of the practices. As a result from these approaches we observe how important is the reflection about these topics and mainly the anthropologic pertinent relationship between the culture of body and motion for man We highlight: a) an interdisciplinary background is needed in order to form a knowledgeable body that allows for Physical Education activities to became cultural practices and that they can make sense with other languages; b) the philosophy and language can alter concepts without injure or interfere in tradition and practice speech; c) it is necessary to involve the instructor, giving him reflection instruments, mainly giving strength to the concepts about Physical Education projects as a pedagogy for the totality of the human being d) to the Physical Education independently of the common used term, its the structure and its content is already inserted, although invisible, within others cultural entities together with the arts, the science, the philosophy and the religion. Inside this conclusion, one can continue the Physical Education project, philosophy and language. In this particular case we have seen that there is more sense and knowledge strength in Physical Education than we could think of. In theory or practice, to the subject or to the object, to the material or to the spirit, to the thoughts and to the forms, ali is added, and even against ideologies, educations and pedagogies it is important to make the professor an everlasting legislator of himself and of his students. To the body and to human "motricidade" a little bit of philosophy and a lot of other languages
Doutorado
Historia, Filosofia e Educação
Doutor em Educação

A presente tese de doutoramento tem como propósito analisar e justificar a emergência e a importância da noção de psicologia dentro do projeto filosófico nietzscheano a partir do primeiro aforismo de Humano, Demasiado Humano. Ao observarmos o conjunto do programa, percebe-se que o filosofo anunciou no primeiro aforismo do livro de 1878 tanto um projeto, quanto um plano interpretativo. Portanto, ao analisar MA I 01, tem-se contato (i) com a natureza da empresa crítica nietzscheana, (ii) com os termos de sua proposta metodológica e (iii) com o alcance positivo de sua perspectiva teórica. Esses três fatores apontariam para dois conceitos fundamentais em sua filosofia: história e psicologia. Defendemos que tanto a história quanto a psicologia denotam a influência de Paul Rée como um dos interlocutores mais presentes na obra de Nietzsche desse período. A determinação da psicologia, oriunda das exigências metodológicas trazidas pela filosofia histórica, remete à pergunta pela emergência das significações e das construções provenientes dos chamados sentimentos morais. Nesse curso, Nietzsche produziu sua filosofia sobre um solo psicológico em que as sensações e os sentimentos funcionariam como os elementos empíricos constitutivos das coisas humanas._________________________________________________________________________________________ ABSTRACT: This doctoral thesis aims at analysing and justifying the coming to light and the importance of the notion of psychology within Nietzsche's philosophical project, departing from the first aphorism of Human All Too Human. When one observes this program as a whole, one realizes that Nietzsche has announced in the first aphorism of the 1878 book at the same time a project and a plan of interpretation. Analysing, therefore, MA I 01, one approaches (i) the nature of Nietzsche's critical undertaking, (ii) the terms of his methodological proposition and (iii) the positive scope of his theorietical perspective. All of these three elements would indicate fundamental philosophical concepts: history and psychology. Such determinations denote the especial influence of Paul Rée as one of the most present philosophical interlocutors of Nietzsche's life. The determination of psychology which comes to light in virtue of methodological demandings (historical philosophy) leads back to the question concerning the coming to light of the meanings and productions grounded in moral sentiments. Thus, on this way Nietzsche elaborated his philosophie on the ground of the psychology, where the sensations and the sentiments could be taken as the empirical elements which constitute human things.

As is generally perceived, one of the leading themes in Plato’s Republic is psycho-paideia, education and enculturation of human soul or psyche (ψυχή) from a moralistic standpoint. Interestingly, the overall structure of the dialogue as a whole is philosophically framed to address the problem with the soul through a chain of myths or allegories. It commences with the myth of the magic ring of Gyges (359d-360d) that is deployed to expose the vulnerable nature of the human soul in the choice between the just and unjust deeds; later on it intermediates with the allegorical tripartition of the soul through the three prominent images of a man, a lion and a many-headed monster (588c-590c), employed to illustrate the complex traits of the soul itself and its possible likes and consequences; and finally, it ends up with the great myth of Er (614b-621b), especially designed to illuminate the postmortem experience of the wandering soul that witnessed how the divinely authorized reward-and-punishment principle is applied to the other afterlife souls, categorized into two broad types known as the just and the unjust. This experience is associated with transmigration in the mystic overtone of the Orphic-Pythagorean tradition. The myth of Er at the end of Plato’s Republic is usually conceived as an eschatological one, set in a philosophical context. It, thus, reveals the relationship between philomythos and phylosophos, and the interaction between myth and philosophy in a creative manner. Engaging and thought-provocating as it is, it is deployed to stir much reflection on the possible aspects of the human soul in terms of justice and injustice. In addition, it well demonstrates how Plato applies it as one of many typical cases to his philosophical discourse and speculative formulation with dramatic effect, mystical import and aesthetic pleasure. Teleologically, the story itself could be treated as a psycho-paideia mythos in principle. It is intended to help cultivate and save the soul through such three ways as the heavenly, the underground, and the philosophical. All this is assumed to feature a kind of poetic wisdom characteristic of Plato’s poetic philosophy as is exemplified in his dialogues. This poetic wisdom lies in such realms as philosophical rewriting of myths, organic contextuality, divine law in a moralized cosmos, symbolic expression of the oneness between absolute necessity and destiny, imaginative participation via mythical experience, and even bricolage intellectue working at cross-levels.