Academic literature on the topic 'Self-world knowledge'

Thesis (MA)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: The study postulates that drawing functions as a valuable vehicle that facilitates reciprocity between the drafter and her life-world. This relationship of exchange can bring about transformation of the self. The study is a qualitative study that aims to establish an understanding of how drawing functions as a vehicle facilitating reciprocity between the drafter and her life-world. In order to effectively research the transformative potential of reciprocity between artist, drawing, and life-world, theoretically and practically, the study is divided into two main parts. Firstly, it constitutes a theoretical section, which forms the foundation for further exploration in the second part of the study. Secondly, the study focuses on the practical manifestation of the theories as manifest in my drawings and in selected drawings of Diane Victor, whose work primarily functions as ‘a third person perspective’ in relation to my own work. The study is rooted in a psycho-analytical framework, focusing on Self psychology and Intersubjective Psychoanalysis of personality psychologists such as Jung, Miller, Goldberg and McAdams, amongst others, as well as the writings of philosophers, art historians and drawing theorists such as Jacques Derrida, Catherine de Zegher, and Suzi Gablik. Valuable links are forged between the transformative potential of drawing, the psychological and the spiritual. Parallels are drawn between notions derived from self-psychology and theology, based on the premise that human beings constitute body (physical aspect), soul (mind and emotion) and spirit, three components that are hardly divisible and that work together in drawing, effecting the transformation of the self. I argue that a failure to acknowledge the significance of the interactivity between these facets limits and inhibits the transformative potential of the drawing process. Through interactivity between the self and her life-world through drawing, moments of ‘recognition’ and ‘knowing’ occur - concerning hidden ‘truths’ of the self, which could affect personal transformation. In this study, life-world comprises inner and outer world, a visible and invisible world. The visible world focuses on the interaction of the self with nature and culture, and the invisible world focuses on the interaction of the self with a psychic world, which includes the workings of the conscious and unconscious mind in drawing and their connection with a spiritual dimension. The spiritual aspect in drawing is researched through the notions of transformative “presence” and the “transcendent function” of drawing. The study explores the psychological and spiritual value of drawings as transformative selfobjects to address the general neglect of the spiritual. I affirm that there exists a mutually conducive potential and influence that the interplay between the spiritual and the psychological in the drawing process bring about. As a “selfobject”, a drawing attains its own ‘silent visual language’ replacing or assisting the role of the therapist, becoming pivotal in a transformative ‘interpersonal dialogue’. Lastly, Jung (Miller, 2004:4) claims that the unification of the conscious and unconscious eventually results in “a living birth that leads to a new level of being, a new situation” (Miller, 2004:4).<br>AFRIKAANSE OPSOMMING: Die studie veronderstel dat teken funksioneer as 'n waardevolle voertuig wat wisselwerking fasiliteer tussen die tekenaar en haar omwêreld, ‘n wisselwerking wat kan lei tot transformasie van die self. Die studie is 'n kwalitatiewe studie wat daarop gemik is om 'n begrip te kweek van hoe teken funksioneer as voertuig wat wisselwerking fasiliteer tussen die self en haar omwêreld. Ten einde die transformatiewe potensiaal van sodanige wisselwerking deur middel van teken effektief te bestudeer op ʼn teoretiese asook ʼn praktiese vlak, word die studie verdeel in twee hoofdele. Eerstens bied die studie 'n teoretiese gedeelte wat die grondslag vorm vir verdere ondersoek in die tweede deel. Tweedens fokus die studie op die praktiese manifestasie en toeligting van die teorieë in my tekeninge en in geselekteerde tekeninge van Diane Victor, wie se werk hoofsaaklik funksioneer as ‘ʼn derde persoon perspektief’ in verhouding tot my eie werk. Die studie is gewortel in 'n psigo-analitiese raamwerk, met die fokus op Selfsielkunde en Intersubjektiewe Psigo-analise van persoonlikheidsielkundiges soos Jung, Miller, Goldberg en McAdams, onder andere, sowel as die geskrifte van filosowe, kunsgeskiedkundiges en tekenteoretici soos Jacques Derrida, Catherine de Zegher en Suzi Gablik. Die studie het dus ten doel om betekenisvolle bande te smee tussen die transformerende potensiaal van teken, die sielkundige asook geestelike werking wat dit teweegbring. Parallelle word getrek tussen begrippe in selfsielkunde en teologie, gebaseer op die veronderstelling dat die mens bestaan uit liggaam (fisiese aspek), siel (verstand en emosies) en gees. Hierdie onderskeie aspekte (liggaam, siel en gees), is moeilik deelbaar en werk onlosmaaklik saam in die tekenproses ten einde die transformasie van die self te bevorder en te bewerkstellig. Ek argumenteer dat indien ‘n mens versuim om die betekenis en waarde van die interaktiwiteit tussen hierdie fasette te herken, word die transformatiewe potensiaal van die tekenproses misken. Teken kan derhalwe beskou word as ʼn effektiewe voertuig wat wisselwerkende prosesse tussen die self en haar leefwêreld fasiliteer, waartydens daar oomblike van ‘erkenning’ en ‘weet’ voorkom met betrekking tot verborge ‘waarhede’ van die self wat persoonlike transformasie kan beïnvloed. In hierdie studie word daar na omwêreld verwys as 'n interne asook ʼn eksterne wêreld, 'n sigbare en onsigbare wêreld. Wisselwerking dui op die interaksie van die self met die natuur asook kultuur as die sigbare. Wisselwerking dui ook op interaksie van die self met 'n psigiese, onsigbare wêreld. Hierdie psigiese wêreld van die self omvat die bewuste en onderbewussyn deur middel van teken, asook die verband met' n geestelike dimensie. Die geestelike aspek in teken word bestudeer deur die konsepte van transformatiewe "teenwoordigheid" en die "transedentale funksie" van teken. Die studie ondersoek die sielkundige en geestelike waarde van tekeninge wat as transformatiewe ‘selfobjekte’ die potensiaal besit om die algemene verwaarlosing van die geestelike aan te spreek. Ek bevestig dat daar 'n wedersydse bevorderlike wisselwerking en invloed bestaan tussen die geestelike en die psigologiese wat deur wederkerige prosesse binne die tekenproses gefasiliteer word. As 'n ‘selfobjek’ kommunikeer tekeninge deur hul eie ‘stille visuele taal’ en toon die potentiaal om die rol van ʼn terapeut te vervang, of alternatiewelik, te ondersteun, deur middel van visuele ‘interpersoonlike dialoog’. Laastens, beweer Jung dat die eenwording van die bewuste en onbewuste eventueel kulmineer in "ʼn lewende geboorte wat lei tot 'n nuwe vlak van bestaan, 'n nuwe situasie" (Miller, 2004:4).

Ao identificar a existência de uma procura significativa pela prática do teatro, através da qual um número expressivo de pessoas objetiva o reencontro consigo e com a vida ao invés da preparação do ator e montagem de espetáculo, passei a considerar a possibilidade de o Jogo Teatral constituir-se uma alternativa terapêutica que possa responder a esta expectativa. Ao buscar referências que pudessem somar à minha própria experiência como professor e oficineiro de teatro, encontrei em algumas Práticas Corporais Alternativas, especialmente, na Formação Pessoal, material e estímulo para esta investigação. De certa maneira, aspectos como as interações, a espontaneidade, a criatividade e a expressividade, entre outros, são comuns ao Jogo Teatral e à Formação Pessoal. No Brasil, são poucos os teóricos e estudiosos do teatro que se debruçam sobre esta possibilidade terapêutica do teatro, além de Augusto Boal. Entretanto, em razão das características empregadas nesta investigação, usei como suporte teórico não somente o pensamento de Boal, como os de Koudela e Spolin sobre o Jogo Teatral. Outros autores como Santin, Bertherat, Ceccin, Stanislawski, Arendt, Chekhov, Barba, Negrine, Paín e Mariotti serviram-me muito com seus estudos sobre o teatro, a corporeidade, o lúdico, as interações e entrelaçamentos do ser humano com o outro e com o mundo, levando-me a reflexões e inquietações profundas. A partir destes referenciais teóricos e da experiência prévia, esta investigação definiu-se como descritiva, interpretativa e de corte qualitativo. A metodologia da investigação envolveu a criação de dois grupos de trabalho em caráter livre e voluntário, integrados por participantes vinculados por suas sensações de prazer e desprazer durante as vivências. O primeiro grupo reuniu-se durante quatro meses, duas vezes por semana. O segundo grupo reuniu-se durante um mês e meio, uma vez por semana. Em função das características específicas, selecionei 12 integrantes do 1º grupo e 6 integrantes do 2º grupo para objeto da coleta e análise das informações. As características fundamentais dos encontros foram as vivências e as práticas dos jogos e exercícios teatrais realizadas em dinâmicas individuais, em pequenos grupos e no grande grupo. Em razão disso, os instrumentos de coleta de informações utilizados devem refletir, da melhor maneira possível, estas mesmas vivências e práticas por parte dos participantes. Assim, a observação, o memorial descritivo, a verbalização e a entrevista semi-estruturada são os principais instrumentos empregados. Soma-se à criação dos dois grupos, a experiência no Estágio Docente que realizei com três turmas da graduação durante a investigação e que me serviu como fonte complementar de coleta de informações em uma experiência diferenciada. Impulsionado pelas reflexões teóricas dos diversos autores e pelas experiências prévias e similares, através desta investigação, procurei desvendar um caminho que o indivíduo pudesse lançar-se a abrir, em trocas permanentes com o outro, em busca da consciência do “eu”, do outro e de sua inserção no mundo através do Jogo Teatral.<br>When identifying the existence of a significant search for the practice of the theater, through the one which an expressive number of people aim the find of yourself and with the life instead of the actor's preparation and assembly of show, I started to consider the possibility of the Theatrical Game to constitute a therapeutic alternative that can answer to this expectation. When looking for references that could add to my own experience as theater teacher, found in some practices corporal alternatives, especially, in the Personal Formation, material and incentive for this investigation. In a certain way, aspects as the interactions, the spontaneity, the creativity and the expressiveness, among other, are common to the Theatrical Game and to the Personal Formation. They are few the theoretical and studious of the theater that bend on this therapeutic possibility of the theater, besides Augusto Boal. However, in reason of the characteristics used in this investigation, I used as theoretical support not only the thought of Boal, like the one of Koudela and Spolin about the Theatrical Game. Other authors as Santin, Bertherat, Ceccin, Stanislawski, Arendt, Chekhov, Beard, Negrine, Paín and Mariotti served me a lot with its studies about the theater, the corporality, the ludic, the interactions and the human being interlacement with the other and with the world, taking me to reflections and deep inquietudes. From these theoretical referential and of the previous experience, this investigation was defined as, descriptive, interpretative and of qualitative cut. The methodology of the investigation involved the creation of two work groups in free and voluntary character, integrated by participants linked by its pleasure sensations and displeasure during the existences. The first group met for four months, twice a week. The second group met during one and a half month, once a week. In function of the specific characteristics, I selected 12 components of the 1st group and 6 components of the 2nd group for object of the collection and analysis of the information. The fundamental characteristics of the encounters were the existences and the practices of the games and theatrical exercises accomplished in individual dynamics, in small groups and in the great group. In reason of that, the used instruments of collection of information should contemplate, of the best possible way, these same existences and practices on the part of the participants. Thus, the observation, the descriptive memorial, the verbalization and the semi-structured interview are the main instruments employees. It is added to the creation of the two groups, the experience in the Educational Apprenticeship that accomplished with three groups of the graduation during the investigation and that served me as complementary source of collection of information in a differentiated experience. Impelled by the theoretical reflections of several authors and for the previous and similar experiences, through this investigation, I tried to unmask a way that the individual could rush to open, in permanent changes with the other, in search of the conscience of the " self ", of the other and of its insertion in the world through the Theatrical Game.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2017-06-20T17:15:13Z No. of bitstreams: 1 TESE - RITA DE CACIA SANTOS CHAGAS PARA ENCADERNAR.pdf: 718621 bytes, checksum: e07ebaf75df2772e81aefc8508b9b896 (MD5)<br>Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-06-29T19:21:09Z (GMT) No. of bitstreams: 1 TESE - RITA DE CACIA SANTOS CHAGAS PARA ENCADERNAR.pdf: 718621 bytes, checksum: e07ebaf75df2772e81aefc8508b9b896 (MD5)<br>Made available in DSpace on 2017-06-29T19:21:09Z (GMT). No. of bitstreams: 1 TESE - RITA DE CACIA SANTOS CHAGAS PARA ENCADERNAR.pdf: 718621 bytes, checksum: e07ebaf75df2772e81aefc8508b9b896 (MD5)<br>Nesta pesquisa é problematizada a “educação do educador”, tendo como ponto de partida a crítica ao currículo e às concepções vigentes nos processos de ensino e aprendizagem e como tais processos são mediados nos cursos de formação de professores na educação superior. Neste contexto, busco estabelecer uma compreensão das bases filosóficas dos processos formativos de professores empreendidos pela pedagogia na atualidade, ao mesmo tempo em que proponho, como objetivo específico, a possibilidade de (re)construção destes saberes visando a elaboração do que denominei de “ação pedagógica formadora-criadora”. Para tanto, igualmente defino e discuto especificamente os conceitos de (a) “conhecimento-de-si-mundo” e (b) “subjetividade criadora”, em minha compreensão como próprios da condição humana, e cuja articulação se constitui no fundamento da ação pedagógica formadora-criadora. A relação entre a minha experiência profissional nas escolas do campo e no curso de Pedagogia da Universidade Federal do Recôncavo da Bahia (dimensão prática ou concreta desta pesquisa que foi teorizada), a análise do currículo em seus aspectos subjetivos (dimensão teórica a ser posta em prática) e o objeto de estudo que foi investigado, tornam-se elementos motivadores para o desenvolvimento do conceito de “ação pedagógica formadora-criadora”. Busquei este modo, possíveis caminhos para uma aproximação entre o processo formativo do educador (futuro professor) e sua ação pedagógica no chão da escola básica, tendo como elemento de ligação e catalisador a criatividade.<br>ABSTRACT In this research I discuss the “education of educators”, having as a starting point a critique of the curriculum and existing concepts in teaching and learning processes, and how such processes are mediated in teachers’ training courses in higher education. In this context, I seek to establish an understanding of the philosophical bases of teachers’ training courses undertaken by modern Brazilian pedagogy while proposing, as a specific objective, the possibility of (re)construction of this knowledge for the development of what I will call “a formative-creative educational action.” To this end, I intend not only to define but also to specifically discuss the concepts of (a) “Self-world knowledge,” and (b) “creative subjectivity,” to my mind characteristic of the human condition, whose articulation is the basic principle of a formative-creative educational action. The interweaving of my professional experience in field schools and in the pedagogy course at the Federal University of the Recôncavo of Bahia (the practical or concrete dimension of this research to be theorized), the curriculum analysis in its subjective aspects (theoretical dimension to be put into practice), and the main object of the study to be investigated, become the motivating factors for the development of the concept of “formative-creative educational action.” Through this method, I intend to find possible paths to bring the formative process of educators (future teachers) closer to their pedagogical action at the grassroots of the basic school, having creativity as a catalyzing and connecting factor.<br>RESUMEN En esta investigación es problematizada la “educación del educador”, teniendo como punto de partida la crítica a la hoja de vida y las concepciones vigentes en los procesos de enseñanza y aprendizaje y como tales procesos son mediados en los cursos de formación de profesores de educación superior. En este contexto, se buscó establecer una compresión de las bases filosóficas de los procesos formativos de los profesores emprendidos por la pedagogía en el Brasil actual, al mismo tiempo en el que propongo, como objetivo específico, la posibilidad de (re)construcción de estos saberes teniendo en vista la elaboración de lo que denominare de “acción pedagógica formadora-creadora”. Para tanto, pretendo igualmente definir y discutir específicamente los conceptos (a) “conocimiento-de-si-mundo” e (b) “subjetividad creadora”, en mi entender como propios de la condición humana, y cuya articulación se constituyó en el fundamento de la acción pedagógica formadora-creadora. El entrelazamiento entre mi experiencia profesional en las escuelas del campo e en curso de Pedagogía de la Universidad Federal del Reconcavo de la Bahia (dimensión práctica o concreta de esta investigación a ser teorizada), el análisis de la hoja de vida en sus aspectos subjetivos (dimensión teórica a ser puesta en práctica) y el objeto de estudio a ser investigado, se convierte en elemento motivador para el desarrollo del concepto de “acción pedagógica formadora-creadora”. Busco de este modo, posibles caminos para una aproximación entre el proceso formativo del educador (futuro profesor) y su acción pedagógica la base de la escuela elementar, teniendo como dispositivo de enlace y catalización la creatividad.

The first part of this thesis articulates and defends the Subjectivist View of the Mental. According to this view, my mental states are essentially different from the mental states of everyone else, but the fact that they are is a subjective fact, rather than an objective one. Chapter 1 explains what it takes for a fact to be subjective, what kind of difference holds between my mental states and everyone else's mental states and what kind of intuitions lead me to believe that there is such a difference. Chapter 2 defends the Subjectivist View of the Mental from objections and discusses some of its most significant implications. In the second part of the thesis, I explore the advantages that the Subjectivist View of the Mental offers when it comes to accounting for three basic features of our knowledge of the mental. Chapter 3 deals with the asymmetry between self-knowledge and knowledge of other minds. It is argued that, if the Subjectivist View of the Mental is true, we can explain why this asymmetry holds without assuming that self-knowledge and knowledge of other minds are involved with substantially different ways of knowing. Chapter 4 focuses on the immunity to error through misidentification of mental self-ascriptions. I show that, while there has been a temptation to explain this phenomenon by following Lichtenberg and Wittgenstein in taking the content of mental self-ascriptions to be general rather than particular, this proposal cannot be made to work unless something like the Subjectivist View of the Mental is true. Chapter 5 is concerned with experiential knowledge. I argue that, if experiential truths are taken to be objective truths, it is not easy to see why experiential knowledge should have the peculiar 'first-hand' character it has. The problem disappears if experiential truths are regarded as subjective rather than objective.<br>La primera parte de esta tesis articula y defiende la Teoría Subjetivista de lo Mental. Según esta teoría, mis estados mentales son esencialmente diferentes de los estados mentales de los demás, pero el hecho de que lo son no es un hecho objetivo, sino que un hecho subjetivo. El Capítulo 1 explica qué significa que un hecho sea subjetivo, qué tipo de diferencia hay entre mis estados mentales y los estados mentales de los demás y qué tipo de intuiciones me llevan a creer que haya esta diferencia. El Capítulo 2 defiende la Teoría Subjetivista de lo Mental frente a objeciones y discute algunas de sus implicaciones más importantes. En la segunda parte de la tesis, voy a examinar las ventajas que la Teoría Subjetivista de lo Mental ofrece cuando se trata de dar cuenta de tres fenómenos característicos de nuestro conocimiento de los hechos mentales. El Capítulo 3 trata de la asimetría entre el conocimiento de nuestra propia mente y el conocimiento de otras mentes. Se argumenta que, si la Teoría Subjetivista de lo Mental es correcta, es posible explicar esta asimetría sin asumir que el conocimiento de nuestra propia mente y el conocimiento de otras mentes están basados en diferentes formas de conocimiento. El Capítulo 4 se centra en la “inmunidad al error mediante identificación equivocada” de las auto-atribuciones mentales. Lo que voy a mostrar es que, aunque haya habido una tendencia a explicar este fenómeno diciendo (como Lichtenberg y Wittgenstein) que el contenido de la auto-atribuciones mentales es general y no particular, esta estrategia no puede funcionar a menos que la Teoría Subjetivista de lo Mental sea correcta. El Capítulo 5 se ocupa del conocimiento experiencial. Se argumenta que, si las verdades experienciales son consideradas como verdades objetivas, es difícil explicar porqué el conocimiento experiencial tiene que ser conocimiento de 'primera mano'. El problema desaparece si las verdades experienciales son consideradas como verdades subjetivas.

In this dissertation, I reconcile our knowledge of our own minds with philosophical naturalism. Philosophers traditionally hold that our knowledge of our own minds is especially direct and authoritative in comparison with other domains of knowledge. I introduce the subject in the first chapter. In the second and third chapters, I address the idea that we know our own minds directly. If self-knowledge is direct, it must not be grounded on anything more epistemically basic. This creates a puzzle for all epistemologists. For the naturalist, the puzzle is especially tricky. To say that self-knowledge has no epistemic ground threatens the naturalist’s ability to understand it as psychologically real. I argue that the idea that self-knowledge is direct is not well motivated and that models of direct self-knowledge have fundamental problems. In the fourth and fifth chapters, I examine first-person authority. I distinguish between epistemic authority, or being in a better position than others to know, and nonepistemic authority, or being immune to challenge according to some conventional norm. I argue that we have only limited epistemic authority over our own minds. I then consider whether there may be an interesting non-epistemic authority attached to the first-person perspective. This would locate first-person authority in connection with our responsibility for our own minds. I argue that this sort of authority may exist, but is unlikely to threaten naturalism without further anti-naturalist commitments in the philosophy of mind. In the final two chapters, I explore the possibility that the underlying disagreements between naturalists and anti-naturalists are about the nature of belief. I consider what failures of self-knowledge might demonstrate about the nature of belief. I show how, with the proper understanding of belief, a theory of self-knowledge can assuage some of these worries. Having adopted a conception of belief that makes sense for philosophy and empirical psychology, I outline a positive theory of self-knowledge and suggest directions for future research.

碩士<br>國立中山大學<br>教育研究所<br>102<br>This study aims to explore the factors relating to high school students’ literacy of disaster prevention. To this end, this study developed an instrument, namely “High School Students’ Self-efficacy, Attitudes, World Views, and Perfromances of Disaster Prevention Questionnaire”, to explore high school students’ self-efficacy toward knowledge, attitudes, world views, and perfromances of disaster prevention. The main purpose of this study included: (1) understanding the current statuses of high school students’ self-efficacy, attitudes, and world views of disaster prevention; (2) exploring the differences and the interrelations among high school students’ self-efficacy, attitudes, and world views, and perfromances of disaster prevention. A lot of 563 high school students participated in this study. The descriptive statistics, independent samples t-test, one-way ANOVA, Person correlation, and stepwise multiple regression analysis was conducted. The main finding shown in the following: (1) The questionnaire of high school students’ self-efficacy, attitudes, and world views of disaster prevention had satisfied reliability and validity. (2) The information about disaster prevention was gaining from school education and teachers teaching; (3) Comparing with the male students, females students have much more active attitudes of disaster prevention, better performances of disaster concepts, and more adequte world views of disaster prevention. (4) In general, high school students’ self-efficacies toward knowledge of disaster prevention were confident, but their confidences ofknowledge prevention practice were relatively low; (5) Students’ “attitudes of prevention” for disaster prevention could be positively predicted their self-efficacy toward knowledge of disaster prevention; (6) Students’ “attitudes of preparation” of disaster prevention and self-efficacies of disaster knowledge could be positively predicted their performances of disaster concepts; (7) Students’ self-efficacies of disaster knowledge about prevention practice could be negatively predicted their performances of disaster concepts. The further suggestions were also provided in this study.

O problema central desta dissertação é o modo como o cuidado de si pode conter uma negação, isto é, como pode transformar-se em renúncia a si, no horizonte ético de epístolas de São Paulo. Mais precisamente, visa esta investigação detectar categorias éticas que possam, primariamente, representar cuidado e renúncia e, de seguida, confirmar se o modo como se associam poderá configurar entre estes conceitos uma relação paradoxal. O percurso ético terá início numa sucinta análise fenoménica da experiência fáctica do quotidiano, procurando reconhecer aí sinais de cuidado de si e de renúncia a si, provavelmente inconsistentes para fundar uma ética. De seguida, mostrar-se-á que a ética e a religião, cada uma com os seus instrumentos de categorização, intervêm sobre essa experiência para a conduzir à lucidez, transfigurando-a em outros horizontes de sentido. É sobretudo a experiência religiosa (particularmente do Cristianismo) que parece conter mais poder de superar as aparentes inconsistências do cuidado de si, apoiado que está em bases efémeras, assim como anular o colapso da experiência fáctica e resgatar o homem da perda do sentido existencial. A identificação da especificidade da experiência cristã irá contribuir para melhor reconhecer o que o registo epistolar de São Paulo tem de peculiar. Ora, será precisamente a partir de um discurso dirigido a comunidades cristãs, em que o seu autor expressa, por um lado, a dramaticidade da existência humana (exposta à perda de si), e, por outro lado, se empenha arduamente em contribuir para que o humano se deixe ganhar pelo anúncio de Jesus Cristo morto e ressuscitado, que iremos poder reconhecer as categorias éticas que configuram a relação entre a procura de tudo aquilo que garante o autêntico e perene cuidado de si e a necessidade de renunciar a tudo o que limita ou impede essa procura. Assim, virão a ser analisadas as relações entre cuidado de si e: conhecimento e mérito, virtudes éticas (prudência e carácter), cuidado com outrem; analogamente, as relações entre renúncia a si e: imoralidade e pecado, legalismo, servidão/escravidão, morrer. A relação dialéctica que se virá a verificar mostrará como cada categoria pode ser vista como o inverso de outra, por isso é incontornável uma certa circularidade de conceitos. Todas as categorias convergem para o desafio de aceitar a passagem da mundaneidade à identificação do humano com Jesus Cristo. Trata-se, enfim, de mostrar a necessidade da renúncia como condição do verdadeiro cuidado de si, incluindo a renúncia a si mesmo, representada no morrer, o que traduz o paradoxo de que a autêntica autonomia do homem consiste numa peculiar heteronomia: é tanto mais humano, quanto mais se identifica com Jesus Cristo. Portanto, parece resultar a ideia de que o fundamento ético do agir é antes de mais dado por excesso: a interpretação ética aqui seguida coloca o fundamento do sentido do agir numa personalização transcendente: o que tem o poder de conduzir e justificar o agir não é um princípio abstracto universal, mas uma pessoa.<br>The main concern of this dissertation is how the care for the self can hold a denial, this is, how it can become self-denial, in the sense of the ethical scope of St. Paul’s Epistles. More precisely, this research aims at establishing ethical categories that may reveal care and denial on a first stage and then proving if the way in which both these concepts intertwine can shape a paradoxical connection between them. The ethical journey starts off by a concise study of the phenomena of the everyday experience of facts, trying to identify in them signs of care for the self and of self-denial, that will not probably be solid enough to base a system of ethics on. After that, it will be shown that ethics and religion, each using its own means of categorization, have a role in that experience to lead it into clarity, changing it into other ranges of meaning. It is the religious experience (of Christianity in particular) above all, that seems to be more powerful to overcome the apparent inconsistencies of the care for the self, dissolve the break-down of the everyday experience of facts and redeem man from the loss of the meaning of existence, as well. The identification of the particularity of the Christian experience will contribute to a better understanding of the specific nature of St. Paul’s epistolary writings. It will be from a talk addressed to Christian communities - in which the author expresses on one hand, the tragedy of the human existence, and on the other commits himself deeply into contributing for the human being to surrender to the activism by the announcement of Jesus Christ dead and resurrected – that we will be able to identify the ethical categories that shape the relationship between the search for everything that grants the authentic and ever-lasting care for the self and the need to renounce all that limits or stops that search. Thus, the connections between care for the self and: knowledge and merit, ethical virtues (prudence and character), care for others; similarly, the connections between self-denial and: immorality and sin, legality, bondage/slavery, dying, will be analysed. The dialectical connection that will arise will show how each category may be viewed as the opposite of another, so somewhat of a circularity of concepts can not be avoided. All categories meet in the dare of accepting moving on from the worldliness to the identification of the human with Jesus Christ. So, it is a matter of showing the need for denial as a condition of the care for the self, including self-denial, represented in dying, which expresses the paradox that the true autonomy of man lies in a peculiar heteronomy: the more man identifies with Jesus Christ, the more human he is. So, the notion arises that the ethical basis for acting is before all taken by excess: the ethical interpretation here in adopted, places the reason for acting on a transcendental personalization: acting is led and justified not by a universal, abstract principle, but by the very person.