Confrontation Of Ideas Research Articles

As contribuições filosóficas de Marx para a construção da dialética e para a Filosofia

Este artigo tem como objetivo analisar a teoria dialética de Karl Marx, evidenciando suas contribuições para a filosofia. Por meio de uma revisão bibliográfica, que visa descrever as principais teorias sobre o assunto, será apresentado ao leitor que o ponto de partida para o pensamento de Marx é uma crítica a toda filosofia hegeliana, sendo a partir do confronto de ideias com o Filosofo Hegel e da esquerda hegeliana, que Marx vai construir as bases para o seu pensamento filosófico. Sua teoria que posteriormente seria chamada de materialismo histórico dialético pelos seus interpretes, seria uma síntese da dialética hegeliana e do materialismo de Feuerbach, sendo concebida como um conjunto de leis que explicam a evolução da natureza como uma relação determinada por elementos da economia, sociedade e história. Essa idéia utópica compartilhada por Marx, Engels e seus sucessores foi refutada por desenvolvimentos subsequentes da filosofia. De fato, a filosofia, por sua própria natureza, é pluralista e interminável.

Culto ao corpo e suas formas de disseminação através das mídias: uma revisão integrativa no olhar da Educação Física

Este trabalho teve como objetivo realizar uma análise da produção científica sobre a influência da mídia no âmbito da Educação Física Escolar e Universitária, a fim de discutir sobre conceitos, métodos e ações pedagógicas utilizadas por professores de Educação Física. Trata-se de revisão integrativa da literatura, realizada por meio da busca por artigos científicos capturados nas principais bases de dados. Por meio dos estudos analisados, foi possível compreender a necessidade de romper as barreiras criadas pelo sistema hegemônico de culto ao corpo, que afeta especialmente os jovens. No contexto formativo e educacional é necessário atribuir ao currículo acadêmico dos professores e nas aulas de Educação Física as implicações dos conteúdos midiáticos nos padrões corporais, o que leva o professor a trabalhar além do aspecto biológico. Os docentes devem promover a criação de ferramentas e conteúdos que despertem nos alunos uma visão crítica diante do que é imposto pela mídia e a indústria da beleza no ideal de corpo. Conclui-se que o trabalho possibilitou trazer reflexões e um confronto de ideias em torno do influxo das mídias sobre os saberes de corpo de estudantes e professores.

Modern Teaching Versus Traditional Teaching- Albanian Teachers Between Challenges and Choices

Education lies in the foundations of the nation. Providing knowledge to generations, consolidating their future, inspiring them to incarnate benevolence and esteem splendor, valor and good principles has been one of the oldest professions of mankind, the noblest and the most difficult tasks. It is very significant that Albania and its schools have been subject of this paper. The 25-year period of the country’s transition and the opening of the Albanian society to the Western World Modernization brought profound changes to the Albanian education institutions, in terms of the curricula, management and the teaching processes. The greatest part of teachers in Albania was educated during the communist period, where pedant and traditional teaching prevailed, mainly deriving from the Russian Academics. Traditional methods consider teachers as the center of the teaching process; as well as managers and the main and referential source of the scientific information. Novelties in the teaching-learning methods applied by Western Schools focus on student centered teaching; they create a variety of situations in which students evolve critical thinking. These methods have been acquired by teachers but, in the conclusions of our paper we noticed that, occasionally, they applied traditional teaching methods (especially in the scientific subjects). There is still space and worth for discussion regarding traditional teaching methods versus the modern ones. Various scholars have considered traditional teaching as the method developing theoretical thinking, whereas modern teaching develops practical skills, pragmatist and able to be oriented to the frenetic development of the world. Teachers, especially those teaching subjects like mathematics, physics and chemistry, consider traditional teaching to be more serious since students achieve better results in these subjects when outdated teaching methods have been applied. This paper and its conclusions can be considered interesting since confrontation of ideas regarding teaching methods remains a challenge for all teachers.

Los partidos políticos como factores de discusión racional. Deliberación y elecciones

The confrontation of ideas is fundamental to streamlining public expressions strategy. A liberal democracy presupposes the existence of a plurality of critical voices who debate on the best interest of the public. In this situation, political parties have become key pieces for the electoral confrontation; confrontation shows its peak in the media through propaganda. Political parties are responsible for encouraging rational discussion in its communication model and thus motivate an interest citizen participation and democratic legitimacy.

In This Issue

In This Issue

Welcoming Opposition: Havruta Learning and Montaigne’s The Art of Discussion

Michel de Montaigne’s L’art de Conférer offers a moral groundwork for students’ learning of havruta, a traditional Jewish form of studying in pairs, based on collaborative critical text-based learning, that can be applied to students everywhere. The article attends to the nature of havruta learning and to cultural norms that make it difficult for students to become open to their partners’ opposing ideas. Students’ critical discussion of Montaigne’s essay is then conceptualized as a pedagogical tool for cultivating the welcoming of opposing viewpoints and opening their own ideas to critical scrutiny in text- and discussion-based learning. I draw on Wolfgang Iser’s theory of reading as bringing the reader into deeper self-consciousness and calling into question implicit beliefs about the role of opposing ideas. The article provides an analysis of Montaigne’s ideas and includes study questions to help students adopt a more constructive attitude toward opposing views and expand their understanding of the role of the confrontation of ideas in learning discussions.

The Teaching of Zoology. A Study of the Concepts of Students of Youth and Adult Education

This work is a study of previous conceptions of young students and adults about the content relating to zoology, in particular insects. We emphasize that the knowledge built by these students should be respected and considered as an important variable in the process of teaching and learning of scientific and technological knowledge. To explain the students’ prior knowledge on the subject in question, we developed a questionnaire consisting of three themes relating to animals: the general concept, the characterization of invertebrates and the relationships established between insects and man. The data analysis allows us to state that although the vast majority of students evidencing the role that insects play in the ecological balance, still use common sense criteria to characterize them at the expense of biological criteria. Our studies show that the initial representations made by students about the concept of animal and, particularly, insects showed once again the need to propose teaching activities that facilitate the conceptual change from the confrontation of ideas and these students with scientific knowledge.

A Escola de Frankfurt e seu legado

Frankfurt School was the embryo of a group of European theorists who dedicated themselves to develop a critical theory of society. Walter Benjamin’s and Theodor Adorno’s intellectual work were the basis to verify the legacy of the Frankfurt School nowadays in the beginning of the XXI century. This paper also intends to understand how the concepts of cultural industry and the critical theory can be read from the confrontation of ideas of some of their critics, using the literature review as a method.

Confidence Game: Fritz Machlup, Robert Triffin and Plans to Reform the World Monetary System

Nearly a half-century before the financial crisis of 2008, there was another time when reforming the world monetary system was on everyone’s lips and many academics and policy makers were developing and attempting to promote plans for its reconstruction before illiquidity, speculation and loss of confidence brought the system to a predicted ruin. Not since the Great Depression was the fear of a total financial meltdown so real. This paper examines two competing proposals for reforming the system and the two economists, Robert Triffin and Fritz Machlup, who led the charge, one for central reserves and a common currency, the other for flexible exchange rates. We know in the end that flexible exchange rates prevailed, that the underlying system was not “reformed.” We know also that Triffin believed that the outcome was the result of Fritz Machlup’s influence, through the Bellagio and Burgenstock conferences he convened, on influential policy markers and academics who had strong policy-making ties. As Triffin wrote in Gold and the Dollar Crisis, “They may have received unintended encouragement from the greater stress placed by most of my academic friends (first and foremost Professor Fritz Machlup) on the need to demonetize gold rather than on the need to control the flood of dollars into the world reserve pool. Most of the academic enthusiasm, however, was centered on floating exchange rates…. (Triffin, 1968 p. 8). How the arguments evolved, how their advocates defended the impact of their proposals on monetary reform, how they built consensus around these proposals, and ultimately how the final choice of exchange regime impacted deficits and confidence are the questions addressed in this paper. The paper also sheds light on the public policy influence of academic economists in the period following WWII and through the 1980s. Drawing on the personal papers of Fritz Machlup, housed in the Hoover Institution, the case is made that Machlup and Triffin were close friends who did not underestimate each other’s influence on government and world organizations, but sought through extensive correspondence, conference presentations and publications to convince the other that his proposal was all that was necessary to restore balance and confidence. This paper begins with a review of the literature on confidence and framing (Section 2), then turns to the critical balance of payments problems facing the world after WWII and to a broad discussion of alternative policy options and their advocates (Section 3). The Triffin and Machlup arguments are made in Sections 4 and 5. Section 6 discusses Fritz Machlup’s leadership role in the Bellagio Group conferences to build consensus around confidence as the root cause of financial instability and the confrontation of ideas in the conferences as well as in the journals of the days. Section 7 returns to the question posed in the introduction and draws conclusions. The paper takes an historico-biographical approach, predominantly drawing on the published papers of Robert Triffin and Fritz Machlup, but drawing limitedly on the personal papers of Fritz Machlup, housed in the Hoover Institution, and the Robert Triffin Papers at Yale University. [*Note: This paper is part of a book in progress on Fritz Machlup and the Bellagio Grpup: Plans for Reforming the World Monetary System. The curent version includes a number of changes and includes a bibliography.]

Management theories linking individual and organizational level analysis in entrepreneurship research

This paper carries out a bibliographical review of the evolution of the individual level research, the new individual approaches and analyzes possible methods for the extension of entrepreneurship research to the organizational level. We also discuss about the suitability of the resource based view and network approaches. We review the management theories and paradigms which are capable of incorporating and linking individual and organizational level studies to the external context where entrepreneurs compete and seek opportunities. In this sense we refer to the resource based view and the network theory as they have been deemed the most adequate to incorporate micro level theories through a convergence of concepts, rather than by a combination or confrontation of ideas. The linking concepts of the individual and firm level theories are presented as an evolution of entrepreneurship research in a specific direction, showing the common ideas shared in the convergent point.

EURAPS at 20 years. A brief history of European Plastic Surgery from the Société Européenne de Chirurgie Structive to the European Association of Plastic Surgeons (EURAPS)

By the end of WWI, plastic surgery had reached unexpected heights. The high quality of the work done for soldiers with facial injuries and burns, either as an emergency or as a delayed procedure, demonstrated that this new discipline was honourable, worthwhile and socially crucial, thus deserving official recognition and independence. The establishment of new plastic surgery centres, scientific societies and specialised journals were the key to success for the achievement of this goal. In 1936, the Belgian Maurice Coelst (1894-1963) founded the Société Européenne de Chirurgie Structive, the first supranational society, with the aim of gathering once a year all those interested in this new branch of surgery and favouring confrontation of ideas by showing innovative clinical procedures. The very successful first Congress with a large international participation was held in Brussels, with Coelst as the president, the second in London, in 1937, organised by Kilner and the third in Milano, in 1938, arranged by Sanvenero Rosselli. Even live surgery was performed during the meetings. The beginning of the WWII stopped the Societé's activities, which were never resumed. In the late 1980s, when plastic surgery reached its zenith, the necessity was felt to create a new supranational society, different in its purpose from the existing European Section of IPRAS, later European Society of Plastic Reconstructive and Aesthetic Surgery (ESPRAS), an organisation where all the official European plastic surgery societies merged automatically. The aim was to promote the excellence of plastic surgery in Europe, to furnish an annual forum for the selection of the best scientific works presented at national societies and to stimulate research and education at a European level. Established in 1989, 53 years after the foundation of the Société Européenne de Chirurgie Structive, it was named the European Association of Plastic Surgeons (EURAPS). The first scientific meeting took place in Strasbourg, France, city of the Council of Europe, on 7-9 June 1990. Based on the high scientific level of the clinical and aesthetic presentations, EURAPS soon ranked among the leading associations in Europe for plastic surgery and this leadership is now recognised all over the world. The EURAPS successfully celebrated its 20th anniversary in 2009.

Designing effective questions for classroom response system teaching

Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom response system question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be designed to fulfill their purpose through four complementary mechanisms: directing students' attention, stimulating specific cognitive processes, communicating information to the instructor and students via classroom response system-tabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that are useful for designing potent questions and present four “makeovers” to show how these tactics can be used to convert traditional physics questions into more powerful questions for a classroom response system.

Eresia e riforma nel Cinquecento. La dissidenza religiosa in Russia by Laura Ronchi s> De Michelis (review)

548 SEER, 8o, 3, 2002 Ronchi De Michelis, Laura.Eresiaeriforma nelCinquecento. Ladissidenza religiosa inRussia.Studi storici. Claudiana, Turin, 2000. 256 pp. Notes. Figures. Bibliography. Index. LIT 38,ooo: Ei9.62. SIXTEENTH-CENTURYRussiawasaworldmarkedbyreformistmonks,pilgrims, wanderingpreachers,prophetsand mystics.It was a world in which religious questions extended to the entire sphere of public life, in which individual ethical choices could prove destabilizing for the difficult socio-political equilibriumthat was being constructed.In Russia, as in the West, the origins of the relationship between the Court and the Church lay in the strugglein which the confrontation of ideas was often replaced by trials, convictions, confinementsandbanishments.Butbeyond thesesimpleparallels,theRussian situationpresentedspecificcharacteristicsthatcannot be tracedbackto events that in the Westled to the establishmentof centralizedStateswith denominational Churches. This is the complex world depicted by LauraRonchi in her extremely detailed and multi-levelled historical analysis.Among these levels we findthe historyof the 'great'people (sovereigns,metropolitans,and boyars) beside everydaylife and individualdestinies;and 'reasonof state'beside ideas and faith. This volume, a milestone in studies on sixteenth-centuryRussia, painstakinglydocumentsthe Moscow heresytrialsthatwere undertakenby Metropolitan Makariifrom 1553 to I558 againstsome importantlay and churchfigures of the time. Re-examining the trials through court records and testimonies, the author reconstructs the numerous threads which link them to the development of the Muscovite State and the transformationof the Orthodox Church. The creation of a strong ecclesiastical institution capable of cooperatingwith the political power and legitimizing it saw the involvement of the most open-minded and sensitive intellectuals and provoked reactions of opposition and dissent. Furthermore,the debate was extended even beyond the walls of the monasteries to include learned laymen and restless souls. Thus, the history of the heresy trialsbecomes a privilegedlook-out point for the re-reading of the entire era. Ronchi's book is a mine of information rangingfrompolitical to economic, social and religioustopics. It providesthe outline of a society still in flux, in which politico-administrativebodies were assumingtheirown individualforms.This multifaceted,dynamicworldteems with original figurespursued by the author on the paths they chose, thereby giving a human face to historicalrigour. One of the most interesting aspects of this work, however, is the author's approach to the sources, which are fragmentary,often full of gaps and, at times, reconstructed through traces left in successive eras. For centuries historianshave interpretedthe scarcedocumentation on the trialson the basis of pre-determinedand ideological theses.The author,on the otherhand, opts 'to let [the documents] speak'for themselvesby attempting 'to drawfrom the materialwe have as much as it can give us' (p. I25)and nothing more. Where there are gaps in the documentation the scientificreconstructionof the facts leave room for hypotheses, which are declared as such by the author and alwaysadvancedwith extreme caution. The most widely-accepted thesis to date interpretedthe trialsof the I550S as proof of the fact that in Muscovy, as elsewhere, there existed a heretical REVIEWS 549 anti-Trinitarian movement against which an alliance between Crown and Church was forged, in this case between Ivan IV and Metropolitan Makarii. After being repressedin Russian territorythe movement was subsequentlyto continue to operate in Lithuania, where the exiles found refuge. Thus, these exiles were thought to be the first free thinking Russian Protestants, or dissidents,somewhat extremist,of the likesof Zwinglior Serveto. Thanks to the author'spainstakingre-readingof the sources,made possible by her vast linguistic and philological competence, she is able to tear apart such an interpretation.On the one hand, she identifiesthe political nature of the heresy trials. In this case, it was the role of the Orthodox Church in the process of the formation of the Muscovite State that came into play. On the other hand, the author outlines the universe of thought and philosophical stimulus that inspired the protagonists: there emerge fascinating, vivid portrayals of various monks and laymen, such as staretsArtemii, Matfei Bashkin, Feodosii Kosoi, Ivan Viskovatyi, who, although quite distant from Western anti-Trinitarianism,were involved in a courageous debate on the role of the Church, of which they could all feel a part. The true Christian experiencewas lived by them not only as an internalpath but also as an active commitmentto adaptingtheworldto theEvangelicalideal.These protagonists were surrounded by thousands of secondary figures, who were involved in their plight and...

Paul Valery et la Grece

The purpose of this work is neither search into possible sources nor confrontation of ideas or forms between valery and greece. It is based on simple original statement - valery's work is pervaded with every form and aspect of hellenism ; valery had, in his own words, a greek hereditary quantum. The point is to estimate the latter with accuracy through the examination of every piece of valery's writing which is obtainable at the moment. What did valery know of greece ? how did he imagine it ? how did he recreate it ? how did he appropriate it to himself, thus making it the fulcrum of his ego ? in order to answer these questions, four different approaches have been selected, a) hellenism and valery's mediterranean sensibility - the beauty of the universe, b) greece and the quest for know ledge - myth and discourse, c) greek tragedy and tragedy according to valery - the distress of being, d) humanist wisdom lying on protagoras's assertion : man is the measure of all things. Hellenism played considerable role in valery's intimate experience : it enabled him first to warily voice then to overwhelm the painful conflicts - sense vs sensibility, reflection vs action, understanding vs being - experienced by his heroes of former ages. Eupalinos the architect is the embodiment of the balance thus reached. By opposing idealists and sceptics, plato and aristotle, augustine and thomas aquinas, valery placed the supreme form of good in action - the harmonious blooming of every human faculty. Moreover, in world intoxicated with the advance of technologies and with every form of excess, greece stands as the preserver of the founding values of western civilisation. Valery's hellenism thus combines humour, charm and elegance with much deeper reflection and quest for wisdom.

The need for creative confrontation

John Wellens argues that what we want is more confrontation rather than less, but that it should be the confrontation of ideas and not the confrontation of power.