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Doctoral Thesis
DOI
https://doi.org/10.11606/T.48.2022.tde-08032022-144418
Document
Author
Full name
Karine Biasotto
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2022
Supervisor
Committee
Boto, Carlota Josefina Malta Cardozo dos Reis (President)
Ambrogi, Ingrid Hötte
Galter, Maria Inalva
Lima, Ana Laura Godinho
Trindade, Christiane Coutheux
Title in Portuguese
Quando as ideias se encontram: ressonâncias de Locke no pensamento de Dewey
Keywords in Portuguese
Conhecimento
Educação
Experiência
John Dewey
John Locke
Abstract in Portuguese
Nesta tese analisamos as relações entre o pensamento de John Locke (1632-1704) e John Dewey (1859-1952). Nosso objetivo consistiu em identificar traços do pensamento de Locke na filosofia de Dewey com a finalidade de entender a conexão entre as teorias elaboradas pelos dois autores. Para atingir esse desígnio, levamos em consideração que o pensamento intelectual transpõe fronteiras temporais e espaciais. Assim, foi possível analisar como teorias elaboradas em um determinado espaço geográfico podem ser reorganizadas de modo a refletir expressões locais de outras nações e em outro tempo histórico. Desenvolvemos esse trabalho em cinco capítulos. Nos dois primeiros, discutimos o significado de conhecimento, experiência e política para os dois autores. O terceiro e o quarto capítulo, dedicamos às discussões a respeito da educação sob o olhar de cada autor. E, finalmente, no último capítulo trabalhamos com a conexão entre os pensamentos dos dois filósofos mediante categorias operatórias relacionadas a três grandes eixos: sociedade, educação e epistemologia. A partir delas, foram feitas as apreciações sobre o pensamento dos dois autores. Para isso, priorizamos como fonte de pesquisa as obras dos próprios autores: Ensaio acerca do entendimento humano (1689), Segundo tratado sobre o governo civil (1689) e Alguns pensamentos sobre a educação (1693), de Locke. A criança e o programa escolar (1902), Democracia e educação (1916), Experiência e educação (1938), Liberdade e cultura (1939), Meu credo pedagógico (1897), A escola e a sociedade (1899), Como pensamos (1910), Reconstrução em filosofia (1920), A natureza humana e a conduta (1922) e Arte como experiência (1934), de Dewey. Quanto aos resultados aos quais chegamos, ressaltamos que ambos os autores se valem de conceitos com idêntica denominação, atribuindo a eles significados com algumas diferenças, o que indica não apenas uma reelaboração do conhecimento, mas também uma continuidade das mesmas ideias.
Title in English
When ideas converge: Locke's resonances in Dewey's thought
Keywords in English
Education
Experience
John Dewey
John Locke
Knowledge
Abstract in English
In this thesis we analyse the relations between the thought of John Locke (1632 1704) and John Dewey (1859 1952). Our goal consisted in identifying traces of Locke's thought in Dewey's philosophy in order to understand the connection between the theories developed by both authors. To achieve this aim, we considered that the intellectual thought transposes temporal and spatial frontiers. Thus, it was possible to analyse how theories developed in a determined geographical space can be organized in order to reflect local expressions from other nations and in other historical times. We developed this thesis in five chapters. In the first two chapters, we discuss the meaning of knowledge, experience and politics for both authors. The third and fourth chapters are dedicated to discussions about education from the perspective of each author. And, finally, in the last one, we work with the connection between the two philosophers thoughts through operational categories related to three great axes: society, education and epistemology. From them, the appreciation about the two authors thoughts were made. For this, we prioritized as a source of research the works of the authors themselves: An Essay Concerning Human Understanding (1689), The Second Treatise of Civil Government (1689) Some Thoughts Concerning Education (1693), written by Locke. The child and the curriculum (1902), Democracy and education (1916), Experience and education (1938), Freedom and culture (1939), My pedagogic creed (1897), The school and the Society (1899), How we think (1910), Reconstruction in philosophy (1920), The human nature and conduct (1922) and Art as experience (1934) written by Dewey. Regarding the results obtained, we emphasize that the two authors use concepts with the same denomination, to which they attribute meanings with some differences, which indicating not only a re-elaboration of the knowledge, but also a continuity of the same ideas.
 
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Publishing Date
2022-03-08
 
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