Um diálogo inaudito entre Canguilhem e Foucault

O artigo aborda algumas das diferenças entre a “história epistemológica” de Georges Canguilhem e a “história arqueológica”, tal como praticada por Michel Foucault. Prioriza-se o estudo do conceito de a priori biológico (ou fisiológico), cuja criação Canguilhem atribui a dois autores da tradição filosófica e fisiológica francesa: Auguste Comte e Claude Bernard. Em textos não muito frequentados, Canguilhem recorre a essa tradição para elaborar uma outra interpretação do empreendimento crítico kantiano, que compreende as condições de possibilidade do conhecimento (a priori) num sentido diverso daquele proposto por Foucault.

Positivismo, educação e hegemonia

O exercício de reflexão presente neste estudo procura compreender e analisar a presença da filosofia positiva de Auguste Comte, entre finais do século XIX e início do século XX - momento de transformações econômicas, sociais e fundamentalmente política - entre os círculos intelectuais no Brasil, com particular interesse em sua introdução no pensamento educacional brasileiro. Com efeito, procuramos incidir nossa pesquisa pela difusão do positivismo na educação a partir de dois intelectuais específicos: Benjamin Constant e José Veríssimo. Por ambos, traçarem um debate que buscava, cada qual a seu modo, a partir do ideário positivista, empreender mudanças que trariam ao Brasil o progresso e a ordem civilizatória nos mesmos marcos que se dispunham na Europa ocidental e nos Estados Unidos. Intencionamos, deste modo, expressar que a formação de certas camadas intelectuais, centradas nos preceitos positivistas, manifestava a busca por hegemonia, no sentido explicitado por Antonio Gramsci (2000, 2004), de uma elite republicana e abolicionista, composta por frações militares, funcionários públicos, bem como, de uma pequena burguesia ainda em formação constituída por profissionais liberais, tais como, escritores, médicos, jornalistas, entre outros. Tal grupo, longe de expressarem um todo coeso, procurava disputar suas concepções de mundo junto ao Estado brasileiro.

John Stuart Mill – Zeitgeist und Zeitgenossen

Die Texte in diesem Band zeigen John Stuart Mills (1806- 1873) Einbindung in zeitgenössische Diskurse und reichen von ersten Veröffentlichungen bis hin zum Werk des Elder Statesman. Der autoritätskritische Impetus des »Einmischers« und »Aufwieglers« Mill zieht sich wie ein roter Faden durch diese Texte, die sich mit Zeitgenossen wie Auguste Comte, Thomas Carlyle oder William Hamilton auseinandersetzen. Seine schärfste Kritik gilt jeder Form von Machtmissbrauch wie Tyrannei, Despotismus und Totalitarismus. Mill präsentiert sich aber nicht nur als ein vehementer Kritiker jeglicher Machtanmaßung und der Idee unabänderlicher Vorherbestimmung, sondern auch als fundierter Theoretiker der Transformation und als ein öffentlicher Intellektueller, der für seine Überzeugungen in einem offenen Wettstreit eintrat. Ottfried Höffe schrieb zum Erscheinen der 5. Bandes in der FAZ 2017: »Für alle Freunde eines aufgeklärten Liberalismus: Die neue Ausgabe der Ausgewählten Werke ist abgeschlossen.«

Lone Voices?

This chapter asks if Draper and White were indeed the sole originators of the conflict thesis, or whether there were others before and/or alongside them. Journeying from the French Revolution through to late Victorian England, key players are identified and discussed. These include Auguste Comte, Herbert Spencer, John Tyndall, Thomas Huxley, the X Club, and many more influential characters who spoke on or wrote about the relationship between science and religion. The conclusion is that Draper and White were far from alone: many other highly significant public figures had argued that there was an inherent conflict between theology and the scientific method in one way or another. The chapter then teases why it might be that Draper and White are so forcefully put forward in the literature as being the lone progenitors of the idea.

Sosiologi Pendidikan Dalam Pemikiran Ibnu Khaldun

The thinkers assume that the 'Father of Sociology' must be Auguste Comte (France). Whereas about 4 centuries ago, before Comte was born, the behavior of the people had been discussed by Ibn Khaldun (Islamic Sociologist). At that time the term sociology was not yet known, let alone talking about the sociology of education. Sociology of education is deliberately displayed and tries to be explored and sought in the main points of Ibn Khaldun's thoughts when he is talking about people's behavior in his work entitled Mukaddinah. In the book, indeed, Ibn Khaldun does not talk specifically about the sociology of education, but we ourselves are trying to find the scattered fragments according to our field of knowledge in his work. The advantages of Ibn Kahdun when talking about the behavior of society as a whole, then where do we look for the sociology of education? Also, what should not be forgotten is that Ibn Khaldun also includes his teaching methods. Why is that? Ibn Khaldun is a thinker as well as someone who compares with the reality on the ground. This can happen because he is a thinker who is behind the desk as well as being in the government (demands field work). He theorizes as well as application. Keywords: sociology of education, main ideas, community behavior

TRANSFORMASI PENDIDIKAN ISLAM PERSPEKTIF HUKUM TIGA TAHAP AUGUSTE COMTE

This study aims to examine the transformation of Islamic education in terms of Auguste Comte's three-stage law. This study uses a qualitative approach with the type of research is library research. The results of this study are that the theological stage occurred when the emergence of the first Islamic boarding school in the form of a Salaf Islamic Boarding School whose focus of study was only on theological aspects or aspects of life after death. then the metaphysical stage shows the use of reason to answer problems that occur in humans both at the theological level as well as worship and muamalah. then the positive stage where humans have considered scientific facts in solving Islamic problems, namely the emergence of offers of humanist meanings of Islam such as pluralism and Islamic archipelago. The emergence of Islamic higher education institutions has also become a forum for discussing scientific answers by academics who have professional qualifications and competencies.

Environmental Desire in: The Mill on the Floss

Jayne Hildebrand, “Environmental Desire in George Eliot’s The Mill on the Floss” (pp. 192–222) This essay argues that George Eliot’s expansive use of landscape description in The Mill on the Floss (1860) represents an engagement with the emerging concept of a biological “medium” or “environment” in the nineteenth-century sciences. In the 1850s, scientific writers including Auguste Comte, Herbert Spencer, and G. H. Lewes redefined biological life as dependent on an abstraction called a “medium” or “environment”—a term that united all the objects, substances, and forces in an organism’s physical surroundings into a singular entity. Eliot in The Mill on the Floss draws out the ecological potential of this new biological concept by imbuing the described backgrounds of her novel with a lyrical affect I call “environmental desire,” a diffuse longing for ambient contact with one’s formative medium that offers an ethical alternative to the possessive and object-driven forms of desire that drive the plot of a traditional Bildungsroman. Maggie Tulliver’s marriage plot is structured by a tension between environmental desire and possessive desire, in which her erotic desire for Stephen Guest competes with a more diffuse environmental desire that attaches to the novel’s described backgrounds. Ultimately, the new environment concept enables Eliot to reconceive the Bildungsroman’s usual opposition between self and world as a relationship of nourishment and dependency rather than struggle, and invites a reconsideration of the ecological role of description in the Bildungsroman genre.

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A Few Definitions of Term “Culture” in the History of Western European thought: René Descartes, Giambattista Vico, Auguste Comte, Karl Marx