Thèses sur le sujet « Critica sociale »

Lo scopo di questa tesi è quello di descrivere e fare una sorta di analisi critica della società cinese contemporanea usando come parametro di riferimento uno tra gli elementi base di questa: l'abbigliamento. Verrà sottolineata l'importanza dell'uso dell'abito come abitudine inconsapevole e innata dell'essere umano inserito in un determinato contesto sociale. La tesi, tramite riferimenti alla psicologia del vestiario e all'analisi del gusto (inteso come come indicatore/parametro di stile di vita e di identità sociale), descriverà i cambiamenti che si sono susseguiti in quest'ambito in un contesto prima europeo, poi cinese. In un secondo momento si analizzerà la moda in Cina a partire dai primi anni del diciannovesimo secolo, per introdurre i cambiamenti che sono avvenuti, nell'ambito del vestiario, dopo che il Paese ha intrapreso un processo di riforme. Verrà descritto qual'è stato il cambio di mentalità nei confronti dell'abito, in che modo questo sia potuto accadere (sia tramite l'esposizione ai media come la televisione, le riviste o internet sia in virtù delle varie influenze dei contesti europeo-americano e giapponese-coreano) e quali sono le caratteristiche delle nuove figure di designer cinesi emergenti. Si passerà quindi a illustrare come sia avvenuta l'apertura della Cina dopo le riforme e di come ne siano derivate nuove classi sociali, con le loro problematiche, necessità e tendenze. Si farà riferimento soprattutto ai nuovi ricchi cinesi e ai loro gusti per arrivare a descrivere le figure dei manager che si fanno sempre più promotori di arte, stile di vita e cultura e, come tali, sono ispiratori e allo stesso tempo fruitori della moda. Nell'ultima parte verrà esposto un case study su Uma Wang, intesa come stilista cinese emergente, rappresentativa delle nuove tendenze della società cinese che si apre in un contesto mondiale globalizzato.

Questo lavoro intende svolgere un’analisi critica del dibattito filosofico sul problema della solidarietà La prima parte del lavoro è dedicata all’analisi storico-concettuale della solidarietà. Il primo capitolo è una ricostruzione storico-genealogica del concetto, con particolare attenzione all’eredità dell’idea di fraternità, al ruolo della prima teoria sociale e delle principali tradizioni etico-politiche “solidaristiche”. A questa ricostruzione fa seguito, nel secondo capitolo, un tentativo di analisi concettuale che prende le mosse da una ricognizione delle principali forme e funzioni della solidarietà e da una ricostruzione razionale che la distingue da altre pratiche affini: carità, cura, lealtà. La prospettiva proposta interpreta la solidarietà come una relazione simmetrica di mutuo supporto e condivisione del rischio basata sul riconoscimento di una causa comune. La seconda parte si concentra sul problema della normatività della nozione di solidarietà e, nello specifico, sul tipo di rapporto che essa intrattiene con l’idea di giustizia. Nel terzo capitolo si presenta una rassegna delle principali tesi, critiche o costruttive, utili a comprendere questo complesso rapporto. L’analisi proposta ha anche uno scopo critico e uno modestamente propositivo: nel quarto capitolo si intende offrire un’interpretazione della tesi habermasiana della solidarietà come “controparte” della giustizia e dei suoi sviluppi teorici, integrandola con il concetto di libertà sociale di Axel Honneth. La terza parte è dedicata al contesto istituzionale, politico e culturale della realtà europea. In primo luogo, nel quinto capitolo, a partire proprio da questo ambito “applicato”, si discute del rapporto tra il carattere spontaneo e aspetto istituzionale-giuridico della solidarietà, difendendo una concezione bilanciata e multilivello della pratica solidale, come interpersonale, collettiva, istituzionale. Infine, nel sesto capitolo, si ripercorre la lunga e complessa elaborazione habermasiana della solidarietà europea, sottolineandone i diversi impieghi semantici e leggendo criticamente il relativo cambio di prospettiva sul fondamento della solidarietà negli scritti più recenti sulla crisi europea. Nelle conclusioni, si discute in maniera non esaustiva della natura globale della solidarietà, confrontando alcune prospettive teoriche e presentando infine anche una rapida rassegna di alcune principali sfide pratiche future. I presupposti e le potenzialità dello studio “applicato” di questo concetto possono gettare le basi di una teoria critica dei rapporti di solidarietà.
This thesis aims to carry out a critical analysis of the philosophical debate on the problem of solidarity. The first section of the thesis is dedicated to the historical-conceptual analysis of the concept of solidarity. The first chapter develops a genealogical reconstruction of the concept, focusing on the crucial shift from the idea of fraternité to solidarité; on the role of the first social theory and the main “solidaristic” ethical-political traditions. In the second chapter, the genealogy is followed by a conceptual analysis, starting from solidarity’s main forms and functions and a rational reconstruction that distinguishes it from other related practices: charity, care, and loyalty. The analysis interprets solidarity as a symmetrical relationship of mutual support and risk sharing based on the recognition of a common cause. The second section focuses on the problem of normativity of solidarity and its relationship with the idea of justice. Given the difference between the two spheres and their apparent incompatibility, the third chapter explores a wide range of theories that may exemplify possible standpoints on this complex relation. In the fourth chapter, this literature review also leads a critical interpretation that aims at integrating Jürgen Habermas’ compatibilist thesis of solidarity as the “reverse side of justice” with Axel Honneth’s concept of social freedom. The third section is devoted to the institutional, political and cultural context of the European reality. The fifth chapter discusses the relationship between the spontaneous character and the institutional-legal aspect of solidarity in the European Union, with particular attention to the reasons for its institutionalisation. However, the chapter also defends a balanced and multilevel conception of solidarity: interpersonal, collective, institutional. Finally, the aim of the sixth chapter is twofold: first, it highlights the role of solidarity in his writings on Europe, from the ’90s to the coronavirus pandemic, and emphasizes its different semantic employments; second, it critically reads the recent Habermasian partial revision of the basis of solidarity. The concluding remarks include a quick overview of some theoretical perspectives on the global nature of solidarity and present some main practical challenges that the philosophical debate on the topic will face in the future. The normative premises and potentialities of an “applied” study can lay the foundations of a critical theory of solidaristic relations.

2016 - 2017
The evolution of the Italian system of sanctions, on the one hand, has contributed to shifting attention from the criminal "fact" to evaluating the "person" to be punished, and on the other has also led to a profound change in the very concept of a prison institution. Without any doubt, in fact, the historical-social evolution has influenced both the function of the sentence and the techniques used to punish the perpetrator. The transition from corporal punishment to prison sentences up to alternative punishments, has accelerated the historical process that saw the torture of the prisoner, physical suffering, the punishment no longer at the center of condemnation, but replaced by the humanization of punishment. However, it took years to embrace the awareness that making a condemnation human does not only mean avoiding corporal punishment, but above all reasoning on the limits and consequences that can lead to forced institutionalization without any purpose of social reintegration. In this regard I propose a modern analysis - critical and social - of the current contexts of detention, therefore, I evaluate the state of the penitentiary institutions, analyze the social function of the sentence and above all I question the actual usefulness of the prison. To this I add a detailed ethnographic study - lasted four years - on the House of Benevento and an equally meticulous comparison with the aforementioned reality and the prisons of Salerno, Eboli and Pozzuoli. I conclude the research with ample results and interesting ideas that could be resumed in the future for further analysis and comparison. The purposes of the sentence today revolve around three principles - retribution, prevention, re-socialization - and the combination of these perspectives, or the prevalence of one over the other, reflects both an internal logic of the penal system and the tendencies of the social political context. and cultural reference. With the prison reform of '75 what is highlighted is the re-educational character of the sentence, so the whole prison machine had to adapt to this logic. But was it really like that? In light of this question, I propose a reinterpretation of the 1975 reform. [edited by author]
XVI n.s.

Lo scopo della ricerca è quello di evidenziare le caratteristiche del personaggio maschile nelle opere di Giorgio Falco, con un'attenzione specifica al loro inserimento nel contesto socio-economico e nel panorama letterario, come esponente di realismo e come erede dei tipi tradizionali sveviani e volponiani.

Questa tesi si divide in due parti. La prima parte inizia con la biografia e le opere di Gholam-Hoseyn Sa'edi nato a Tabriz nel 1936 e morto in esilio a Parigi nel 1985. Autore prolifico, psichiatra e drammaturgo impegnato, fu una figura influente nell'affermare il teatro in Iran come forma d'arte, così come mezzo di espressione sociale e politica, fra gli anni Cinquanta e Ottanta del secolo scorso. Sa'edi fu tra i fondatori dell'Associazione scrittori dell'Iran, un gruppo di intellettuali creatosi al fine di opporsi ai tentativi del regime Pahlavi di avere il controllo sulla vita letteraria del paese. La seconda parte della tesi descrive come le opere di Shakespeare abbiano incontrato l'Iran. La tesi presenta una traduzione in italiano di Otelu dar sarzamin-e 'ajayeb, scritto da Sa'edi mentre era in esilio a Parigi. "Otello nel paese delle meraviglie" è una satira su quali discussioni sorgerebbero per la messa in scena dell'Otello shakespeariano sottoposto alla censura del governo della Repubblica Islamica d'Iran. La tesi presenta infine l'analisi formale e contenutistica del testo.

La ricerca ricostruisce i meccanismi attraverso i quali la garçonne da figura estetica giunge ad essere riconosciuta quale tipo sociale, mettendo in evidenzia le diverse sfumature semantiche assunte dal termine — sinonimo di profondi mutamenti nel codice comportamentale e vestimentario della donna — nel suo trasmigrare tra diversi ambiti culturali. L’analisi fa emergere i differenti passaggi che hanno permesso l’inserimento del sostantivo nel dominio moda, e problematizza e complessizza il fenomeno culturale che si è sviluppato intorno alla nuova forma di vita femminile. Il processo di ricomposizione della memoria del neologismo ha coinciso con la decostruzione del mito edificato attorno all’identità garçonnière che la letteratura critica sull’argomento ha contribuito ad alimentare. Con tale lavoro, si è voluto introdurre nel panorama degli studi di semiotica delle arti e, più in generale, di semiotica della cultura, la disamina del vocabolo adottato per esprimere i cambiamenti negli usi e costumi e nel concetto stesso di femminilità durante gli anni folli parigini.
This research shows the mechanisms through which the “aesthetic figure” of the garçonne has been recognized as a “social type”, highlighting the different semantic nuances assumed by the term – synonymous with deep changes in the woman lifestyle – in its migration from one cultural domain to the other. The analysis points out the different steps that allowed the inclusion of the substantive garçonne within the fashion domain. Moreover, it problematizes the cultural phenomenon that has been developed around this new female lifestyle. The process of reconstruction of the memory of the neologism coincided with the de-construction of the myth of la garçonne that the critical literature contributed to feed. Therefore, my thesis provides a complete analysis of the ways through which French society of the 1920’s represented and reflected itself by means of this aesthetic figure and life form.

Il concetto di giustizia che ha ispirato per millenni la nostra cultura, deriva da due visioni del mondo antico, la prima greco-latino ed ebraico-cristiano, la seconda con il paradigma umanistico. Nel mondo greco-latino dominava la concezione retributiva della pena dove la giustizia è vista come la retribuzione della giusta pena. In questa logica, dove ad un peccato si attribuisce una pena che possa colmare ciò che il peccato ha svuotato, si cerca di riparare all’ingiustizia rendendo a sua volta giustizia. Se dunque primordialmente c’era il sangue che chiamava sangue, la cosiddetta legge del taglione, secondo la quale chi subiva un danno o un’offesa aveva il diritto di infliggere lo stesso alla persona che in prima persona aveva commesso il peccato, si cerca di ripagare il sangue con il sangue, come espressione del principio di reciprocità. Alla base del modello retributivo sta il fatto che la pena deve essere proporzionale all’entità del reato commesso. Anche nella cultura occidentale ebraico-cristiana ritroviamo questa logica: l’idea di giustizia nell'ebraismo si esprime tramite la credenza che il buono sia ricompensato con il bene e il malvagio con il male. Il diritto penale moderno si basa proprio su questa visione arcaica che fonda le proprie radici nella mitologia e nella religione. Il secondo modello rieducativo invece, fonda le sue radici nel paradigma umanistico. Si delinea in questo modello il principio della rieducazione, correzione e terapia della pena. Il trattamento correttivo è la prassi di questo modello e il carcere diviene il luogo dove nella teoria dovrebbe avvenire la riabilitazione del soggetto reo. Da questi due modelli principali nascono la logica e le prassi che vengono applicate nel diritto penale odierno. Il carcere è oggi la principale consuetudine e corrispettivo del principio di reciprocità che gli Stati moderni utilizzano per riparare il legame che si è rotto tra la società e l’individuo reo. Uno dei principali dibattiti a proposito della giustizia è incentrata sul sistema carcerario, visto come contenitore di soggetti devianti, allontanati e relegati in zone isolate, il quale ha il compito di ricucire il legame spezzato, riabilitare e rieducare i soggetti devianti per reinserirli all’interno della società. E’ necessario chiedersi se i sistemi che oggi si mettono in pratica per riabilitare i soggetti rei siano idonei per il loro scopo originario. Se lo scopo del sistema carcerario è quello di riabilitare il soggetto deviante attualmente indagando i dati a proposito della recidiva, possiamo affermare che il sistema non funziona come dovrebbe e non tiene conto del soggetto che, prima ancora di essere reo, è un essere umano, dotato di uguale dignità di qualsiasi cittadino di una determinata società. Principio fondamentale, riportato nella Dichiarazione universale dei diritti umani e sulla Carta Costituzionale è il concetto di dignità (inserire gli articoli e definizioni). Il carcere oggi come ieri, non tiene conto della dignità dei detenuti, tantomeno assolve i compiti di rieducazione e riabilitazione dei soggetti. Se il punto di partenza del sistema è il riconoscimento della dignità personale, per rispondere alla devianza è necessario uno strumento che sia idoneo a riconoscere la dignità delle persone e che punti alla ricostruzione del legame sociale spezzato nel momento in cui il soggetto ha commesso il reato. Questa è la sfida che si pone la restorative justice.

Several studies have been carried out over the years to indicate how important animation has been for the transmission of specific political messages. However, few texts have focused on Soviet animation movies. To date, the art of animation has often been confined to a minor role in cultural policies. It usually is considered only for entertainment and distracting purposes. In addition, animation movies are often associated with a young target. What this dissertation aims to do is identify the main characteristics of the 60s and the 70s Soviet animation cinema. In particular, focusing on how the medium of animation was used to convey political messages and if it was only the state power that used animation as a propaganda tool, through censorship, or if it was possible to find examples of dissent and criticism among animators. This paper, therefore, intends to analyze the role of animation and how it has been declined according to the historical period, and the level of censorship and social resistance. Primary sources will be used, that is the animated short films themselves. The use of a contemporary bibliography dedicated to the role of Soviet animation and the socio-cultural context of the 1960s and 1970s in the USSR will be privileged, to which some articles will be added on some exponents of the period in the animation sector. Part of the final research will be devoted to understanding how animation can be a more effective communication tool. Future research may be aimed at identifying additional factors, such as the potential reaction of the Soviet and international public to the reception of such political messages.

Lo scopo di questo studio è quello di indagare e sviluppare gli standard delle pratiche educative della famiglia, attraverso una lettura critica, affrontando le modalità di acquisizione del "nome di famiglia", che posiziona e individualizza l'uomo nella società; abbiamo cercato di verificare se la presenza della telenovela ha uno spazio rappresentativo che incide sul quotidiano dei brasiliani, individuando le principali caratteristiche del formato della telenovela. Abbiamo anche cercato di capire se le famiglie sono culturalmente e socialmente influenzate, se la loro importanza e le proposte educative sono modificate dalle produzioni televisive ritratte quotidianamente. Rafforzando le trasformazioni attraverso i processi di globalizzazione, lo sforzo di comprenderle è una lotta epistemologica che ha provocato una proficua produzione teorica e un riconoscimento della comunicazione; l’ interdisciplinarietà o il paradigma della complessità come prospettiva analitica nell' affrontare i processi comunicativi attuali. Di fronte alla disseminazione di pratiche non educative, di propagazione di disvalori morali, di disuguaglianza delle classi sociali e della mancanza di struttura familiare, vi è una preoccupazione per le rappresentazioni familiari evidenziate nelle trame delle telenovelas, che ci fa riflettere sull’ azione pedagogica, nella quale questa tesi si fonda, in particolare per gli adulti-genitori spettatori.
The goal of this study is to investigate and to analyze the patterns of family educational practices through the critical reading, approaching the forms of acquisition of the "name of family", which situates and individualizes man in society; we aimed to verify if the existence of soap opera has representational space in the daily life of Brazilians, identifying the main characteristics of the format of the Brazilian TV soap opera. Strengthened, the transformations through the process of globalization, the effort to comprehend them is a epistemological fight which resulted in a fruitful theoretical production and in a recognition of communication as science which better expresses time; the interdisciplinary approach or the paradigm of complexity as perspective of analysis in the approach of the communicative processes of current days. In face of the disseminations of non-educative practices, transmissions of moral anti-values, the social inequality and the lack of family structure, there is a concern with the familiar representations showed in the plots of the soap operas, which makes us reflect about the pedagogical action, which supports this thesis, in particular the adults-parents who watch TV.

Lo scopo di questo studio è quello di indagare e sviluppare gli standard delle pratiche educative della famiglia, attraverso una lettura critica, affrontando le modalità di acquisizione del "nome di famiglia", che posiziona e individualizza l'uomo nella società; abbiamo cercato di verificare se la presenza della telenovela ha uno spazio rappresentativo che incide sul quotidiano dei brasiliani, individuando le principali caratteristiche del formato della telenovela. Abbiamo anche cercato di capire se le famiglie sono culturalmente e socialmente influenzate, se la loro importanza e le proposte educative sono modificate dalle produzioni televisive ritratte quotidianamente. Rafforzando le trasformazioni attraverso i processi di globalizzazione, lo sforzo di comprenderle è una lotta epistemologica che ha provocato una proficua produzione teorica e un riconoscimento della comunicazione; l’ interdisciplinarietà o il paradigma della complessità come prospettiva analitica nell' affrontare i processi comunicativi attuali. Di fronte alla disseminazione di pratiche non educative, di propagazione di disvalori morali, di disuguaglianza delle classi sociali e della mancanza di struttura familiare, vi è una preoccupazione per le rappresentazioni familiari evidenziate nelle trame delle telenovelas, che ci fa riflettere sull’ azione pedagogica, nella quale questa tesi si fonda, in particolare per gli adulti-genitori spettatori.
The goal of this study is to investigate and to analyze the patterns of family educational practices through the critical reading, approaching the forms of acquisition of the "name of family", which situates and individualizes man in society; we aimed to verify if the existence of soap opera has representational space in the daily life of Brazilians, identifying the main characteristics of the format of the Brazilian TV soap opera. Strengthened, the transformations through the process of globalization, the effort to comprehend them is a epistemological fight which resulted in a fruitful theoretical production and in a recognition of communication as science which better expresses time; the interdisciplinary approach or the paradigm of complexity as perspective of analysis in the approach of the communicative processes of current days. In face of the disseminations of non-educative practices, transmissions of moral anti-values, the social inequality and the lack of family structure, there is a concern with the familiar representations showed in the plots of the soap operas, which makes us reflect about the pedagogical action, which supports this thesis, in particular the adults-parents who watch TV.

Gli studi letterari comparativi favoriscono il dialogo tra le diverse culture in cui l’Altro è riconosciuto come partner nella costruzione di una civiltà universale. Questa tesi si pone come obiettivo principale di analizzare in maniera comparativa due romanzi del novecento: Fontamara (1930) di Ignazio Silone e Al-Ardh ( 1957) dell’egiziano Abderrahman Charkawi. Al-Ardh, opera successiva a Fonrtamara con cui Charkawi entrò in contatto con assoluta certezza nella versione inglese e in quella araba, è anch’essa ambientata in un villaggio rurale degli anni Trenta, che lotta per la terra e per l’acqua contro un regime autoritario ed i suoi rappresentanti locali. Dopo la presentazione degli autori e del loro impegno politico ed intellettuale, lo studio comparativo sulle due opere si integrerà ad un approffondimento sulle due realtà sociali e politiche che fanno da sfondo alle vicende narrate. Anche i film estratti dai due romanzi , che fanno parte del cinema impegnato, sono oggetto di una breve analisi prima di passre ad uno studio teorico conclusivo della ricerca in cui sono affrontate le tematiche generali legate alla letteratura comparata, alla nascita e all’evoluzione del romanzo in Europa e nel mondo Arabo e alla narrativa egiziana contemporanea.
Comparative literary studies favor the dialogue between different cultures in which the other is recognized as a partner in the construction of a universal civilization. The main purpose of this thesis is to analyze, within a comparative perspective, two novels of the nineteenth century: Fontamara (1930) of Ignazio Silone and Al-Ardh (1957) of the Egyptian novelist Abdel Rahman Charkawi. Al-Ardh succeeding Fontamara of which Charkawi has certainly a deep knowledge in its English and Arabic version, is also situated in a 20th century rural village struggling for lands and water against an authoritarian regime and its local representatives. After presenting the authors and their political and intellectual commitment; the comparative study relevant to both works shall be deeply integrated in the sociopolitical realities forming the background of the two narrated stories. The movies inspired from both novels and making part of the committed cinema are subject to a brief analysis before being studied in a conclusive theoretical research which confronts the various general themes relative to the emergence and evolution of the novel in Europe and in the Arab world as well as to the contemporary Egyptian narratives

La presente ricerca è volta a collegare l'ambito artistico all'educazione degli adulti. Primo obbiettivo della ricerca è stato riconoscere le peculiarità dell'apprendimento adulto per potere individuare quali tra esse fossero da considerare irrinunciabili in una pedagogia per il patrimonio artistico. Il primo capitolo è dedicato a ripercorrere la letteratura critica relativa al tema dell'apprendimento degli adulti nei musei per mettere in luce: 1) le caratteristiche dell'apprendimento adulto che devono essere considerate nel progettare attività rivolte a questo tipo di pubblico. 2) le teorie pedagogiche maggiormente diffuse in ambito museale americano e che influenzano le esperienze europee. Il secondo capitolo nasce come continuazione del primo e tenta di offrire un'alternativa al modello costruttivista di museo, portando all'attenzione il concetto di persona derivante dalla posizione filosofica realista. Il terzo capitolo si divide in due parti: la prima rende conto della fase di osservazione condotta presso il Solomon Guggenheim Museum, il Metropolitani Museum of Art e il Museum of Modern Art di New York. Presso tali istituzioni museali ho individuato un'attività che per la metodologia adottata ha costituito il modello di riferimento per la fase applicativa della ricerca condotta presso il Museo dell'Ottocento di Milano e descritta nella seconda parte del capitolo. I risultati della sperimentazione hanno confermato la validità di tale metodologia e hanno aperto il campo a nuove riflessioni.
The aim of this research is to make a connection between art and lifelong learning. The first goal of the study was to underline the specific features of adult's learning to identify which should be considered as crucial in the artistic heritage pedagogy. The second goal was to study an approach to the artwork that fitted the requirements of adult's learning. The first chapter is dedicated to consider: 1. the essential characteristics of adult's learning to be considered in the process of planning activities and 2. the most widespread pedagogic theories in American museums, and how they influence European works. The second chapter tries to describe an alternative to the constructivistic model of the museum, focusing on the concept of person that arise from the realistic philosophy. The third chapter is formed by two parts: in the first it is described a period of participant observation at the Guggenheim Museum, the Metropolitan Museum of Art and the Museum of Modern Art of New York. During that period, I identified an activity that formed the methodological basis for the practical activity I realized at the Museo dell'Ottocento of Milan. This activity is described in the second part of the chapter. The results of the groundwork confirmed the high quality of the methodology and encourage further studies.

La presente ricerca è volta a collegare l'ambito artistico all'educazione degli adulti. Primo obbiettivo della ricerca è stato riconoscere le peculiarità dell'apprendimento adulto per potere individuare quali tra esse fossero da considerare irrinunciabili in una pedagogia per il patrimonio artistico. Il primo capitolo è dedicato a ripercorrere la letteratura critica relativa al tema dell'apprendimento degli adulti nei musei per mettere in luce: 1) le caratteristiche dell'apprendimento adulto che devono essere considerate nel progettare attività rivolte a questo tipo di pubblico. 2) le teorie pedagogiche maggiormente diffuse in ambito museale americano e che influenzano le esperienze europee. Il secondo capitolo nasce come continuazione del primo e tenta di offrire un'alternativa al modello costruttivista di museo, portando all'attenzione il concetto di persona derivante dalla posizione filosofica realista. Il terzo capitolo si divide in due parti: la prima rende conto della fase di osservazione condotta presso il Solomon Guggenheim Museum, il Metropolitani Museum of Art e il Museum of Modern Art di New York. Presso tali istituzioni museali ho individuato un'attività che per la metodologia adottata ha costituito il modello di riferimento per la fase applicativa della ricerca condotta presso il Museo dell'Ottocento di Milano e descritta nella seconda parte del capitolo. I risultati della sperimentazione hanno confermato la validità di tale metodologia e hanno aperto il campo a nuove riflessioni.
The aim of this research is to make a connection between art and lifelong learning. The first goal of the study was to underline the specific features of adult's learning to identify which should be considered as crucial in the artistic heritage pedagogy. The second goal was to study an approach to the artwork that fitted the requirements of adult's learning. The first chapter is dedicated to consider: 1. the essential characteristics of adult's learning to be considered in the process of planning activities and 2. the most widespread pedagogic theories in American museums, and how they influence European works. The second chapter tries to describe an alternative to the constructivistic model of the museum, focusing on the concept of person that arise from the realistic philosophy. The third chapter is formed by two parts: in the first it is described a period of participant observation at the Guggenheim Museum, the Metropolitan Museum of Art and the Museum of Modern Art of New York. During that period, I identified an activity that formed the methodological basis for the practical activity I realized at the Museo dell'Ottocento of Milan. This activity is described in the second part of the chapter. The results of the groundwork confirmed the high quality of the methodology and encourage further studies.

Nelle società iperstoriche in cui viviamo lo scambio informazionale che avviene all'interno di ciò che Floridi definisce infosfera è in grande parte veicolato da tecnologie ICT, oggi sempre più diffuse e ormai in grado di generare e condividere autonomamente dati e informazioni. Per quanto possa sembrare distante dalla propria disciplina, il concetto di dato deve attrarre l'attenzione dello storico perché è con i dati in quanto rappresentazioni originarie non interpretate di un fenomeno, che è possibile generare informazione, dunque fonti. Perché ogni fonte esista ha bisogno di un evento che la generi, così come ogni informazione ha bisogno di dati per essere generata e nel 2020 sono stati generati e scambiati circa 64,2 zettabyte di dati. Non esistono fonti storiche che non siano state prodotte attraverso l’utilizzo di una tecnologia e ogni fonte si manifesta a noi grazie ad un processo di iscrizione, che come ci dice Ferraris è anche oggi alla base della realizzazione di fonti digitali. La quantità di dati prodotti, dunque di iscrizioni, pone lo storico del presente e del futuro davanti ad un problema che è di natura sia quantitativa sia qualitativa. Un tempo l’oblio era la regola, oggi è l’eccezione. I processi di digitalizzazione hanno dunque un impatto determinante sulle discipline dell’archivistica e della storia, in particolar modo in riferimento alla gestione delle fonti, che in seguito ad un processo di dematerializzazione e rimediazione divengono oggi fruibili online attraverso strumenti digitali. La trasformazione delle fonti - siano esse digital born o fonti materiche ri-mediate - in oggetti digitali offre a storici, storiche, archivisti e archiviste, la possibilità di immaginare e teorizzare nuove forme di organizzazione e di diffusione del contenuto storico. Ora come mai prima, le fonti, la rappresentazione più pura della storia, possono divenire accessibili in modo semplice e diretto anche da fruitori non specializzati. Perché questo processo possa essere sviluppato nel modo migliore è necessario elaborare dei sistemi di archiviazione digitale che oltre ad assicurare il corretto e ordinato deposito delle fonti in tutte le fasi di vita di un archivio, tengano in considerazione anche l’accessibilità e la fruizione per un pubblico generalista. Per raggiungere questo obiettivo è necessario che professionisti con competenze differenti lavorino insieme, al fine di poter sviluppare al meglio ciò che già oggi le tecnologie ci offrono. Metadati, standard condivisi di metadatazione, utilizzo di vocabolari comuni come FOAF o DCMI e lo sviluppo del modello RDF, progettato per la rappresentazione integrata di informazioni originate da fonti multiple ed eterogenee, ci permettono di realizzare delle ontologie anche semantiche all’interno dell’archivio stesso. Gli Information Package, che altro non sono che set specifici di metadati, utilizzati in sistemi di gestione degli archivi digitali come OAIS, ci devono far riflettere in senso metastorico sui processi di spiegazione e narrazione che da sempre determinano la produzione storiografica. Questa riflessione ci porta inevitabilmente a doversi confrontare con una analisi e una critica di natura epistemologica dell’idea di fonte, sopratutto se osservata come una complessità narrativa. Storia e storiografia si sovrappongono in un sistema digitale che consente di mostrare la realtà storica nel suo medium originale. La possibilità di attribuire alle fonti nuove informazioni all’interno di un processo di neointermediazione digitale, unita ad un accesso telepistemico agli archivi dove la fonte entra all’interno dello spazio di lavoro del ricercatore, consente di immaginare e sviluppare innovativi modi di produzione storiografica e di diffusione della storia.
In the hyperhistorical societies in which we live, the informational exchange that takes place within what Floridi defines as the infosphere is largely conveyed by ICT technologies, now increasingly widespread and now able to generate and share data and information independently. Although it may seem distant from one's own discipline, the concept of data must attract the attention of the historian because it is with data, as original uninterpreted representations of a phenomenon, that it is possible to generate information, hence sources. For any source to exist it needs an event that generates it, just as any information needs data to be generated and in 2020 about 64.2 zettabytes of data were generated and exchanged. There are no historical sources that have not been produced through the use of technology, and every source manifests itself to us thanks to a process of inscription, which, as Ferraris tells us, is also at the basis of the creation of digital sources today. The amount of data produced, therefore of inscriptions, poses the historian of the present and the future with a problem that is both quantitative and qualitative in nature. Once, oblivion was the rule, today it is the exception. The processes of digitization have a decisive impact on the disciplines of archiving and history, especially with regard to the management of sources, which, following a process of dematerialization and remediation, are now available online through digital tools. The transformation of sources - be they digital born or re-edited material sources - into digital objects offers historians, historians, archivists and archivists the possibility to imagine and theorize new forms of organization and dissemination of historical content. Now, as never before, sources, the purest representation of history, can become accessible in a simple and direct way even to non-specialized users. In order to develop this process in the best possible way, it is necessary to develop digital archiving systems that not only ensure the correct and orderly deposit of sources in all phases of the life of an archives, but also take into account accessibility and use by a general public. To reach this goal, it is necessary that professionals with different skills work together, in order to develop the best of what technologies already offer us today. Metadata, shared metadata standards, the use of common vocabularies such as FOAF or DCMI and the development of the RDF model, designed for the integrated representation of information originating from multiple and heterogeneous sources, allow us to create ontologies, including semantic ones, within the repository itself. The Information Packages, which are specific sets of metadata used in digital archives management systems like OAIS, should make us reflect in a meta-historical sense on the processes of explanation and narration that have always determined the historiographic production. This reflection inevitably leads us to an epistemological analysis and critique of the idea of source, especially if observed as a narrative complexity. History and historiography overlap in a digital system that allows to show the historical reality in its original medium. The possibility of attributing new information to the sources within a process of digital neo-intermediation, together with a telepistemic access to the archives where the source enters the researcher's working space, allows us to imagine and develop innovative ways of historiographic production and history

Nelle società iperstoriche in cui viviamo lo scambio informazionale che avviene all'interno di ciò che Floridi definisce infosfera è in grande parte veicolato da tecnologie ICT, oggi sempre più diffuse e ormai in grado di generare e condividere autonomamente dati e informazioni. Per quanto possa sembrare distante dalla propria disciplina, il concetto di dato deve attrarre l'attenzione dello storico perché è con i dati in quanto rappresentazioni originarie non interpretate di un fenomeno, che è possibile generare informazione, dunque fonti. Perché ogni fonte esista ha bisogno di un evento che la generi, così come ogni informazione ha bisogno di dati per essere generata e nel 2020 sono stati generati e scambiati circa 64,2 zettabyte di dati. Non esistono fonti storiche che non siano state prodotte attraverso l’utilizzo di una tecnologia e ogni fonte si manifesta a noi grazie ad un processo di iscrizione, che come ci dice Ferraris è anche oggi alla base della realizzazione di fonti digitali. La quantità di dati prodotti, dunque di iscrizioni, pone lo storico del presente e del futuro davanti ad un problema che è di natura sia quantitativa sia qualitativa. Un tempo l’oblio era la regola, oggi è l’eccezione. I processi di digitalizzazione hanno dunque un impatto determinante sulle discipline dell’archivistica e della storia, in particolar modo in riferimento alla gestione delle fonti, che in seguito ad un processo di dematerializzazione e rimediazione divengono oggi fruibili online attraverso strumenti digitali. La trasformazione delle fonti - siano esse digital born o fonti materiche ri-mediate - in oggetti digitali offre a storici, storiche, archivisti e archiviste, la possibilità di immaginare e teorizzare nuove forme di organizzazione e di diffusione del contenuto storico. Ora come mai prima, le fonti, la rappresentazione più pura della storia, possono divenire accessibili in modo semplice e diretto anche da fruitori non specializzati. Perché questo processo possa essere sviluppato nel modo migliore è necessario elaborare dei sistemi di archiviazione digitale che oltre ad assicurare il corretto e ordinato deposito delle fonti in tutte le fasi di vita di un archivio, tengano in considerazione anche l’accessibilità e la fruizione per un pubblico generalista. Per raggiungere questo obiettivo è necessario che professionisti con competenze differenti lavorino insieme, al fine di poter sviluppare al meglio ciò che già oggi le tecnologie ci offrono. Metadati, standard condivisi di metadatazione, utilizzo di vocabolari comuni come FOAF o DCMI e lo sviluppo del modello RDF, progettato per la rappresentazione integrata di informazioni originate da fonti multiple ed eterogenee, ci permettono di realizzare delle ontologie anche semantiche all’interno dell’archivio stesso. Gli Information Package, che altro non sono che set specifici di metadati, utilizzati in sistemi di gestione degli archivi digitali come OAIS, ci devono far riflettere in senso metastorico sui processi di spiegazione e narrazione che da sempre determinano la produzione storiografica. Questa riflessione ci porta inevitabilmente a doversi confrontare con una analisi e una critica di natura epistemologica dell’idea di fonte, sopratutto se osservata come una complessità narrativa. Storia e storiografia si sovrappongono in un sistema digitale che consente di mostrare la realtà storica nel suo medium originale. La possibilità di attribuire alle fonti nuove informazioni all’interno di un processo di neointermediazione digitale, unita ad un accesso telepistemico agli archivi dove la fonte entra all’interno dello spazio di lavoro del ricercatore, consente di immaginare e sviluppare innovativi modi di produzione storiografica e di diffusione della storia.
In the hyperhistorical societies in which we live, the informational exchange that takes place within what Floridi defines as the infosphere is largely conveyed by ICT technologies, now increasingly widespread and now able to generate and share data and information independently. Although it may seem distant from one's own discipline, the concept of data must attract the attention of the historian because it is with data, as original uninterpreted representations of a phenomenon, that it is possible to generate information, hence sources. For any source to exist it needs an event that generates it, just as any information needs data to be generated and in 2020 about 64.2 zettabytes of data were generated and exchanged. There are no historical sources that have not been produced through the use of technology, and every source manifests itself to us thanks to a process of inscription, which, as Ferraris tells us, is also at the basis of the creation of digital sources today. The amount of data produced, therefore of inscriptions, poses the historian of the present and the future with a problem that is both quantitative and qualitative in nature. Once, oblivion was the rule, today it is the exception. The processes of digitization have a decisive impact on the disciplines of archiving and history, especially with regard to the management of sources, which, following a process of dematerialization and remediation, are now available online through digital tools. The transformation of sources - be they digital born or re-edited material sources - into digital objects offers historians, historians, archivists and archivists the possibility to imagine and theorize new forms of organization and dissemination of historical content. Now, as never before, sources, the purest representation of history, can become accessible in a simple and direct way even to non-specialized users. In order to develop this process in the best possible way, it is necessary to develop digital archiving systems that not only ensure the correct and orderly deposit of sources in all phases of the life of an archives, but also take into account accessibility and use by a general public. To reach this goal, it is necessary that professionals with different skills work together, in order to develop the best of what technologies already offer us today. Metadata, shared metadata standards, the use of common vocabularies such as FOAF or DCMI and the development of the RDF model, designed for the integrated representation of information originating from multiple and heterogeneous sources, allow us to create ontologies, including semantic ones, within the repository itself. The Information Packages, which are specific sets of metadata used in digital archives management systems like OAIS, should make us reflect in a meta-historical sense on the processes of explanation and narration that have always determined the historiographic production. This reflection inevitably leads us to an epistemological analysis and critique of the idea of source, especially if observed as a narrative complexity. History and historiography overlap in a digital system that allows to show the historical reality in its original medium. The possibility of attributing new information to the sources within a process of digital neo-intermediation, together with a telepistemic access to the archives where the source enters the researcher's working space, allows us to imagine and develop innovative ways of historiographic production and history

The starting questions of my research, concerning anthropological implications in education, are twofold: first, is it possible to rethink education as involving the promotion of inner powers, Bildungskräfte, according to a Martin’s Buber expression, in order to let the young person pass from a potentiality to the actuality in his proper human praxis (in the Aristotelian sense). The other question linked to the former one is the following: can we intercept within today’s mentality, strongly influenced by economical competition and technical thinking, approaches that block instead of allowing the young generation to transition to better, genuine human conditions? The general thesis that I propose is that if we trespass the boundaries imposed by an education oriented to the societal-economical requests, if we no longer take into educational account the adaptation of the young person to market competition, we will able to reach once again a concept of Bildung deriving primary from the urgency to promote the precultural human powers. These, I have recognized in my research after reading Aristotle, Guardini, Edith Stein and Paul Ricouer, are primarily the intellect, the will, the imagination and the power-to-act. These forces are seen as the sort of basement for the flourishing of human nature and predisposition to a moral education, not only to a professional one. Therefore, responding to the second part of my question-research, I think that the anthropological theoretical framework is indispensable but not the last thing to do: discovering the so called human forces that are manifested in some human actualities as the power to think more complexly, to speak, create and act responsibly implies the connection to the preoccupation whether in our educational actions it is really possible to promote them or not. This is the promotion of what I’ve defined the ‘agentiality’ condition of the human being, different form ‘agentivity’. Is this condition blocked as an electrical shielding paralyses the electromagnetic force? It follows that a philosophy of education with critical intention needs first, in my opinion, to continue researching what is genuinely human in order to distinguish it from the economical, the technical and the societal but secondly needs to analyse whether inside the diverse educational processes these actualizing forces are respected. This double theoretical exertion is really a sort of conceiving educating a person as a transition: from what she can express, humanly speaking, to the real actualization that passes through the unblocking action of the educators. I synthesized this way to conceive the theoretical duty in first discovering the pure human characteristics concerning education and, then, in telling how this is blocked or shielded (in order to be unblocked and unshielded): antropocritica, reporting the Italian word that I chose. I try to transliterate it -not to translate yet- in English in: ‘anthropocritic’. That is: the critic of educational processes, actions, institutional choices through the acknowledgement of the given or not given possibility of flourishing of personal actualization of the young generation. Young people that do not think, speak, create, and act responsibly are considered not actualized, in other terms, blocked or shielded, not in transition from potentiality to actuality. Consequently, to the starting anthropological framework, that is, the ancient discussion over potentially and actuality, I need to add strong arguments against the widespread current cultural perspective. In intercepting what blocks, rather than lets flourish, I can really steer myself towards for example the classical analysis by Horkheimer and Adorno about consumer society, the overwhelming technical mentality exposed by Anders, through the false imaginaries create by mass media as Baudrillard argued, without forgetting, at the end, Chomsky’s lessons about the condition of our free thinking. The critique of the instrumental approach in education, following also the lesson of Joseph Dunne, brings me, at the end, to recover the Aristotelian sense of praxis and the concept of phronesis, but, in order to further distinguish the educational action from the moral one (even if they are necessarily linked), I propose the couple epimeleia-phronesis as completely describing the nature of the educational praxis. About the idea of the seven thesis: they represent the theoretical core, the principles, of all critical analysis and anthropological concepts involved in the argumentation.
In questo lavoro mi sono occupato di questioni antropologiche ed etiche legate all’azione educativa. I temi più importanti trattati riguardano, generalmente, i presupposti teoretici ed antropologici che una filosofia dell’educazione può fornire al discorso pedagogico ed alla formazione delle figure educanti, ai fini della loro azione prassica. Posti questi requisiti, l’argomentazione si sposta verso la critica alla ragione tecnico-strumentale e mira ad individuarne l’impiego attuale nello stesso mondo educativo e della teorizzazione pedagogica. Le sette tesi rappresentano una esplicitazione di questi stessi concetti fondamentali di carattere antropologico e gnoseologico che vanno a porsi in alternativa rispetto ad alcune proposte vigenti; si ritrovano poi anche nelle varie analisi critiche specie della seconda parte. Questo nucleo teoretico fondamentale mira, infine, a proporre due idee chiave, innanzi tutto quella di agenzialità - termine utilizzato per sottolineare diversità e distanza rispetto all’agentivity fatta oggetto di ricerca di alcune scuole psicologiche -, visto alla luce del concetto di polarità guardiniana, ossia evidenziante la condizione concreto-vivente e bipolare dell’essere umano. La seconda idea chiave concettualizzata è quella che l’azione educativa debba avere delle caratteristiche fronetico-epimeletiche: si tratta da un lato del recupero della razionalità prassica aristotelica (strada già intrapresa negli ultimi decenni anche dalla filosofia dell’educazione britannica), dall’altro vi è il tentativo di vedere l’azione educativa e l’azione morale non come separabili ma come distinguibili. La seconda parte della ricerca riguarda la critica ad alcuni processi culturali che, si sostiene, risultano dimidianti o schermanti-bloccanti le polarità della vita vivente. Questa modalità di argomentazione l’ho definita antropocritica, concetto fatto oggetto di scavo all’interno di una delle tesi stesse. Analisi antropocritiche sono state rivolte a come viene trattato il pensiero, l’uomo in sé e i saperi con il loro bagaglio di memoria ereditata dai secoli passati. Lo scopo dell’antropocritica è scoprire se delle realtà di per sé viventi, o create per dei viventi, siano state sostituite da una metafisica tecnocratica surrettizia e da una pratica tecnico-strumentale, al fine di ritornare a scelte teoretiche e prassiche ‘adferanti’ che ristabiliscono equilibri polari, ossia portanti le opportunità educative e, allo stesso tempo, contrastanti la contraddittorietà delle scelte schermanti-depotenzianti stesse.

"THE CHANCE TO BECOME WORLD. Relationships of authority between Roma groups and institutions: pedagogical proposals in a comparative analysis" A democratic society, where different human groups live, deals every day with the challenge of coexistence. This possibility becomes actual on the one hand through the ability to maximize as much as possible the potential symbolic meeting space, on the other hand dealing consciously with the questions raised by a pluralistic society. What can pedagogy say on this subject? How can it help make this spaces a stream of chances for development and change? This theses is the result of the research which objective was to examine how the way minority groups and majority institutions interact affects the development of the persons. This has been done through the frame of authority. It has been chosen to consider three different groups that belong to the widest European minority: Roma people. Different processes of recognition of the internal authority are developed by the members of the minority groups as well as by the local institutions – especially schools, the police and local administration. How do these processes influence the way institutions act and the coexistence between Roma and gadjé? The research project was carry on in Italy with a qualitative ethnographic approach, inside a campo nomadi inhabited by Sinti families; in Romania, in a mahalla of a rural village, and in Brazil, in a neighborhood of a town in the State of Goais. Roma, Sinti and Calo have a full citizen status in their countries of residence, despite the different socioeconomic and juridical conditions concerning minority groups. The theoretical reference follows an interdisciplinary approach. In political and philosophical terms, some questions will be raisen concerning the necessity and limits that are incidental to the recognition of alterity in a democratic context. The historical reconstruction of the paths of the Roma groups and of the ways of coexistence between them and the gadjé allows to understand more deeply the present social conditions and living context analyzed in the three countries. The sociological and anthropological research also allows to reconstruct the epistemologies in the field of education, schooling and recognition of the leadership in the three groups. At the same time they are a necessary condition for a reflection which aim is to lead to co-constructed processes of education for citizenship. Within the scientific world, this research project is intended to add a missing piece to the existing work concerning authority and Roma groups, which is lacking at present with regard to the pedagogical perspective. Pedagogical reflection accompany the whole work. The intent is that of analyzing the implicit dimension of education as well as the effects of anthropogeny produced by the action of the institutions towards Roma and gadjé. The topic of authority has been contextualized mainly through the texts of the Brazilian pedagogist Paulo Freire, suggesting an imaginary dialog between him and the American sociologist Richard Sennet. Thanks to an important field study it has been possible to trace the different types of leadership existing in the considered groups and observe the way each group recognizes and refers to the Roma leaders. It has also been possible to examine how the institutions recognize and interact with those leaders and to make clear the consequences of these interactions on the subjects and on the collectivity. What emerges is an extremely varied and interesting picture. Institutions and their representatives rarely show awareness and consciousness of the effects of their choices on the collectivity. At the same time some stimulating experiences have emerged, where the mutual recognition of the social agents and of their requests has led to new strategies of meeting each other and of fulfillment of the requests. Furthermore, the analyzed cases underline the urgency of developing praxis. The thesis concludes with a double reflection: considered the variety of solutions available for the improvement of the situation, it is meaningful and alarming to observe the gap between the state of the art of the research and the everyday reality.

Il presente elaborato intende approfondire la tematica della sostenibilità nella sua interconnessione con il Servizio Sociale. La tesi, a partire dal suo titolo “Green Social Work: un approccio critico e sostenibile del servizio sociale”, fa riferimento a un paradigma eco-sociale che in modo critico e attento alla sostenibilità, possa essere adottato dal servizio sociale nella società contemporanea. L’obiettivo di questa tesi è infatti considerare nuove e innovative strategie e modelli che l’assistente sociale può scegliere per contribuire alla tutela dell’ambiente e allo stesso tempo al rispetto e valorizzazione dei diritti umani, dell’equità e della giustizia sociale. A partire da una riflessione sulla società e sul servizio sociale nel contesto globalizzato, si prende in considerazione l’approccio del servizio sociale critico, con attenzione alle dinamiche di potere insite nelle strutture sociali con impatto nella stessa relazione di aiuto e autodeterminazione delle persone. L’adozione di pratiche anti-oppressive e antidiscriminatorie nel ruolo di assistenti sociali appare infatti significativo per incentivare l’empowerment, le capacità e risorse anche di coloro che risultano maggiormente svantaggiati e vulnerabili. Ricerche e studi analizzati in questo elaborato hanno evidenziato come proprio le comunità e persone che sperimentano disuguaglianze e vulnerabilità siano anche coloro che sono sottoposti a maggiori rischi, disastri e disagi ambientali. L’ambiente, da considerarsi non solo come ambiente “sociale” ma anche come ambiente “fisico” e “naturale”, in modo interconnesso, riflette sul benessere bio-psico-sociale della persona. Altro concetto non univoco e integrato è proprio quello della sostenibilità, processo che richiede un approccio multidimensionale che tenga conto dell’ambito ambientale, sociale ed economico, al fine di un adeguato incontro con le necessità attuali senza compromettere quelle delle future generazioni. L’approccio del Green Social Work, elaborato in particolare dall’assistente sociale e ricercatrice Lena Dominelli, intende incentivare relazioni sostenibili tra le persone e l’ambiente, con una modalità olistica ed equa che intervenga sulle disparità, povertà e distribuzioni di potere. Dopo aver considerato la tematica da un punto di vista teorico, la tesi intende approfondire attraverso lo strumento dell’intervista qualitativa l’esperienza concreta di “lavoro sociale verde”. La coniugazione ambientale e sociale risulta essenziale al fine di comunità più sostenibili, in cui il servizio sociale può ripensarsi e rinnovarsi come agente di cambiamento per il benessere sia presente che futuro.

Orientador: Josue Pereira da Silva
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
Made available in DSpace on 2018-08-10T14:13:30Z (GMT). No. of bitstreams: 1 Leal_GiulianaFranco_D.pdf: 1367492 bytes, checksum: bb78ec9b7afda8751fe2be056cb7e8cf (MD5) Previous issue date: 2008
Resumo: Nesta tese, aborda-se teoricamente a noção de exclusão social tal como utilizada pelas ciências humanas brasileiras desde a década de 1990. A partir de um mapeamento inicial de suas definições mais recorrentes, examina-se em profundidade uma delas: a exclusão social como fragilização e ruptura de laços sociais. Depois de investigar suas origens na produção bibliográfica francesa, o estudo concentra-se na bibliografia brasileira, analisando criticamente o conceito supra-citado de exclusão social, a perspectiva dentro da qual ele se constrói e as teses elaboradas em torno dele. Investiga-se sua pertinência para caracterizar o fenômeno ao qual se refere, a relação entre a emergência do conceito e o contexto social e, por fim, as implicações práticas do uso de tal conceito para pensar possibilidades de superação do problema da exclusão social
Abstract: In this dissertation, I deal theoretically with the notion of social exclusion as employed by Brazilian human sciences since the 1990s. Based on an initial mapping of the main definitions of social exclusion, I analyze more deeply one of them: social exclusion as weakening and rupture of social ties. After investigating their origins in French bibliography, the study concentrates on Brazilian bibliography, analyzing critically the concept of social exclusion, the standpoint and the theses which seek support on this concept. Thus, I investigate the pertinence of characterizing the issue at stake as social exclusion, the relationship between the emergency of this concept and the social context; and, finally, the practical implications of employing it to think the possibilities of overcoming the problem of social exclusion
Doutorado
Teoria Sociológica
Doutor em Sociologia

L’œuvre de Paul Ricœur excelle à la fois en termes de profondeur mais également de richesse. En touchant virtuellement tous les principaux thèmes de la vie intellectuelle européenne, la philosophie ricœurienne déploie les ressources de l’analyse existentielle, phénoménologique, herméneutique, éthique, morale et politique. Même s’il existe une vaste littérature secondaire qui continue de croître rapidement, l’aspect social de la pensée de Ricœur requiert indubitablement un effort très important de discussion. En proposant une analyse directe des idées de la philosophie ricœurienne, cette thèse de doctorat vise à développer une reconstruction critique à la fois compréhensive et explicative de sa pensée sociale. Sa conception de l’intersubjectivité, son analyse de la signification de la réciprocité mutuelle dans la dialectique entre ipséité et altérité, sa perspective critique et argumentative du paradoxe du politique et son intérêt pour les questions fondamentales des institutions, de la justice, de la mémoire et de la reconnaissance, témoignent de l’authenticité et des limites d’une réflexion philosophique immergée dans les complexités de la vie sociale.Au regard de la littérature scientifique déjà existante sur la philosophie ricœurienne, l’objectif de cette thèse de doctorat est de reconstruire sa pensé sociale à partir des héritages qui ont une influence significative sur son projet philosophique : phénoménologique (E. Husserl ; A. Schutz), herméneutique (W. Dilthey ; H.-G. Gadamer), sociologique (L. Boltanski ; L. Thévénot, ; M. Weber), éthique (Aristotle ; Kant) et politique (J. Rawls ; M. Walzer). Ce travail n’entend pas se limiter à l’étude des thèmes qui caractérisent l’œuvre ricœurienne la plus récente. Il s’appuie aussi sur ses premiers travaux consacrés à la phénoménologie de Husserl, en soulignant le fait que ces écrits fournissent des éléments très signifiants et des clés interprétatives avec lesquelles lesquels adresser sa plus large pensée sociale. De plus, cette thèse considère certains articles à caractère éthique et politique de Ricoeur, qui portent sur la relation entre la foi Chrétienne et le criticisme social, publiés dans les revues Esprit et Christianisme Social. Certes, la pensée sociale de Ricœur se caractérise comme une voie longue, traversée par des signifiants détours, qui nécessitent d’être critiquement considérés. La problématisation interne, qui s’interroge sur l’unité de la pensée sociale de Ricoeur, sera ainsi liée dynamiquement à une problématisation externe reliée à la place occupée par la pensée sociale ricœrienne parmi les différentes traditions de la philosophie sociale et des sciences sociales. En quoi, donc, la pensée sociale de Ricœur est-elle singulière ?
Paul Ricœur’s work excels both in depth and breadth. His philosophy, which touches upon virtually all major themes in European intellectual life, makes use of existential, phenomenological, hermeneutical, ethical, moral and political analysis. Although the secondary literature on Ricœur is huge and continues to grow rapidly, the social aspect of his thought requires considerably more discussion. By offering a sustained engagement with Ricœur’s ideas, the purpose of this dissertation is to develop a comprehensive critical reconstruction of his social thought. His account of intersubjectivity, his analysis of the significance of mutual reciprocity in the dialectics of selfhood and otherness, his critical argumentative scheme of political paradox, and his interest for the very question of institutions, justice and of recognition, testify the authenticity and the limits of an engaged philosophical reflection concerned with the complexities of social life, with how people collectively think about it, behave in, and make sense of social situations.With regard to the large amount of secondary literature written about Ricœur’s philosophy, this dissertation aims at adequately reconstruct his social thought through different inheritances that have a significant influence on his philosophical project, namely, the phenomenological (e.g., E. Husserl, A. Schutz), the hermeneutical (e.g. W. Dilthey, H.-G. Gadamer), the sociological (e.g. L. Boltanski, L. Thévenot, M. Weber), the ethical (e.g. Aristotle, Kant), and the political legacy (e.g. J. Rawls, M. Walzer). The present work is not limited to the analysis of the topics of his later philosophical enterprise. It makes also reference to his earliest writings on Husserl’s phenomenology, emphasizing the fact that these provide highly significant elements and instructive interpretative keys with which to assess his broader social thought. Moreover, this dissertation looks at some of Ricœur’s ethical and political writing concerning the relationship between Christian faith and social criticism published in the journals Esprit and Christianisme Social. Certainly, Ricœur’s social thought is a long journey marked by significant detours, which need to be critically considered. The internal preoccupation, concerned with the thematic unity of Ricœur’s social thought, will be always dynamically accompanied by an external preoccupation, focused on the place occupied by the French author’s social approach among the different currents of social philosophy and the social sciences. Which are, then, the unique features of Ricœur’s social thought?

La tesi di dottorato analizza il consumo del lusso, con particolare attenzione al fenomeno della moda in quanto strumento di identificazione e distinzione sociale, da parte dell’élite economiche, politiche e amministrative della Spagna asburgica ivi compresa la realtà siciliana in età moderna. Il processo di nobilitazione - indicato genericamente dalla storiografia mediante il termine aristocratizzazione -, che ha investito la Spagna tra il XVI e il XVIII secolo - ha interessato soggetti la cui ascesa sociale è resa possibile anche dall’ingente impiego di mezzi economici, fenomeno che è andato di pari passo con l’elaborazione di sofisticati meccanismi di visibilità e riconoscimento circa la nuova posizione acquisita in società. Tutto ciò è fortemente legato anche al fenomeno della patrimonializzazione di beni e funzioni pubbliche, contestualmente avviatosi in Spagna, coinvolgendo la figura del sovrano quanto i singoli privati. Si assiste dunque ad una notevole ascesa sociale, congiuntamente alla continua ricerca di forme e modi per mantenere le posizioni sociali delle casate più antiche, legittimando anche quelle di nuova fondazione. Un dato certo risiede nello sproporzionato aumento quantitativo dei titoli concessi durante tutta l’età moderna - Dai monarchi cattolici, fino alla prima metà del Diciannovesimo secolo con Fernando VII - con picchi che oscillano in particolari momenti storici e in alcune zone della Spagna. Un mutamento di tale portata non poteva certamente passare inosservato ai contemporanei o avvenire senza scontri ed estremi tentativi di resistenza da parte delle vecchie oligarchie; in un primo momento, sono ancora queste, infatti, a controllare l’accesso alle più importati posizioni a corte, respingendo spesso i tentativi di intrusione dei nuovi arrivati. Per conto loro, quest’ultimi, erano disposti a pagare cifre anche molto alte pur di accedere a posizioni sociali più elevate, dunque in seno alle élite di potere, non prima di essersi adeguati alle loro abitudini e maniere, mescolandosi e in alcuni casi mimetizzandosi con essi. Ma accedere a una posizione privilegiata, in questo caso alla classe nobiliare o in generale superiore, non basta, è necessario mantenerla rendendola visibilmente manifesta, attraverso strumenti appropriati che rispettino, possibilmente, una rigorosa corrispondenza tra rango e forma. Basti pensare come, in questo senso, la cultura barocca fosse, principalmente, visuale in cui non è tanto importate concettualizzare l’immagine, ma far passare il concetto attraverso l’immagine, e se il principio è valido soprattutto quando si parla delle espressioni artistiche dell’epoca, esso vale anche per le manifestazioni sociali, come la politica, la morale, la religione etc. Per la stesura della tesi ci si è avvalsi dell’utilizzo, di numerose fonti archivistiche e il vasto complesso di fonti figurative che hanno evidenziato come il consumo del lusso e la moda, non siano per le categorie sociali in esame, nobiltà o togati, una semplice opzione, ma più esattamente un obbligo imposto dal loro status. Esso è strettamente legato ai concetti di decoro e onore, che, in questo caso, richiedono una correlazione immediata tra essere e apparire, in relazione ad altri membri dello stesso gruppo o in relazione a componenti esterni. L’analisi dettagliata del fenomeno è resa possibile grazie ad alcuni cambiamenti che, all’inizio del Cinquecento, travolgono gli ambienti domestici, rendendo gli inventari carichi di un numero sempre più grande e più variegato di oggetti legati alla sfera personale, accumulati nelle case. Così, moltissime famiglie o singole persone iniziano a registrare i propri acquisti. In questo modo i beni descritti negli elenchi notarili, pochi o molti che siano, diventano lo specchio dei loro proprietari, della molteplicità dei bisogni e gusti di chi li ha posseduti, simboli della loro ricchezza o della loro scarsa agiatezza, lasciando tracce e informazioni sulla società alla quale appartenevano uomini e donne che quegli oggetti hanno posseduto e infine tramandato.

This thesis seeks to explain social participation in pre-schools for children with and without Down’s syndrome. The explanation is achieved by use of an explanatory model of social participation, designed on the basis of critical realism, which has been used in an empirical study of how social participation emerges in practice. Mechanisms have been abstracted. It is assumed that recognition mechanism produces social participation and reification mechanism social exclusion. The results show that the agency of the personnel affects the possibilities for the recognition mechanism to produce social participation. Within the agency of the personnel, the internal relationship between the child perspective, i.e. how children's place in society is understood, and the relationship to the child's perspective, i.e. how children's participation is regarded, either prevents or makes possible activation of the mechanism. The child perspective has, through the empirical study, been seen to take two different forms: either that children are similar, with similar needs, or that they are different, with different needs. If children are defined as similar, the structures will accommodate all children, enabling them to be socially involved in the same activities. If children are defined as different, different structures are created for different groups of children. Groups are segregated from each other, preventing the children from being socially involved in joint activities. The relationship to the child's perspective has emerged in relation to the roles of the child as an agent, as a collective subject, and as an individual subject. The role definition affects the degree of constraint imposed on the possibilities for action that are offered, and thus affects the opportunity costs and degrees of freedom of the children. These determine the activation of recognition mechanism and social participation in the situation.

Critical thinking is a widely shared educational goal which has been granted more explicit attention than ever in recent years. Five major approaches to this area of educational concern have been influential to the development of educational practices, research programs, and conceptualization in the field. Three of these approaches (the 'process' or basic skills approach, the problem solving approach, and the logic approach) are found to be based on unfounded assumptions about the nature of reasoning and thinking, and inadequate attention to the purposes which make critical thinking such a widely accepted educational goal. A fourth (the information processing approach) is found to involve instances of reductionism which render incoherent many of the terms with which we understand and assess our own reasoning, and that of others. The fifth approach (the multi-aspect approach associated with Robert Ennis) is not so essentially flawed, but is found to contain some significant problems. Most notably there is a problem with fixing the reference of 'mental abilities' (which is essential for the issue of generalizability of critical thinking abilities) and with understanding the relationship between judgment and the other aspects of critical thinking. It is argued that writers in the field of critical thinking generally have tried to purchase objectivity for their conceptions by connecting them with the ideal of disengaged knowledge, either as exemplified by the study of formal logic or the natural sciences. It is argued that, in contrast with this approach, we ought to recognize that values and value judgments are at the heart of critical thinking. The ideal of disengagement tends to interfere with our understanding of thinking as a normative (rule-governed) activity grounded in our social practices. This thesis argues for the adoption of a realist position with regard to values, an expressivist understanding of language, an interpretive stance toward the study of rationality, and a social constructivist conception of rules. Some consequences of these positions for instruction, teacher preparation, and future research are suggested.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

Since the pioneering work of Harold Innes and Marshal McLuhan, accounts of social and cultural change that assign a key role to innovations in media have enjoyed considerable currency. These Medium Theories, as Joshua Meyrowitz has usefully dubbed them, are particularly concerned with how the shift from oral to literate to electronic media has successively reconfigured both cultural systems and their everyday deployment. This model of mediation suffers from major weaknesses however. It is media-centric, crudely deterministic, ethnocentric, and takes no account of patterns of social inequality. Hence, while this thesis retains Medium Theory's core concern with the impact of different modes of mediation, it draws on work in Critical Sociology and communications studies to address these deficiencies and develop an alternative model of Critical Mediation. Using contemporary Mexico City as a case study, the potential of this approach is pursued through a detailed study of the ways in which different forms of mediation shape the organisation and uses of the communal symbolic spaces that make up the Social Imaginary.

The global wave of mobilisations that took place after the 2008 financial crisis prompted social movement scholars and radical thinkers to highlight the ability of social actors to resist capitalism and develop new forms of radical democracy. This initial moment of 'effervescence' has been followed by a longer period of balance and critical evaluation. In this context, critical theorists have welcomed the renewal of social critique after a long period of withdrawal and the enunciation of a post-critical era. However, this renewal has taken place at the expense of critical theory's social significance. In this work, I propose a productive cross-fertilisation of the various realms in which the social critique of capitalism has (separately) taken place: critical social theory and practices of social criticism carried out by social movements. Drawing on Fredric Jameson's notion of an 'aesthetic of cognitive mapping' and on Luc Boltanski's critical sociology, the thesis argues that the affinities between the two forms of critique provide a basis upon which a politically and theoretically productive articulation might be built. In the first part, I explore four different styles of theoretical critique - from David Harvey to Luc Boltanski - highlighting their merits and limitations. In the second part, I delve into the practices of criticism of capitalist society carried out by two Chilean social movements: the pobladores' movement and the student movement, respectively, in order to explore how social critique is performed in the context of concrete social struggles. Pobladores and students have been resisting, mapping, and contesting neoliberal policies in Chile since the beginning of the 2000s, actualising old practices of resistance in a new and fragmented social context. By disclosing the affinities between the practices of social critique at both levels, I contend that critical theorists can learn from social movements' descriptions and explanations, and thus rehabilitate its political emancipatory dimension.

Orientador: Octavio Ianni
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
Made available in DSpace on 2018-08-02T21:01:21Z (GMT). No. of bitstreams: 1 Mesquita_Erika_M.pdf: 18968062 bytes, checksum: 0a645606b76ed6f1fdbcdc163192f524 (MD5) Previous issue date: 2002
Resumo: o objetivo deste trabalho é expor a contribuição da visão crítica de Clóvis Moura sobre a história social do Brasil. O sociólogo Clóvis Moura trabalha e debruça-se em especial na questão do negro no país, questionando a "democracia racial e social", no qual enfoca a não inserção deste dignamente na sociedade e o sempre existente racismo mutante e velado à brasileira. Traz à tona e revê o papel da resistência negra, principalmente no período escravista, a enfocando como um processo não esporádico e de sua importância para a transformação da então ordem social. Aponta, enfim, em suas acepções como a história social do Brasil cobra um alto preço dos setores subalternos, principalmente dos negros. Nosso autor procura por este viés de interpretação, não canônico, pensar a nação e o país, revisitando a história e o pretérito para questionar o presente, elencando os problemas, para então propor a edificação de um país futuro, este, palco de uma verdadeira e concreta nação
Abstract: One of the intentions of this dissertacion is to expose the contribuition of Clóvis Moura's criticaI views on Brazil social history. The work of the sociologist Clóvis Moura concerns the Negro issue in Brazil, questioning either the "racial and social democracy", which doesn't allow the Negroes to actually take part in the society in a dignified way and and endless and mutant racism stile persisten in Brazil. He also shows and reviews the role of the negro resistance, mainly during the slavery period, regarding it as something that hasn't happen sporadically and showing its importance to the transformation of the social order of that time. He indicates how the Brazilian social history demands a high price to be paid specially by those who belong to the low classes, i.e. mainly the Negroes. This author seeks through his non canonical way of interpretation to think the nation and the country revisiting the history and the past to question the present, listing the problems and only then suggesting the construction of a future country that would be a real and concrete nation
Mestrado
Mestre em Sociologia

ÖREBRO UNIVERSITET

Institutionen för beteende-, social och rättsvetenskap

Socionomprogrammet, C-uppsats, socialt arbete 41-60 p

Höstterminen 2005

Åsa Magnusson & Lina Nyqvist

Flickors och pojkars vägar in i normbrytande beteende: En kritisk litteraturstudie av ett omdiskuterat fenomen

Sammanfattning

Ungdomar har i alla tider engagerat sig i normbrytande beteende och de har visat sig vara den mest kriminellt aktiva gruppen i samhället. Studiens syfte är att undersöka flickors och pojkars vägar in i ett normbrytande beteende med fokus på relationer, samt att utröna hur diskussionen om könsspecifik behandling gestaltas i forskning. Syftet innefattar även att kritiskt granska framkomna resultat utifrån feministisk teori. Studiens metod bygger på en litteraturstudie i form av tre genomgående teman: vägar in i normbrytande beteende, interpersonella relationer och könsspecifik behandling som i resultatet är redovisade var för sig. I diskussionen förs ett resonemang kring resultaten där de kopplas samman med feministisk teori och teorin om sociala band. Studiens viktigaste resultat är att vägen till ett normbrytande beteende är en komplex process där många olika faktorer påverkar huruvida ett normbrytande beteende utvecklas eller ej. Interpersonella relationer har stort inflytande på ungdomars utveckling. Relationerna verkar inte påverka flickor och pojkar på samma sätt, vilket är en följd av att flickor och pojkar uppfostras olika beroende på biologiskt kön. Dessa könsskillnader avspeglar sig även i könsspecifik behandling. Behandling tycks i allmänhet baseras på könsstereotypa föreställningar vilket ingetdera av könen verkar gynnas av.

Nyckelord: ungdom, genusteori, normbrytande beteende, interpersonella relationer

ÖREBRO UNIVERSITY

Department of Behavioral, Social and Legal Sciences

Education of Social Work, C-thesis in Social Work, 41-60p

Fall Semester 2005

Åsa Magnusson & Lina Nyqvist

Girls’ and boys’ pathways to norm-breaking behavior: A critical review of an old issue

ABSTRACT

Historically, youths have always been engaged in norm-breaking behavior (NBB), with adolescents being the most criminal active group in society. The behavior, however, seems to differ in aspects of gender. This study investigates the pathways to NBB, emphasizing the influence of interpersonal relationships. The aim is also to examine what characterizes gender-specific treatment in literature, and furthermore to bring a critical feminist view on reviewed research results. The study is based on a literature review design to enable a whole picture of the topic. In the review different pathways to NBB is described, followed by the role of interpersonal relationships and characteristics of gender specific treatment. In essence, evidence seems to show that the pathway to NBB is a process where several different factors contribute jointly in shaping such behavior. However, interpersonal relationships seem to play an important role in influencing the behavior of the adolescent, though the influence appears to differ in aspects of gender due to the socialization process where girls and boys are brought up differently, which in turn is reflected in gender-specific treatment. Research indicates that treatment in general is based on stereotyped gender assumptions, which might be disadvantageous for both girls and boys.

Keywords: juvenile, gender theory, norm-breaking behavior, interpersonal relationships

La present tesi doctoral sorgeix del projecte “Enseñar y aprender a interpretar problemas y conflictos contemporáneos ¿Qué aportan las ciencias sociales a la formación de una ciudadanía global crítica? (I+D+I. EDU2016-80145-P)”. Aquest projecte, finançat pel Ministerio de Ciencia, Innovación y Univesidades, té com a objectius elaborar una proposta educativa per la interpretació de problemes i conflictes contemporanis. Aquesta proposta està fonamentada en a) la literacitat crítica digital, per diferenciar fets d'opinions, argumentar la veracitat i la fiabilitat de les fonts, distingir la ideologia de la informació, identificar silencis, tot amb l'objectiu de prendre decisions responsables; b) la concepció d'una ciutadania crítica amb consciència global; c) l'educació per a la justícia social i per fer visibles a persones invisibles; d) la participació democràtica compromesa i responsable per al canvi social. La literacitat crítica digital neix de les propostes de la teoria crítica i de la pedagogia crítica per la formació i el desenvolupament del pensament crític en el segle XXI. Mentre que al literacitat crítica com a proposta educativa i com a constructe teòric ha estat àmpliament estudiada, la repercussió de la literacitat crítica digital en el desenvolupament del pensament crític de l’alumnat és un tema que s’ha estudiat poc. En aquesta tesi sorgeix la necessitat d’estudiar com l’alumnat de cicle superior de primària desenvolupa el pensament crític a partir de la literacitat crítica digital en els estudis socials. Aquest coneixement ens ha de permetre conèixer millor com es desenvolupa i com es forma pensament crític que permeti a la ciutadania interpretar els problemes i conflictes contemporanis i que es projecti cap a l’acció social. Les dades obtingudes ofereixen informació sobre els casos de tres centres d’educació primària. En primer lloc, determinem quines activitats es duen a terme en el cicle superior per la recerca d’informació a la xarxa, la construcció de relats sobre problemes socials rellevants i la formació del pensament crític per l’acció social. En segon lloc, estudiem els patrons de recerca d’informació, la valoració de les fonts, i el procés de construcció de relats sobre problemes socials locals, per part de l’alumnat. En tercer lloc, estudiem l’impacte d’una intervenció didàctica de literacitat crítica digital en el desenvolupament del pensament crític del alumnat, a través de l’anàlisi dels seus relats. Aquesta és una recerca interpretativa i crítica, ja que considerem que la realitat està socialment construïda, i les investigacions han de servir per conèixer-la i poder-la canviar. És per aquest motiu que les dades obtingudes han de retornar a l’escola i han de servir per identificar quines pràctiques educatives ajuden al desenvolupament del pensament crític, i ha de permetre elaborar propostes per formar a una ciutadania crítica.
The present dissertation is part of the project “Enseñar y aprender a interpretar problemas y conflictos contemporáneos ¿Qué aportan las ciencias sociales a la formación de una ciudadanía global crítica? (I+D+I. EDU2016-80145-P)”. This project, funded by the Ministry of Science, Innovation and Universities (Spain), has the aim to create an educational proposal to interpret contemporary conflicts and problems. This proposal is based on a) critical digital literacy, to make the difference between facts and opinions, to argue the veracity and reliability of sources, to reveal the ideology on information and to identify silences, in order to take responsible decisions; b) conceptualizing a critical citizenship globally aware; c) teaching for social justice and making visible those who are not; d) democratic participation, responsible and committed for social change. Critical digital literacy comes from critical theory and critical pedagogy proposals to critical thinking education and development in the 21st Century. While critical literacy as educational and theoretical proposal has been extensively studied, we know little about critical digital literacy impact on critical thinking development of students. This dissertation responds to the need to study how upper elementary school students develop their critical thinking from critical digital literacy in social studies. This knowledge will allow us to know better how critical thinking develops and how it can be taught, to help citizenship interpret contemporary conflicts and problems for social action. Obtained data offer information about three cases of Elementary Schools in Catalonia (Spain). Firstly, we determine how do they teach to research information on the internet, to build narratives about social issues and to think critically for social action. Secondly, we study the information research patterns, sources evaluation and narratives’ building process of students. Thirdly, we evaluate the impact of a critical digital literacy educational intervention on critical thinking development of students, through the analysis of their narratives. This research is interpretative and critical, because we consider that reality is socially constructed, and research has to serve for its understanding and for changing it. For that reason, obtained data has to return to schools to identify good educational practices that help critical thinking development, and offer tools to create proposals to critical citizen education.

Esta tesis, titulada “Entre el olvido y la desmemoria: Fuentes de la Psicología Social Crítica en América Latina”, es un recorrido analítico por diversas aportaciones críticas a la Psicología y a la Psicología Social Latinoamericana. Estas aportaciones se inscriben en una tradición que nace con la modernidad misma y a la que suele llamársele Pensamiento Crítico. De tal manera que esa tradición es el contexto simbólico en el cual se asientan las aportaciones teóricas y prácticas de una pléyade de Psicólogos y Psicólogos Sociales que dejaron una huella indiscutiblemente significativa en la historia de la disciplina en América Latina. Esto, sobre todo, en relación con la necesidad de construcción de una Psicología, opuesta, por una parte, a las teorías y métodos de naturaleza ahistórica de las Psicologías dominantes, y por otra, a un poder generalmente autoritario y rapaz que mantiene a grandes masas de la población latinoamericana en condiciones de vida humanamente inaceptables. La Psicología, construida desde los grandes centros de poder-saber, cumpliendo con el encargo social asignado por el sistema, se ha constituido como un dispositivo naturalizador de la dominación y de las desigualdades sociales del capitalismo moderno, un dispositivo de alienación y enajenación al servicio del poder. El objetivo de este trabajo es reconstruir, mediante su análisis, el valor de una serie de aportaciones desarrolladas en América Latina por una Psicología Crítica opuesta a ese encargo social y que ha pugnado históricamente por construirse a sí misma como dispositivo de liberación y emancipación social. Finalmente, este trabajo busca rescatar una parte de la historia de la Psicología Social en América Latina que, voluntaria o involuntariamente, ha caído en el olvido o en la desmemoria.
This thesis entitled "Between oblivion and forgetfulness: Sources of Critical Social Psychology in Latin America" is an analytical course of several critical contributions to Psychology and Latin America Social Psychology. These contributions are part of a tradition born with modernity itself and which is often called critical thinking. So this tradition is the symbolic context in which, the theoretical and practical proposals of Psychologists and social psychologists that left an unquestionably significant mark on the history of the discipline in Latin America, are settle. This, above all, in relation to the need for construction of an opposite Psychology, in one part, to the theories and methods of ahistorical nature of the dominant psychologies, and by the other part, to a generally authoritarian and predatory power that holds large masses of Latin America in humanly unacceptable living conditions. Psychology built from the great centers of power-knowledge, fulfilling the social mission assigned by the system, has been established as a naturalizing device of domination and social inequalities of modern capitalism, a device of alienation and estrangement in the service of power. The aim of this work is to reconstruct, through its analysis, the value of a series of contributions developed in Latin America by an Critical psychology opposite to that social assignment from the power and has historically strived to build itself as a device of liberation and social emancipation. Finally, this work seeks to rescue a part of the history of social psychology in Latin America who, voluntarily or involuntarily, has been fallen in forgotten or forgetfulness.

This thesis explores the relationship between emancipatory politics and spirituality, and what this has to offer a critical postmodern approach to social work. At the centre of this thesis is a focus on forming a connection between critical postmodern social work theory and liberation spirituality. Liberation spirituality is a framework proposed by Joel Kovel which has at its heart connects emancipation and spirituality. My first chapter outlines my research approach. Chapter two explores the diversity and complexity of spiritual meanings, examines the influence of the western context on spirituality, analyses the relationship between language and spirituality, and outlines my assumptions in relation to spirituality. Chapter three examines the historical and social context influencing social workers' engagement with spiritual issues. It also explores the engagement of current social work literature with issues of spirituality. Chapters four and five consider distinctions between critical social work in the modernist tradition, and critical postmodern social work. This establishes why critical postmodern social work approaches are more suited to engage with spiritual issues. The conceptual connection between critical postmodern social work and liberation spirituality is explored in chapter six and chapter seven. The latter in particular includes a detailed examination of the relationship between emancipatory politics and spirituality. The thesis concludes in chapter eight by analysing implications of this conceptual connection.

This dissertation aims to trace the origin and evolution of Massa’s thought. The latter is also placed within the current debate on learning theories, and further developed thanks to Fook’s critical reflection and Latour’s actor-network theory. Firstly, Massa’s writings are discussed. The influence of Marxism, Althusser, Foucault, and psychoanalysis on Massa’s socio-materialistic understanding of the learning process is investigated. Particular attention is given to the Foucauldian notions of ‘micro-physic of power’, ‘apparatus’, and ‘clinic’. On that basis, Massa’s ‘educational apparatus’ and ‘Clinica della formazione’ [Foucauldian clinic applied to the learning process] are debated, together with their mutual relationships. Educational apparatus is proved to be the core of Massa’s thought. Thanks to this notion, Massa simultaneously granted agency to materiality, and depicted education as a complex phenomenon underpinned by both human and non-human elements in interactions between each other. The ‘educational apparatus’ also acts as a theoretical grid to be projected on the learning process under scrutiny in order to reveal its hidden complex structure. Clinica della formazione consists in the set of techniques which makes this procedure possible; hence, it is Foucauldian. Clinica della formazione is presented and placed within the Italian educational debate of the 80’s-90’s. Moreover, its goals and methods are debated. Clinica della formazione is proved to be anthropocentric: it does not grant agency to non-human and it is based on a reflective process. In order to highlight the gap between Clinica della formazione and Massa’s original socio-materialistic epistemological background, the notions of reflection and reflexion are discussed, together with the works of Dewey, Kolb, Schön, Mezirow, Sheppard, Brookfield, and Fook. In order to further develop Clinica della formazione as a consultancy and supervision methodology, a contamination between Clinica della Formazione and Fook’s critical reflection is suggested. Latour’s actor-network theory (ANT) is identified as the most suitable research methodology to investigate the learning process according to Massa’s original materialistic epistemology. History and key aspects of ANT are presented; its position within Science and Technology Studies debated. The impact of ANT on educational research is discussed. Massa’s work is lastly compared to Latour’s one: the notion of ‘educational apparatus’ is compared to Latour’s notion of ‘network’ and Massa’s learning theory is reread taking into consideration Latour’s concepts of ‘translation’, ‘mediation’, and ‘assemblage’. Finally, Massa’s ‘theatrical deixis’ is discussed. This notion clearly suggests that Massa was moving away from Clinica della formazione methodological apparatus to fully embrace his original materialistic background. It also shows Massa’s attempt to plan and implement a consultancy process in line with the socio-material understanding of the learning process.

For the past decade, the profession of journalism has been under intense pressure to adapt to changing business models, technology, and forms of communication. Likewise, journalism education has been under intense scrutiny for failing to keep pace with the industry and inadequately preparing students for a rapidly changing professional environment. Social media has become a nexus for the pressures being experienced by both the profession and academia. This study uses Wenger’s (1998) model of Communities of Practice to consider how a student newsroom functions and how student journalists adapt within a newsroom and on social media. This study used a quantitative self-reported survey (N=334) design to understand the relationship of students’ social media use and newsroom participation, social media use and digital skills, and the differences relationships between demographic variables and the use of social media. Items in the survey were in one of four categories: newsroom participation, social media use, digital skills, and demographics. Results demonstrated that as students take on more responsibilities in a newsroom, the more likely they are to have relationships in the newsroom, to have a voice (in both editorial content and newsroom policy), to share their experiences with newer staff members, and to see the importance of social media use in their newsroom experience. Findings also related to meaning, identity, and practice within Wenger’s (1998) notions of Communities of Practice. Significant correlations among items measuring digital skills are related to length of time on staff, use of social media (e.g. watch breaking news and find story ideas), holding a digital position, frequency of use of social media, and critical knowledge of digital skills (including high-level relationships among libel, audience analytics, and multi-media content). Analysis showed that participants who held primarily digital positions demonstrated patterns of the more sophisticated digital skills.

Syftet med denna studie är att utvärdera ett HVB-hem vilket bedriver miljö- och individualte-rapeutisk behandling av ungdomar i åldrarna 16-19 år. Vidare syftar studien till att utvärdera verksamhetens arbetssätt vid kritiska händelser enligt critical incident-metoden. Således fin-ner författarna följande frågeställningar relevanta för utvärderingen: Vilka slags kritiska hän-delser uppstår i verksamheten enligt personalens upplevelser? Hur löses/slutar de kritiska händelserna i verksamheten? Är lösningarna av de kritiska händelserna förankrade i miljöte-rapeutisk teori? Utvärderingen grundas i uppgifter från nio respondenter, varav en av respondenterna är utvärderingens författare. Datainsamlingen utgörs i sin tur av observationer, frågeformulär och kompletterande intervjuer. Materialet består av 50 stycken kritiska händel-ser varav 47 händelser redovisas i tabeller under resultat och analys samt kopplas till miljöte-rapeutisk teori och tidigare forskning. I materialet framkommer sex stycken kärnproblem: hot och våld, yrkesroll och arbetsgrupp, alkohol och narkotika, bryter mot verksamhetens struk-tur, ungdomar mot arbetsgruppen samt förändring hos enskild ungdom. Analysen av resultatet visar på att samtliga lösningar i utvärderingen är förankrade i miljöterapeutisk teori.
The purpose of this study is to evaluate an institution which carries out milieu and individual therapy regarding youth. Furthermore, the purpose of this study is to evaluate the way of working in critical situations according to critical incident-method. Therefore, the author found the following questions relevant to this evaluation: Which sort of critical situations arise according to employee’s experiences? How can we solve these critical situations within the operation? Are the solutions of these critical situations anchored to the milieu therapeutic theory? The evaluation is based upon information from 9 respondents, of which one of the respondents is the evaluator’s writer. The collected information represents observation, question formulas and supplementary interviews. The material consists of 50 critical situations in which 47 situations account for tables under the result of analysis plus connection to the milieu therapeutic theory and earlier research. In the material 6 core problems emerge: threats and violence, occupational roll, and work groups, alcohol and nar-cotics break towards the operational structure, youth towards work groups and shifts in indi-vidual youths. The result shows that all solutions are supportive of the milieu therapeutic theory.

Digital communication system for interaction is a part of the everyday life for the majority of people in the society. The Internet offers a space for counselling, support and/ or discussion. By using the Internet chat page familjeliv.se as a field research for a critical discourse analysis (CDA) following Norman Fairclough approach on the discussed and debated child fostering technique “timeout”, his theory and method enables a study on the construction of identity, roles and discourses. According to Fairclough, CDA does not stand on its own. It is depended on complementary theory(s) in the analysis of the social practice, for example theories on social interaction and power relations. Therefor Erving Goffmans theory on interaction and Anders Perssons comparative analysis of Goffman in the context of online interaction is applied with the company of Michele Foucault and Erich Fromm s theories on power relations. CDA origins from social constructionism and is therefor questioning the statement that there is an absolute objective truth. In that aspect, the theory of social constructionism is integrated and applied on the discussion of how and why certain constructions exist. The users of the forum position them selves for or against timeout and by using the method of CDA on the text and the discursive practice, ideologies can come to light in the social practice such as behaviourism. In certain senses, the discourse on Familejliv mirrors society’s disagreement on the effect and consequences of timeout and how to preserve children’s rights and not place the child at the risk of offensive abuse. The discourse of the child as in need of discipline also constitute and reflects the social learning theory aspects and behaviourism in society and social work through state parent support programs. On the topic of child fostering and the technique timeout, other discourses came to surface and when analysing the texts using the tools of CDA, an unequal power relation between mother and child became noticeable which shows how the parent use its natural power to supress the child verbally and physically which constructs discourses like  “the damn child”. With the same method the construction of  “the powerless and tired mother” is detected which can be explained by society’s anticipations on motherhood and can be traced to high expectation and therefor cause parental burnout.

The aim of this research is to discover whether and how 'critical performance pedagogy' (CPP) is a strategy for students to think critically about the ways they link theory and practice in social work using theatrical performance as a platform. Using critical thematic and critical discourse analysis of qualitative interviews, video recorded performances and corresponding texts, this research has uncovered the various ways CPP supports critical and collaborative engagement in social work. The research indicates, students initially develop social and political analysis, make relevant links between theory and practice (praxis) and foster skills in democratic leadership and social action.

This PhD by publication consists of two single authored books, five single authored papers in refereed journals, five single authored papers and one joint authored paper in edited books and covers the period 1985-2000. Two central ongoing themes are identified in the work: (1) the analysis of changing policy and practice in relation to child abuse in the UK from the late 1960's onwards; and (2), the changing nature of social work, again mainly in the UK. The themes are overlapping and in relation to both a number of concepts and debates in social theory are drawn upon both to analyse the changes and to make a positive contribution to policy and practice, particularly in the area of child welfare social work.

This dissertation explores the potential for higher education to promote the development of critical being among diverse students, including three studies that employ critical quantitative approaches. The first chapter proposes critical being as an alternative to critical thinking that better reflects the purposes of higher education for the public good. In Chapter Two, I create a survey-based instrument measuring critical being, including three factors that are theoretically grounded in the work of Barnett (1997) and Davies (2015). Chapter Three examines the relationship between specific instructional practices associated with academic challenge and four-year growth in critical being among three racial and/or ethnic groups traditionally underrepresented in higher education: Black and African American students, Asian and Pacific Islander students, and Hispanic, Latinx and Chicano students. Chapter Four focuses on college instructors, exploring the relationship of individual, academic, and organizational factors with instructors’ emphasis of critical being in the classroom and their beliefs about students’ abilities and efforts. Finally, Chapter Five returns to the necessity for higher education to center critical being in order to equip students to be well-informed agents of social change. By bringing together the results of the three studies, this chapter also considers the implications of higher education for critical being, offers self-reflection on the implementation of critical quantitative approaches, and looks forward in making recommendations for future research.

The central claim of my thesis is that Theodor Adorno's social theory harbours important insights which can bring to light significant deficiencies and weaknesses in the works of contemporary critical theorists. In order to substantiate this claim, I argue that Adorno's philosophical and sociological writings embody a coherent and systematic version of critical social theory. I then attempt to place Adorno's version of critical social theory in critical and constructive dialogue with the successors to the tradition of Frankfurt School critical theory (Jurgen Habermas and Axel Honneth). This is achieved by reconstructing and reinterpreting Adorno's key theses through insights developed in contemporary social theory. Part One demonstrates, firstly, how Adorno's critical social theory developed from out of the problems of the earlier social-theoretic 'paradigms'. In chapter two, I argue that Adorno, in Negative Dialectics, develops a conception of critical theory as a 'critical dialectic of concepts', derived from a synthesis of the Durkheimian sociology of knowledge, and Hegelian dialectic. Chapter three attempts to substantiate and develop this thesis, and also shows how Adorno develops a theory of linguistic reification. In chapter four, I attempt to expound the social theory underlying the philosophical arguments of Negative Dialectics. In Part Two, I deploy the insights derived from the analysis of Adorno's work in order to furnish a critique of Habermas's critical theory, concerned with its failure to develop an adequate critique of class- and group-specific domination (chapter five) and problems stemming from its formal/abstract conception of moral-practical reason (chapter six). I then turn, in Part Three, to the critical theory of recognition. It is argued that, by returning the concept of social struggle to the centre of the analysis, the theory of recognition is able to theorize structures of domination and oppositional praxis far more adequately than the Habermasian account. However, I argue that this theory needs to integrate insights deriving from Adorno's thesis of integration through domination. I argue that the concept of symbolic power provides for a plausible reconstruction of Adorno's integration thesis, by interpreting integration through domination as occurring at the symbolic rather than the psychic level. In the final chapter, I draw upon contemporary social theory in order to furnish an interpretation of Adorno's social theory as articulating a twofold distortion of instrumental reason, which I characterize as a dialectic of increasing integration through domination, and intensifying lifeworld disintegration.

This PhD research examines the development and sociological significance of the idea that work is being eliminated through the use of automated production technology. After examining historically, culturally and theoretically contested definitions of the concept of work, it looks at the idea of the abolition of work in Utopian writing, from More to Morris. Next, the argument that Karl Marx, perhaps surprisingly, can be seen as the quintessential end of work theorist, is presented.

This thesis provides a critical analysis of the suitability of mixed-use waterfront revitalisation as a setting for social housing schemes. Although the latter have become increasingly common on British waterfronts in recent years, it can be argued that for a variety of reasons the waterfront may be an inappropriate location in which to create new, and possibly vulnerable, social housing communities. This proposition is tested through three empirical investigations. Each of these assesses resident satisfaction with respect to the housing itself, the immediate revitalised environment and the regenerated waterfront's degree of integration with the city and its services. A variety of research methods was employed, including desk-top studies involving literature searches, qualitative investigations to assist questionnaire design, the use of self-administered questionnaires by sample populations, postal proformas and postal and telephone correspondence. The empirical results are presented and discussed against the background of introductory chapters reviewing processes of waterfront decline and revitalisation. the evolution of UK social housing policy and approaches to the analysis of waterfront regeneration. The concluding chapter reviews results, proposes a conceptual model for the analysis of todays regenerated waterfronts and outlines a research agenda. The main findings were that anticipated problems were greatly over-estimated by the hypotheses adopted, and that mixed-use waterfronts have substantial appeal for the large majority of social housing tenants. This reflects a complex range influences. Despite high satisfaction levels, however, the work also demonstrated that potential problems should not be ignored. To a great extent their avoidance depends on successful design at the micro-scale, but the overall morphology of the waterfront may also be important in terms of its ability to isolate communities from inner-urban problems.

Nonostante i suoi sforzi, il sapere pedagogico risulta ancora incapace di dire qualcosa di nuovo, rispetto agli altri saperi, circa l’educazione, la società e la cultura. Mentre la pedagogia si impegna soprattutto a produrre una sempre maggior quantità di finalità educative, la sua possibilità di dire qualcosa di nuovo circa l’educazione sembra invece legata a una inesplorata interpretazione di tre concetti importanti: quelli di scienza, epistemologia e critica. Assunti radicalmente, questi tre concetti potrebbero cambiare il rapporto tra la pedagogia e l’educazione, colmando anche la storica e riconosciuta spaccatura tra teoria pedagogica e prassi educativa. Nella seconda parte del lavoro, ho studiato e analizzato il pensiero pedagogico di Riccardo Massa, evidenziandone la capacità di rispondere proprio a quei criteri di scientificità e criticità. Massa propone di studiare l’educazione nei termini di uno specifico “campo” di esperienza . Seguendo per primo questa strada, il pedagogista arriva alla formulazione di una precisa teoria della consistenza e del funzionamento del campo educativo . L’educazione, secondo lui, funziona come un “dispositivo”, cioè come un meccanismo, fatto di specifici elementi e di specifici livelli di forza. Nel terzo passaggio del lavoro, al fine di mostrare la capacità trasformativa della teoria massiana – in termini di lettura e progettazione delle pratiche educative –, ho avanzato una proposta di strutturazione e gestione alternative per dei reparti ospedalieri di riabilitazione, e anche una nuova idea di progettazione e conduzione del lavoro educativo con le famiglie.
Though its toils, pedagogy is still unable to say something new about education, society and culture. It continues only to produce all sort of teleologies, that is a large quantity of finalities for education. On the contrary, possibility to say something new about education seems linked to a new interpretation of three important concepts: science, epistemology and criticism. They could really let pedagogy to start a new connection with its object (education). In the second part of the work, I try to think of Riccardo Massa’s speech again. I consider his pedagogy as a new theory, able to think education as a particular “field” of experience. Education, in the opinion of Riccardo Massa, is a “device”, that is a mechanism made by specific elements and specific force levels. In the third part of the research, first, I try to use “device” theory to show a new possible way to structure and to run a rehabilitation ward. Finally, I try to use the same theory to show a new possible way to plan educational work with children families.

Tese (doutorado)—Universidade de Brasília, Instituto de Ciências Humanas, Departamento de Geografia, Programa de Pós Graduação em Geografia, 2015.
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A determinação ontológica do movimento na qualidade de forma de ser, movimenta incessantemente a critica afirmada para a sua negação no vir-a-ser que afirma nova critica, unidade de continuidades e descontinuidades com a critica precedente. Premente, por conseguinte, desvelar as determinações materiais nas quais se enraizam a concepção do ser apartado do não-ser consubstanciada na intransponível distinção entre ser e ente na qualidade de expressão das idéias em uma realidade invertida, falsamente apreendida. Realidade idealmente reproduzida que, no entanto, possibilita alternativas correspondentes a realização de finalidades orientadas para a satisfação de necessidades historicamente determinadas. Os embates na produção e reprodução das finalidades a orientar as relações sociais se travestem da debilidade do movimento determinado e impotente para impor determinações a virtuosidade plena da imobilidade a movimentar o transitório. A diferença entre Ser e Ente se conforma na lógica formal destituída da contradição para afirmar o desenvolvimento do conhecimento no que em verdade o obstaculiza e o limita a permanecer, reduzindo o movimento ao imóvel, ao que movimenta mas não se move, ao que isola o conhecimento da realidade, ao que aparta ideia e matéria, ao que conserva e encarcera e não ao que transforma e liberta. O tratamento concebido como movimento de critica radical aproxima o primado ontológico a consubstanciar o enraizamento da constituição da existência social para instaurar as determinações ontológicas da existência a consciência se enuncia em Marx ― sendo reafirmado em Lukacs ― ao afirmar que as categorias são formas de ser, determinações da existência. A categoria totalidade, a vista disso, constitui expressão da forma de ser da realidade em movimento e síntese de múltiplas e mutuas determinações das diversidades negadas na unitariedade que as afirmam. Por conseguinte, o movimento reflexivo dialético se nega enquanto ineliminavel condição para o movimento que afirma, plasma identidade com a unitariedade entre identidade e não-identidade ou não concebe relação de identidade com a dialética, com a existencia da realidade a expressar a contradição e incessante transmutação entre ser e não-ser. A totalidade por se transmutar e permanecer totalidade embora não identica ao momento precedente compreende uma categoria a sintetizar a unidade da diversidade. Essa diversidade movida e movente da/pela unidade contempla a relação de identidade (totalidade hodierna) entre a identidade (continuidades com a totalidade precedente) e a nãoidentidade (descontinuidades com a totalidade precedente).Ignorar a identidade da identidade com a não-identidade conforma a impotencia da categoria constituir expressão da existência por não comportar a contradição imanente a existência da realidade em movimento do transpor incessante do ser ao vir-a-ser que se põe de não-ser a ser. Em resumo, concomitantemente o ser e transposto a não-ser para que o vir-a-ser seja transposto de não-ser a ser enquanto determinação ontológica constituída e constituinte do movimento. A realização da critica condiciona a autocritica que ontologicamente determina a negação da autoconservação por essa se constituir enraizada nas condições sociais que limitam a transformação pretendida pela critica. A critica da ciência enquanto condição ideológica e material da reprodução e realização do capital não se efetiva com a autoconservação da Geografia por conformar a necessidade de conservação da ciência a enraizar a concepção de distinção idealizada de superioridade que afirmaria permanência e nulidade do transcender as limitações ao negar a desumanidade da alienação concomitante ao afirmar as condições ao reconhecimento das necessidades e possibilidades orientadas as finalidades emancipatorias. O progressivo comprimir do dispêndio de tempo na produção e produtividade de resultados nos diversos campos do conhecimento científico ― o que não se realiza estritamente no âmbito do conhecimento ou equivaleria a afirmar a falácia do isolamento e a negar as determinações materiais e históricas das quais se constitui na qualidade de forma de ser ―, se expressa na qualidade de necessidade e possibilidade objetivas concomitante ao fragmentar da forma e do conteúdo na orientação das finalidades da investigação e do apreender a realidade. O convergir dos supraditos movimentos se conformam na constituição da consensual positividade da complexificação do conhecimento, delimitando o conceber da realidade e as supostas determinações objetivas a priori que constrange o apreender consciente das necessidades e das finalidades que se manifestam na imediaticidade na qualidade de desenvolvimento das potencialidades individuais e genéricas do ser social. Por conseguinte, a concepção de determinação ontológica supra-histórica e insuprimível destituem das intencionalidades sociais para naturalizar o imputar da maior velocidade e complexidade com menor tempo e tamanho do fragmento da realidade a conhecer, potencializando as condições de inversão da realidade. Realidade invertida que deforma a apreensão consciente do correspondente subtrair da humanidade do individuo e do gênero da esfera social do ser por alienar as necessidades e finalidades da teoria e da pratica, orientadas conscientemente no desenvolvimento das condições de empobrecimento da humanidade travestido em coisas falaciosamente providas de humanidade. Coisas que possuiriam identidade com a humanização do homem obnubilando o unificar o desenvolver da coisa no desenvolver do homem na qualidade de coisa, a conceber a mais primordial necessidade teórica e pratica para a finalidade de desenvolvimento da coisa como a necessidade irrevogável da atividade humana. O embate candente no âmbito das idéias se constitui no conceber do real e, nesta direção, a dominação das necessidades e finalidades da (re) produção material da sociedade necessita da dominação das categorias espaço e tempo enquanto formas de ser da matéria em movimento. O apartar intransponível entre Ser e Ente concebe a indeterminação da concepção dominante de realidade que determina as condições para a reprodução da vida e do vir-a-ser dos indivíduos e do gênero humano.
The ontological determination of the movement in its quality of way of Being incessantly moves the critic affirmed to denial it through come to be which affirms new critics, unity of continuities and discontinuities with the previous critic. Therefore, it is important to unveil the material determinations in which are rooted the conception of Being dissociated from Non-being consolidated in insurmountable distinction between Being and Entity in its quality of expression of ideas in an inverted reality, falsely apprehended. Ideally reproduced reality that, nevertheless, allows alternatives corresponding to the realization of aims targeted to satisfy historically determined necessities. The confrontations in the production and reproduction of purposes to guide social relations cross-dress debility of determined and impotent movement to impose determinations to the full virtuosity of immobility that moves the transitory. The difference between Being e Entity conforms in a formal logic deprived from/of contradiction to affirm the development of knowledge in what, in truth, hindered and limit it to remain, reducing the movement to stationary, to what moves to what moves without moving, to what isolate the knowledge of reality, to what detaches idea and material, to what conserves and incarcerates and not to what transform and set free. The treatment conceived as a movement from radical critic brings together the ontological primacy to underpin the root of the constitution of social existence to establish the ontological determinations of the existence to consciousness is stated in Marx – being reaffirmed in Lukacs – by affirming that categories are forms of Being, determinations from/of existence. The category of totality, as a result of it, constitute expression of form of Being from reality in movement and synthesis from multiples and mutual determinations of negated diversities in an unitarity which affirm them. Therefore, the dialectical reflexive movement refuses as an ineliminable condition to the movement which affirms to mould identity with unitarity between identity and non-identity or don’t conceive relation of identity with dialectic, with the existence of reality to express a contradiction and incessant transmutation between Being and Non-being. The totality by transmuting itself while remain totality albeit not identical to the previous moment embraces a category to synthesize the unity of diversity. This diversity moved and moving from/by unity contemplates the relation of identity ratio (nowadays totality) between the identity (continuity with the preceding totality) and the nonidentity (discontinuity with the preceding totality). To ignore the identity of identity with a non-identity conforms the impotence of category to constitute an expression of existence for not affording the contradiction immanent to the existence of reality moving from transport incessant of Being to come to be which puts itself from Non-being to Being. In short, concomitantly the being is transposed to Non-being to a Being come to be transpose from Non-being to a Being whilst ontological determination is constituted and constitutive of movement. The realization of critic conditioned the self-critic that ontologically determines the denial of self-preservation because it constitutes roots in social conditions that limit the intended transformation through critic. The critique of science as an ideological and material condition of reproduction and realization of capital is not effective with the auto-conservation of Geography for conforming the necessity of conservation of science to be rooted in the conception of distinction idealized by superiority that would affirm the permanence and nullity of transcending the limitations to denial the inhumanity of alienation concomitantly affirm the conditions to recognition of necessities and possibilities oriented to an emancipatory purposes. The progressive compressing of expenditure of time on production and productivity of results in various fields of scientific knowledge – which do not realize strictly in the extent of knowledge or it would be equivalent to affirm the fallacy of isolation and to deny the material and historical determinations that constitutes the quality of form of Being -, expressed in the quality of objective necessity and possibility concomitantly to fragment the form and content of the orientation of aims for investigation and for apprehension of reality. The convergence of the movements above-mentioned conforms the constitution of consensus positivity of complexifying of knowledge, delimitating the conceiving of reality and the supposed objective determinations a priori that constraint the conscious apprehension of necessities and of purposes that manifestate in the immediacy by the quality of developing individual and humankind potentialities of social being. Therefore, the conception of suprahistorical and insuppressible ontological determination depriving from social intentionalities in naturalize the impute of greater speed and complexity with lesser time and size of fragmented reality to be known, strengthening the conditions of inversion of reality. Reversed reality deforms the conscious apprehension of corresponding reduce the humanity of individual and gender social sphere of Being for alienating the necessities and goals of theory and practice, consciously aimed to the development of conditions for impoverishment humanity cross-dress in fallaciously things provided by humanity. Things that would had identity with men humanization obfuscating the unifying the developing of thing in the developing of men in the quality of thing, to conceive the most primary theoretical and practical necessity for the purpose of development of thing as an irrevocable necessity from human activity. The confrontation in the sphere of ideas constitutes itself while conceiving the real and, in this direction, the domination of necessities and purposes of material (re)production of society requires the domination of the categories of space and time as forms of Being of substance in motion. The detachment between Being and Entity conceives the indetermination of the dominant conception of reality that determines the conditions for the reproduction of life and the come to be of individuals and humankind.

In a recent article Ulrich Brand has discussed how best to perform policy analysis. I reflect upon the paper as an interdisciplinary researcher experienced in public policy problems and their analysis with a particular interest in the relationship between social, economic and environmental problems. At the centre of the paper is the contrast between two existing methodologies prevalent in political science and related disciplines. One is the rationalist approach, which takes on the character of a natural science, that believes in a fully knowable objective reality which can be observed by an independent investigator. The other is a strong social constructivist position called interpretative policy analysis (IPA), where knowledge and meaning become so intertwined as to make independence of the observer from the observed impossible and all knowledge highly subjective. Brand then offers his model as a way forward, but one that he closely associates with the latter. My contention is that policy analysis, and any way forward, needs to provide more of a transformative combination of elements from both approaches. Indeed I believe this is actually what Brand is doing.

In this study, I explored critical approaches to social justice in student affairs. I sought to understand how student affairs administrators understand and communicate about social justice. Furthermore, I studied how a critical paradigm informs the work of student affairs practitioners in their everyday lives, and what we might learn from the experiences of professionals who ground their work in such paradigms. This was a qualitative study, in which I used snowball sampling as the method for recruiting participants. I conducted semi structured interviews with 14 full time student affairs administrators, who I refer to as critically-oriented student affairs administrators. Consistent with critical theory, I employ a language of critique and a language of possibility in this dissertation. The findings in this study suggest that there is much work to be done in more productively addressing social justice in student affairs. The lived experiences the participants in this study shared provide insight into living out critical commitments to social justice in the student affairs field. Furthermore, there is space in the student affairs field for more in-depth analysis and consideration for what it means to be "critical" in the student affairs profession.

Desde los años 1990 (Curtis, Ward, Sharp, & Hankin, 2013), con el desarrollo de un mundo cada vez más globalizado e individualista, diferentes estudios (Andreotti, 2014; Brown, 2017; Byram, 2014b; Guilherme, 2002, 2007; Hoskins, 2006; Hoskins & Crick, 2010; Osler & Starkey, 2015; Shultz, 2007; VanderDussen Toukan, 2017) han mostrado la necesidad de desarrollar políticas educativas que impliquen una forma de aprendizaje donde los estudiantes sean capaces de desarrollar proyectos y competencias cívicas que aborden temas referidos a cuestiones sociales, económicas o ambientales, entre otras. Este enfoque global y colaborativo de la educación es conocido como Global Citizenship Education (GCED), y en él se abordan contenidos como la paz y los derechos humanos, la interculturalidad, la educación ciudadana, el respeto por la diversidad y la tolerancia, y la inclusividad. Partiendo de estos principios, la pregunta de investigación planteada es ver si la canción protesta tiene elementos que pueden servir como materia transversal en el ámbito educativo especialmente en la formación de la GCED en alumnos universitarios. El antecedente del uso de la canción protesta, por ejemplo, para despertar sentimientos hacia movimientos sociales que estaban o están en contra de la guerra y en consecuencia buscar la mejora de los derechos civiles, no es algo novedoso. Los episodios que protagonizó la sociedad estadounidense contra la guerra de Vietnam se pueden considerar como un hito histórico en la reivindicación de estos –The Civil Rights Movement-, pero en la actualidad, dada la globalidad y la individualización del mundo, como ya se ha señalado, parece ser que la canción tipo protesta, a pesar de su producción y conocimiento por parte de la sociedad, no tiene el mismo vigor ni magnitud que en épocas anteriores. Esta aparente carencia de vigencia cuando el mensaje que subyace es el mismo a largo del tiempo, pone de manifiesto una serie de inputs que deben de ser analizados con el fin de comprender y profundizar en los procesos y las complejas interacciones entre este tipo de músicas y la construcción de significados que respondan a los principios de la GCED. Por este motivo el estudio tiene cuatro fases. La primera ha consistido en hacer un vaciado que relacionara prensa y canción protesta, pues se ha considerado que la prensa en el año 2003 –Guerra de Irak-, todavía actuaba como formadora de opiniones. En segundo lugar, se abordaron aquellas canciones que respondieran al concepto de canciones antiguerra de Irak y ver si tenían en la población algún efecto de tipo transversal que respondiera a los principios de la GCED- En tercer lugar, comprobar si una canción mayoritariamente desconocida por los alumnos universitarios Stange Fruit (Meeropol, 1939) que pone de manifiesto y clama contra la violencia racial (Lynching) podría todavía tener vigencia transversalmente en la actualidad en el ámbito educativo universitario, como en la sociedad en general. En cuarto lugar, se decidió estudiar el impacto de un texto con un alto contenido contra el racismo y la venganza con la finalidad de explorar si la carencia de acompañamiento musical produjera los mismos resultados que los estudios anteriores. El texto fue un extracto conocido como “Hath not a Jew eyes? ”de la obra de Shakesepare, “The Merchant of Venice” Global Citizenship Education (GCED), la promoción de educación para una ciudadanía global, representa un compromiso a nivel internacional para abordar temas actuales y globales como pueden ser: medio ambiente y desarrollo sostenible, justicia social, derechos humanos, pobreza y la paz, entre otros.