Archive for January, 2013

The Existence

The morality inhabits essentially in the spirit, however the human spirit is incarnate and only forms one and only substantial being, in way such that the corporeidade is the expressive field of the spirit. The man is subject of the moral, because, while person is of its free will that compromises the moral life; it is its freedom that if it destroys while to be moral. The moral value of the human body, on the philosophical point of view, drift basically of the fact that the man is an incarnate spirit e, therefore, the moral activity also depends, in its object and content, of the state of the corporeidade. The human body although everything, is not an object more in the series of the objects that in them surround e, therefore, it cannot be used as a commercial product. 3 _ RELATIONARY DIMENSION DIALGICA AND OF THE SEXUALITY: LOVE AND PROCREATION.

The term sex comes of Latin secare, that it means to separate, to distinguish. The etimologia already indicates this dualidade, this difference of two that being ' ' separados' ' it tends to reconstruct the unit. The sexuality cannot be considered as locality or to the genitalidade. The sexuality human being is not nor for data, nor an object, nor a function: it is a constituent dimension of the person who permeia all its being. Man and woman establish with the acts always and necessarily ' ' relations sexuadas' ' , but not ' ' sexual-genitais&#039 relations; '. The fecundidade only is not premade use in the biological structure and physiological feminine masculine and, but it also coats a dimension interpersonal: the instauration of a new dialogue with a new to be by means of the procreation. The sexual union is an act that involves, in the totality and the reciprocity, two people and places the premises for the call the existence of a new life human being.

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Sensations Education

On the other hand, he will have to contain objectives how much to conversational the practical ambientao and of careful abilities and dialogues, abilities of critical and creative thought, and, finally, abilities of philosophical inquiry. In this perspective, the lessons of Philosophy must be come back toward an analysis of the reality, perpassando for questions concerning the proper pupils and of the professor. But, this does not happen without scienter on the part of the educator, who stops arriving at this objective, must create an environment, in its questionador, classroom, concrete, in which the pupil has the thought freedom, seen autonomy and either as one to be capable to produce and to transform the reality where it lives. CURRICULAR STRUCTURE OF PHILOSOPHY IN THE INFANTILE EDUCATION AND LESSON OF PHILOSOPHY IN THE INFANTILE EDUCATION In it I capitulate VII and VIII Wedge (2002) backwards a light the question of the structure curricular of the philosophy in the infantile education and the lesson of philosophy in the infantile education. According to author the resume of philosophy in the infantile education must have as axle reflexivas attitudes, thematic questions, philosophical abilities. Each teacher will have to elaborate a program of attitudes that looking for to develop definitive subjects and ability in the pupil. As Wedge the thematic questions can turn on the following thematic fields: Sensations or pulses of liking; Friendship or ethical pulso; Courage or libertarian pulso; the tolerance before difference or the democratic pulso. It must be removed generating words of conversion or quarrel which must suggest you intrigue this child. It must correspond to the partner-emotional and intellectual interest of the child (doubt, fear, suspense, curiosity etc.). The teacher must provoke the development of philosophical abilities by means of determined operators who as author are usual expressions, that appear in the questions of the teachers stimulating the development of certain abilities (Who were in such place? What you understood therefore) The operated ones must provoke the pupils to produce answers constructed from definitive tools of thoughts that are expressions that the pupils use to organize its answers to the questions initiated for the operators.

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