A formação humana no horizonte da integralidade

Apresenta o tema, o percurso desenvolvido e os resultados de uma pesquisa recentemente concluída. O tema da investigação foram os processos de formação integral do sujeito. Embora os vários paradigmas docentes surgidos no século 20, com orientações teóricas e ideológicas alternativas ao modelo tradicional, defendam ou ao menos sugiram uma educação integral, a estruturação metodológica desta formação tem se mostrado difícil, na teoria e na prática. Será tal dificuldade inerente à prática educativa? Será sempre necessário que uma prática privilegie uma dimensão na formação das crianças (cognitiva, afetiva ou social) em prejuízo das demais? Este é o problema central desta investigação, desenvolvida com os conceitos e reflexões da pedagogia humanista, especialmente o pensamento de Rousseau, Dewey e Rogers. Palavras-chave: prática educativa; subjetividade; formação integral; educação democrática; pedagogia humanista. Abstract This article shows the subject, the methodology and the outcomes of a research recently concluded. The subject of this research was the whole process of education of the person. Although the several teaching theoretical models of the XX century support the whole education, the methodological structure of this education is hard, in the theory and in practice. Is this hardness inherent to the educational practice? Is there need that the practice emphasizes one dimension in the child's education? This is the main subject of this research that was developed with the concepts of the humanist pedagogy, specially the thought of Rousseau, Dewey and Rogers. Keywords: educational practice; subjectivity; whole education; democratic education; humanist pedagogy.

Critical International Theory in Historical Mode

This chapter recovers a neglected, namely, historical mode of theorizing in an effort to reorient critical international theory. As critical international theories have become more meta-theoretical and abstract, they have lost touch with history. The chapter reconsiders R. W. Cox’s writings—in particular his abiding engagement with historicism and realism—as a means of retrieving critical intellectual resources outside of German idealism and historical materialism. The chapter then uses revisionist histories of the Enlightenment to help reorient critical international theory around historically grounded rather than philosophically grounded forms of criticism. Intellectual resources for this end are recovered from early modern European thought—particularly the historicizing and secularizing political theories of Renaissance humanism and Absolutist historiography. The final section explores the thought of Giambattista Vico, one of Cox’s professed influences, for its ‘Enlightened’ emphasis on humanist pedagogy and its historicist attention to changing forms of civil institutions.

Emotional Debris in Early Modern Letters

As Ovid’s heroine Briseis acknowledges, letters carry material traces of the emotions that motivated the writer. This is true of any handwritten document, but more so for letters that stand in for face-to-face conversation with familiars. Emotion may be suggested by a tremor in an upright line, an ink blot, a torn page, or a hurried scrawl. Nevertheless, it is difficult to pin these signs to a manifest emotion with certainty. And yet we should not disregard these traces altogether; they were part of an epistolary vocabulary familiar to early modern writers and readers. This chapter elucidates affective traces by reading letters written by early modern women through the literary lens of Ovid’s Heroides, a key text in humanist pedagogy with broad influence across literary and non-literary writing.

Ideas on Moral and Civil Upbringing of Personality in Italian and Ukrainian Pedagogy During the Renaissance

Important aspects of moral and civic upbringing of personality based on studying the experience of humanist pedagogy establishment in the Italian Renaissance in XIV-XV centuries and the Ukrainian Renaissance in XVI-XVII centuries have been reviewed in the article. It has been found out that under the influence of Renaissance in XVI-XVII centuries Ukrainian pedagogy progressed not only in the Orthodox Christian paradigm of thinking, but was greatly enriched by the humanistic ideas of European origin as well and the matter of a person, a bright personality, endowed with unique personality traits, high ethical and Christian virtues, active and dynamic, was crucial for the forming of humanistic pedagogy. This resulted in increasing interest of Ukrainian philosophers to human problems, establishment of the value of personality, awareness of the importance of education and science in life. Intellect, education, moral virtues and work became the greatest personal qualities in works of Italian and Ukrainian humanists. Pedagogical culture during the Renaissance was also determined by ideas of civil humanism, need for patriotic education and personal action for the common good. Formation of civic sense and responsibility for own actions were of great importance.