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Projeto de investigação
Nova Institute of Philosophy
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Phantoms of realism in the work of JM Coetzee
Publication . Falcato, Ana; Instituto de Filosofia da NOVA (IFILNOVA); Universidade Estadual Paulista
Com um estilo sóbrio e minimalista, a prosa literária de J. M. Coetzee é um espaço criativo onde diferentes identidades literárias são constantemente baralhadas e uma perigosa sobreposição de alter-egos é sistematicamente ensaiada. Pensando sobre todas essas nuances, filósofos contemporâneos a trabalhar sobre a obra do escritor sul-africano têm descrito o seu trabalho como “realista-modernista’. Neste artigo, discuto uma obra específica de Coetzee (Diário de um Mau Ano) – focando sobretudo a estranha técnica gráfica da tripartição da página em três vozes literárias e a respectiva relação com a ideia de “pensamento ético de substituição” –, confrontando-a com a sua obra como um todo. Num segundo momento, apresento um modelo filosófico para explicar o seu “realismo modernista” e termino traçando o impacto desse modelo filosófico sobre a própria filosofia que o apresenta.
Book Review of: Comparing Kant and Sartre. Ed. by Sorin Baiasu.
Publication . Falcato, Ana; Instituto de Filosofia da NOVA (IFILNOVA); De Gruyter
Argumentation as Critically Oriented Pedagogical Dialogue
Publication . Rapanta, Chrysi; Instituto de Filosofia da NOVA (IFILNOVA); University of Windsor
Argumentation in educa-tional contexts has been proposed as a dialogic practice that stimulates and promotes students’ critical thinking. However, the way critical thinking relates to argumentation is still not clear in the literature. This essay proposes the exploration of the concept of criticality, as manifested in students’ and teachers’ contribu-tions within argumentative interac-tions, as the basis for the redefinition of “pedagogical dialogue” as a dialogue oriented towards critical argumentation. The main character-istics of this type of dialogue are described, shedding light on the connection between argumentation and critical thinking. These charac-teristics are illustrated through examples drawn from classroom interactions
Bewilderment as a pragmatic ingredient of teacher - student dialogic interactions
Publication . Rapanta, Chrysi; Instituto de Filosofia da NOVA (IFILNOVA)
Several studies on dialogic pedagogies have contributed to shedding light on how the traditional, authoritative Inquiry-Response-Evaluation (IRE) pattern may be transformed into more open, discursive formats through the inclusion of discursive moves, e.g. questions, that are more "authentic" than others. However, the problem of defining genuine teacher-student dialogue at a discourse sequence level remains open. In this essay, I define this type of dialogue from a cognitive perspective, as a dialogue aimed at fulfilling a sensemaking goal framed in at least three ways: as an individual constructionist, a socio-constructivist, and a socio-epistemological process. I then propose bewilderment, based on the philosophical concept of "critical aporia," as a necessary ingredient of pedagogical teacher-student interactions. These two elements, sensemaking and bewilderment, are then used together as framing indicators of three different profiles of pedagogical dialogues.
Evaluación y promoción del razonamiento argumentativo entre estudiantes universitarios
Publication . Rapanta, Chrysi; Macagno, Fabrizio; Instituto de Filosofia da NOVA (IFILNOVA); Departamento de Filosofia (DEF); University of Lusophone Humanities and Technology
Two fundamental critical thinking skills that students are expected to develop during their formal education are: the use of evidence for justifying their positions, and the consideration of objections or contrary opinions in their own reasoning. These skills, fully manifested in argumentative reasoning, have not been sufficiently addressed in higher education research. This exploratory case study sheds light on a specific type of argumentative reasoning particularly important for graduate students: the argument-based academic writing. A Ph.D. seminar course (22 lecture hours) was developed based on two main concepts of argumentation theory, namely argumentation schemes and the heuristic uses thereof, i.e. paraschemes. The course was delivered to seven first-year Ph.D. students at a public Portuguese University. The students’ reasoning skills were assessed through their written drafts before and after the three-month course. The assessment method used was mixed (qualitative and quantitative). A significant change was observed in the increase of sound argumentation strategies and the decrease of the ungrounded ones in students’ academic writing. The study concludes with recommendations for both the teaching of academic writing at a graduate level and the promotion of critical thinking skills.
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Entidade financiadora
Fundação para a Ciência e a Tecnologia
Programa de financiamento
6817 - DCRRNI ID
Número da atribuição
UID/FIL/00183/2013