2008
DOI: 10.1590/s0101-73302008000100002
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Abstract: O trabalho discute, numa abordagem filosófica, a formação ética, a partir das possibilidades da arte de viver. Explicita que a arte de viver tem uma dimensão estética em que própria obra da vida tem a arte como modelo, por meio da criação de diferentes estratégias (desde as interativas até as literárias), articuladas com princípios universais. Esta ética, com seu apelo às condições concretas da vida e aos sentimentos, não exclui o reconhecimento de uma normatividade que ultrapassa as regras criadas pelo própri… Show more

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Cited by 15 publications
(13 citation statements)
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“…Thirdly, when Hermann (2008) states the vehement need for a moral and aesthetic component in the production of ethics, would there not be in this indication the inoculation of a pedagogized practice of art, in the constitution of the subject of education? *** This text started from the observation of the occurrence of different time periods, with respect to the treatment of the concepts of aesthetics of existence and difference.…”
Section: Two Dissenting Voicesmentioning
confidence: 99%
“…Thirdly, when Hermann (2008) states the vehement need for a moral and aesthetic component in the production of ethics, would there not be in this indication the inoculation of a pedagogized practice of art, in the constitution of the subject of education? *** This text started from the observation of the occurrence of different time periods, with respect to the treatment of the concepts of aesthetics of existence and difference.…”
Section: Two Dissenting Voicesmentioning
confidence: 99%
“…Examinando a relação entre ética e existência que acompanha a obra do autor, Hermann (2008) explica que esse ethos não pode ser compreendido como obediência restrita às regras, e sim como uma busca da estética da existência. Ainda conforme a autora, podemos dizer que "[...] uma educação ético-estética se constitui pelo reconhecimento da tensão entre o eu singular e o nós (ethos comum)" (Hermann, 2008, p. 19).…”
Section: A Constituição De Um Ethos De Formaçãounclassified
“…A B C unfavorable conditions to his practice or even with the disrespect among professionals that generate the lack of humanization in the health field 23 . Hermann 24 points out that emotions, which belong to more humanistic questions, have been neglected for a long time in discussions about ethics, especially influenced by practical reason. Even though the differences between the codes of ethics have been demonstrated, little is known about the level of moral development and ethical decision making of the physical therapist in order to ground such a discussion 25,26 .…”
Section: %mentioning
confidence: 99%