| Code |
15572
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| Year |
3
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| Semester |
S1
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| ECTS Credits |
6
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| Workload |
OT(15H)/TP(45H)
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| Scientific area |
Philosophy
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Entry requirements |
There are none.
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Learning outcomes |
The question "What is the world?" does not have to demand an immediate answer; on the contrary, it invites one to assume from the outset the inquiring bid in which the question is played. In this sense, this course aims to stimulate the practice of philosophical questioning, through a fundamental theme of philosophy. At the end of the UC, the student should be able to: (i) identify issues concerning our being-in-the-world and being-in-the-world; (ii) make explicit the fundamental elements of the perspectives studied; (iii) discuss answers to the question "What is the world?"; (iv) problematize our being and being-in-the-world.
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Syllabus |
. The World, a polysemous and analogical notion: creatio (Gn 1, 1: “In principio creavit Deus caelum et terram.”), cosmos and mundus in the face of khaos. The idea of the world-universus as an “ordered totality” (universitas rerum): macrocosms, mesocosms and microcosms.
. Anaximander's unique fragment: world and justice according to the “order of Time”.
. Fragment 30 of Heraclitus: “No god or man made this world, but it was, is and will be an eternal and ever-living fire…”.
. The world as “worldview” and “project”. The phenomenological notion of the world as “the horizon of all horizons”. Michel Henry's criticisms of the “horizon of the world”.
. «The theory of two worlds (“True” Being and “Mere” Appearance) revisited. N. Machiavelli and Hannah Arendt».
. The various pregnant modes of expression of critical relationship with the world in contemporary times that culminate in the estrangement of the world: the Weber's disenchantment of world; the alienation of world of Arendt;
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Main Bibliography |
COSTA FREITAS Manuel da, “Mundo”, in: Logos. Enciclopédia Luso-Brasileira de Filosofia, Vol.3, Lisboa – São Paulo: Editorial Verbo, 2006, cols. 1031-1037;«Maquiavel e a Aparência» (António Bento, in Espinosa e o Estado dos Hebreus. Ensaios de Filosofia Política, Documenta, 2022, pp. 47-67); Peter Sloterdijk (2008). O Estranhamento do Mundo. Lisboa: Relógio d’Água; Heidegger, M. (2011). Os conceitos fundamentais da metafísica: mundo, finitude, solidão (pp. 228-238). Rio de Janeiro: Forense Universitária (or. 1929/30); Kreibich, S. (2017). O homem é formador de mundo: mundo como conceito metafísico segundo Martin Heidegger. Intuitio, 10(1), 94-106;Poemas dos heterónimos de Fernando Pessoa: Alberto Caeiro, Álvaro de Campos e Ricardo Reis;Martin Heidegger. (2024). A origem da obra de arte, Lisboa: Edições 70; Bejan, A. (2012). Design in nature: How the constructal law governs evolution in biology, physics, technology, and social organization. Doubleday; Platão, Teeteto, FCG.
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Teaching Methodologies and Assessment Criteria |
The aims of the Unit will be achieved through the discussion of themes that offer valid perspectives not only to deepen the speculative scope of a Unit-question, but also to circumscribe a philosophically relevant perimeter for the construction of constants for any determination exercise. Such perspectives will be discussed by different teachers each week. Each student's final assessment will result from the consideration of the following elements: i) active participation and relevant intervention in the work of the weekly sessions and ii) preparation of a written test with oral presentation.
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Language |
Portuguese. Tutorial support is available in English.
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