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Main Bibliography |
.Edmund HUSSERL, Die Krisis der europäischen Wissenschaften und die transzendentale Phänomenologie, in Husserliana, Band VI, Den Haag, Martinus Nijhoff, 1962.
. Sampaio BRUNO, A Ideia de Deus, Livraria Charldon de Lello & Irmão Editores, Porto, 2ª edição, 1987.
. João J. VILA-CHÃ, “Ecologia e Filosofia: Questões em debate”. Revista Portuguesa de Filosofia (2003), Volume 59, Fasc. 3, Filosofia e Ecologia: Elementos para uma Ética Ambiental, pp. 643-649.
. J. MARQUES DA SILVA (2004). Ecologia Profunda – da Ecofilosofia à Política Ambiental. In Éticas e Políticas Ambientais (M.J. Varandas & C. Beckert, coord.), pp. 211 - 226. Centro de Filosofia da Universidade de Lisboa, Lisboa
. Maurice MERLEAU-PONTY (1992). O Olho e o Espírito, Trad. de Luis Manuel Bernardo, Prefácio de Claude Lefort, Ed. Vega
. Urbano SIDONCHA, "A Fenomenologia perante o problema da compreensão do Homem Verdadeiro. Iin ARBOR, (2009). vol. CLXXXV, nº 736, La vigencia de la fenomenologia Madrid, pp. 313–325.
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Teaching Methodologies and Assessment Criteria |
The global meaning of the discussion that this training context is intended to encourage presupposes a work dynamic close to the one established by Seminar units, implying alternately or cumulatively i) reading and prior study of texts; ii) critical and reflective commentary, whether personal or based on secondary authors; iii) discussion, dialogue and questioning.
This strategy will be reflected in teaching sessions dedicated to the following training goals:
i) TP exhibition of the programmatic contents assigned to the Unit (one per theme)
ii) Reading of text and completing individual reading sheets (one per topic).
The consideration of students' individual results, in harmony with the strategy outlined above, will privilege the spirit of continuous assessment, without prejudice to concentrating in 4 major moments the essence of the synoptic vision of the fundamental skills that each student must collect throughout their educational path.
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