Conceito de causa e aquisição da linguagem causal
Ano de defesa: | 2009 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Filosofia
|
Departamento: |
Filosofia
|
País: |
BR
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/9069 |
Resumo: | The main theme of this thesis is the concept of cause and its possession. However, it is possible to understand the acquisition of concepts from the acquisition of language, in particular, the acquisition of philosophical concepts such as cause. Tugendhat said that such an acquisition occurs at some point in childhood. Strawson says that language, as well as philosophical concepts, we are not taught by specialized methodology. The two philosophers have similar views regarding the acquisition of both language and of philosophical concepts. For them, get to talking, talking, and get to understand the meaning of philosophical concepts through the use of observation of the use made by others and the correction that are submitted by the speech community. To examine the relationship between acquisition of philosophical concepts and language acquisition, it is important to show what is understood by both of them. First, it will feature the philosophical concepts in an attempt to distinguish them from others. Next, Will be presented some aspects about the acquisition of language, specifically the "phase of the whys," which is the period when they are supposed to acquire the concept of cause. We will see that the child initiates the acquisition of the concept of cause by the different responses that are given to it from the question "Why? . But it is not to be considered that the child is able to exercise their reflective attitude of a philosopher analyzing the concept of cause and not even as a normal adult already in possession of the concept of cause and drawing, somehow a responsible and correct analyze. We will conclude that there is a possibility to propose a relationship between the phase of "why" and the acquisition of the concept of cause, and it is also possible to mark the reflection of some peculiarities of the concept of cause in the process of language acquisition in childhood causal. Thus, the phase of "why" witness the beginning of the acquisition and ownership by the child of the concept in mentioned. |
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2009-10-202009-10-202009-08-24SANTOS, Rubia Aparecida Tessaro. CAUSE PRINCIPLES AND LANGUAGE CAUSAL ACQUISITION. 2009. 86 f. Dissertação (Mestrado em Filosofia) - Universidade Federal de Santa Maria, Santa Maria, 2009.http://repositorio.ufsm.br/handle/1/9069The main theme of this thesis is the concept of cause and its possession. However, it is possible to understand the acquisition of concepts from the acquisition of language, in particular, the acquisition of philosophical concepts such as cause. Tugendhat said that such an acquisition occurs at some point in childhood. Strawson says that language, as well as philosophical concepts, we are not taught by specialized methodology. The two philosophers have similar views regarding the acquisition of both language and of philosophical concepts. For them, get to talking, talking, and get to understand the meaning of philosophical concepts through the use of observation of the use made by others and the correction that are submitted by the speech community. To examine the relationship between acquisition of philosophical concepts and language acquisition, it is important to show what is understood by both of them. First, it will feature the philosophical concepts in an attempt to distinguish them from others. Next, Will be presented some aspects about the acquisition of language, specifically the "phase of the whys," which is the period when they are supposed to acquire the concept of cause. We will see that the child initiates the acquisition of the concept of cause by the different responses that are given to it from the question "Why? . But it is not to be considered that the child is able to exercise their reflective attitude of a philosopher analyzing the concept of cause and not even as a normal adult already in possession of the concept of cause and drawing, somehow a responsible and correct analyze. We will conclude that there is a possibility to propose a relationship between the phase of "why" and the acquisition of the concept of cause, and it is also possible to mark the reflection of some peculiarities of the concept of cause in the process of language acquisition in childhood causal. Thus, the phase of "why" witness the beginning of the acquisition and ownership by the child of the concept in mentioned.O tema principal desta dissertação é o conceito de causa e sua posse. Ora, pode-se tentar compreender a aquisição dos conceitos a partir da aquisição da linguagem; em particular, a aquisição de conceitos filosóficos como o de causa. Tugendhat afirma que tal aquisição ocorre em algum momento da infância. Strawson declara que a linguagem, assim como os conceitos filosóficos, não nos é ensinada através de metodologia especializada. Os dois filósofos têm opiniões semelhantes a respeito da aquisição, tanto da linguagem quanto dos conceitos filosóficos. Para eles, adquire-se a fala, falando, e adquire-se a compreensão do conteúdo dos conceitos filosóficos através do uso, da observação do uso feito pelos outros e das correções a que somos submetidos pela comunidade de fala. Para examinar a relação entre aquisição de conceitos filosóficos e a aquisição da linguagem, importa que se faça uma exposição do que se compreende por ambos. Primeiramente, caracterizaremos os conceitos filosóficos na tentativa de distingui-los dos demais. Na seqüência, apresentaremos alguns aspectos relevantes acerca da aquisição da linguagem, mais especificamente da fase dos por quês , que é o período em que se supõe que adquiramos o conceito de causa. Veremos que a criança dá início à sua aquisição do conceito de causa através das diferentes respostas que lhe são dadas a partir da pergunta pelo Por quê? . Mas não há de se considerar que a criança esteja em condições de exercer a atitude reflexiva própria de um filósofo analisando o conceito de causa e nem de um adulto normal já de posse do conceito de causa e fazendo uso, de certa forma, competente. Concluiremos que há uma possibilidade de propor uma relação entre a fase dos por quês e a aquisição do conceito de causa, sendo possível inclusive assinalar o reflexo de algumas peculiaridades do conceito de causa no processo de aquisição da linguagem causal na infância. Assim, a fase dos por quês testemunharia o início da aquisição e da posse por parte da criança do conceito em questão.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em FilosofiaUFSMBRFilosofiaFilosofiaAqusição da linguagemCausaLinguagemInfânciaCNPQ::CIENCIAS HUMANAS::FILOSOFIAConceito de causa e aquisição da linguagem causalCause principles and language causal acquisitioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCasanave, Abel Lassallehttp://lattes.cnpq.br/3869411334990282Sartori, Carlos Augustohttp://lattes.cnpq.br/6830220445412069Sautter, Frank Thomashttp://lattes.cnpq.br/2804652028967760http://lattes.cnpq.br/2500634649820683Santos, Rubia Aparecida Tessaro70010000000440030030030050068887440-c3fb-4788-b2fc-d43c22efe6da53a1c16a-524b-41dd-a32a-9c1b43eab379d1a67cb0-8820-4246-a931-1a29bf786635d15595ec-30a8-4fe2-bde8-addebad0d8f3info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALSANTOS, RUBIA APARECIDA TESSARO.pdfapplication/pdf457747http://repositorio.ufsm.br/bitstream/1/9069/1/SANTOS%2c%20RUBIA%20APARECIDA%20TESSARO.pdf1780b529ce2bb130a3647aba2b0a8690MD51TEXTSANTOS, RUBIA APARECIDA TESSARO.pdf.txtSANTOS, RUBIA APARECIDA TESSARO.pdf.txtExtracted texttext/plain186702http://repositorio.ufsm.br/bitstream/1/9069/2/SANTOS%2c%20RUBIA%20APARECIDA%20TESSARO.pdf.txta5bb8c05ddc25c2cc48dc04143ba07f9MD52THUMBNAILSANTOS, RUBIA APARECIDA TESSARO.pdf.jpgSANTOS, RUBIA APARECIDA TESSARO.pdf.jpgIM Thumbnailimage/jpeg4774http://repositorio.ufsm.br/bitstream/1/9069/3/SANTOS%2c%20RUBIA%20APARECIDA%20TESSARO.pdf.jpg9388fc5dff828f151b4469568e01b6f8MD531/90692022-01-14 09:04:59.143oai:repositorio.ufsm.br:1/9069Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-01-14T12:04:59Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Conceito de causa e aquisição da linguagem causal |
dc.title.alternative.eng.fl_str_mv |
Cause principles and language causal acquisition |
title |
Conceito de causa e aquisição da linguagem causal |
spellingShingle |
Conceito de causa e aquisição da linguagem causal Santos, Rubia Aparecida Tessaro Filosofia Aqusição da linguagem Causa Linguagem Infância CNPQ::CIENCIAS HUMANAS::FILOSOFIA |
title_short |
Conceito de causa e aquisição da linguagem causal |
title_full |
Conceito de causa e aquisição da linguagem causal |
title_fullStr |
Conceito de causa e aquisição da linguagem causal |
title_full_unstemmed |
Conceito de causa e aquisição da linguagem causal |
title_sort |
Conceito de causa e aquisição da linguagem causal |
author |
Santos, Rubia Aparecida Tessaro |
author_facet |
Santos, Rubia Aparecida Tessaro |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Casanave, Abel Lassalle |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3869411334990282 |
dc.contributor.advisor-co1.fl_str_mv |
Sartori, Carlos Augusto |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/6830220445412069 |
dc.contributor.referee1.fl_str_mv |
Sautter, Frank Thomas |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2804652028967760 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2500634649820683 |
dc.contributor.author.fl_str_mv |
Santos, Rubia Aparecida Tessaro |
contributor_str_mv |
Casanave, Abel Lassalle Sartori, Carlos Augusto Sautter, Frank Thomas |
dc.subject.por.fl_str_mv |
Filosofia Aqusição da linguagem Causa Linguagem Infância |
topic |
Filosofia Aqusição da linguagem Causa Linguagem Infância CNPQ::CIENCIAS HUMANAS::FILOSOFIA |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::FILOSOFIA |
description |
The main theme of this thesis is the concept of cause and its possession. However, it is possible to understand the acquisition of concepts from the acquisition of language, in particular, the acquisition of philosophical concepts such as cause. Tugendhat said that such an acquisition occurs at some point in childhood. Strawson says that language, as well as philosophical concepts, we are not taught by specialized methodology. The two philosophers have similar views regarding the acquisition of both language and of philosophical concepts. For them, get to talking, talking, and get to understand the meaning of philosophical concepts through the use of observation of the use made by others and the correction that are submitted by the speech community. To examine the relationship between acquisition of philosophical concepts and language acquisition, it is important to show what is understood by both of them. First, it will feature the philosophical concepts in an attempt to distinguish them from others. Next, Will be presented some aspects about the acquisition of language, specifically the "phase of the whys," which is the period when they are supposed to acquire the concept of cause. We will see that the child initiates the acquisition of the concept of cause by the different responses that are given to it from the question "Why? . But it is not to be considered that the child is able to exercise their reflective attitude of a philosopher analyzing the concept of cause and not even as a normal adult already in possession of the concept of cause and drawing, somehow a responsible and correct analyze. We will conclude that there is a possibility to propose a relationship between the phase of "why" and the acquisition of the concept of cause, and it is also possible to mark the reflection of some peculiarities of the concept of cause in the process of language acquisition in childhood causal. Thus, the phase of "why" witness the beginning of the acquisition and ownership by the child of the concept in mentioned. |
publishDate |
2009 |
dc.date.accessioned.fl_str_mv |
2009-10-20 |
dc.date.available.fl_str_mv |
2009-10-20 |
dc.date.issued.fl_str_mv |
2009-08-24 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, Rubia Aparecida Tessaro. CAUSE PRINCIPLES AND LANGUAGE CAUSAL ACQUISITION. 2009. 86 f. Dissertação (Mestrado em Filosofia) - Universidade Federal de Santa Maria, Santa Maria, 2009. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/9069 |
identifier_str_mv |
SANTOS, Rubia Aparecida Tessaro. CAUSE PRINCIPLES AND LANGUAGE CAUSAL ACQUISITION. 2009. 86 f. Dissertação (Mestrado em Filosofia) - Universidade Federal de Santa Maria, Santa Maria, 2009. |
url |
http://repositorio.ufsm.br/handle/1/9069 |
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