Uma investigação acerca da natureza da virtude intelectual e do seu estatuto enquanto ideal regulador da educação

• Ano de defesa: 2020
• Autor(a) principal: Borba, Alexandre Ziani de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Filosofia; UFSM; Programa de Pós-Graduação em Filosofia; Centro de Ciências Sociais e Humanas
• Palavras-chave em Português: Virtude intelectual; Ideal educacional regulador; Intellectual virtue; Regulative educational ideal; CNPQ::CIENCIAS HUMANAS::FILOSOFIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/24494

This research aims, on the one hand, to explain what intellectual virtues are and how they work in different spheres of human life, on the other hand, to recommend to educational institutions an education with emphasis on intellectual virtues. Chapter 1 begins by stating that intellectual virtues are character traits and cognitive excellences constitutive of the process of intellectual maturation. It develops a triadic model of intellectual virtue, according to which the dispositional, motivational and prudential components are individually necessary and jointly sufficient for the possession of an intellectual virtue. Chapter 2 advances the idea that intellectual virtues also contributes to moral excellence. One of the contributions of this chapter is the development of the idea that, although there is no type-identity between intellectual and moral virtues, under certain conditions, an instance of virtue is intellectual and moral at the same time. Chapter 3 pays attention to the relation between intellectual virtues and affections. One of the original contributions of this chapter is the hypothesis that intellectual courage and intellectual humility has the potential to mitigate irrational expectations caused by emotions such as fear, anxiety, epistemic angst, pride, vanity, and intellectual arrogance. Chapter 4 advances the idea that intellectual virtue is a regulative educational ideal. Finally, Chapter 5 seeks to answer some pedagogical challenges to the idea of educating for intellectual virtues.