A filosofia da natureza e educação ambiental: uma reflexão crítica na busca de uma direção ética
Bibliographic record
Abstract
No presente artigo, trazemos algumas reflexões críticas iniciais sobre a filosofia ocidental, tendo como objetivo evidenciar como a nossa civilização, a partir do empirismo representado pela ciência experimental e pela negação da tradição proposta pela filosofia nos séculos XVI e XVII, acabou por articular a crise ambiental que vivemos, a qual, na visão de Heidegger, se traduz por um desenraizamento daquilo que constitui o ser humano, fazendo-o perder a capacidade de saber habitar, acolher e dialogar com o mundo. Ainda dentro de nossa proposta, procuramos evidenciar a potencialidade de uma ética ambiental em Educação Ambiental que, em reabilitando a tradição entendida por Gadamer, nos permita, através da dialética do ouvir, encontrar um linguajar que torne possível compreender as questões que a natureza nos apresenta.Palavras-chave: tradição; linguagem; Educação Ambiental; sustentabilidade The Philosophy of nature and environmental education: critical reflection in searc of an ethical managementABSTRACTThis article presents some critical reflections on the Western philosophy, with the purpose of demonstrating how our civilization, as from the empiricism represented by the experimental science and by the denying of the tradition proposed by the philosophy in the 16th and 17th centuries resulted in the present environmental crisis, which, according to Heidegger, exposes an uprooting from what conforms the human being and makes him/her lose the capability to know how to inhabit, to give shelter and to dialogue with the world. Also is part of the proposal of this work to evince the potential of an environmental ethics within the Environmental Education that, by rehabiliting the tradition under Gadamer’s concepts, should permit, by means of the hearing dialectics, to find a language that makes possible to understand the issues presented by the Nature.Key-words: tradition, language, Environmental Education, sustainability
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.058 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".