Temas de Fenomenologia Hermenêutica / Themes in Hermeneutical Phenomenology

• Maria Luísa Portocarrero Ferreira da Silva
• Luís Umbelino

Objectives of the curricular unit and competences:

The curricular unit’s general objective is to study in detail the motives, implications and scope of the conversion of French hermeneutic phenomenology.

Syllabus:

1. M. Merleau-Ponty and the project of a phenomenology of perception: The shadow “of Husserl; The double obstacle of scientific realism and philosophical idealism; Archaeology of incarnated living in the wordl;The own body and the enigma of space.

2. Repercussions of the phenomenology of Merleau-Ponty in the Works of P. Ricoeur.

2.1. The non-orthodox interpretation of phenomenology developed by Merleau- Ponty and the ricoeurian project of a phenomenology of will.

2.2. Description of the “I can” between the “tacit cogito” and the “complete cogito”.

3. P. Ricoeur between an aroused cogito and a humiliated cogito. First approach to the main concepts of Ricoeur’s hermeneutic phenomenology: Disproportion; Fallibility; Evil; Symbol and interpretation; Conflict of interpretations.

4. The long way of the hermeneutics of the subject.

5. Ipseity, narrative and identity.

6. Hermeneutic phenomenology and psychotherapy: the contribution of phenomenology to a psychotherapeutic purpose.

Demonstration of the syllabus coherence with the curricular unit’s objectives:

The curricular contents, focusing on Merleau-Ponty’s Phenomenology of Perception and Ricoeur’s Hermeneutics are subject of a thorough study of texts and themes of the authors. That answers to the proposed objectives for the curricular unit, of a detail study of the motives, implications and scope of the conversion of French hermeneutic phenomenology.

Teaching methodologies (including evaluation):

- Presentations of conceptual framework and main thesis;

- Seminar (commenting selected texts)

- Practical working sessions with the presence of invited speakers.

- The evaluation consists in the presentation of two reports (40%), and a written paper (tutorial) with discussion (60%).

Demonstration of the teaching methodologies coherence with the curricular unit’s objectives.

a) the lecturing by the professor in charge prepares, gives a general theoretic frame and introduces into the knowledge to be acquired;

b) the analytical reading of texts inserts central notions in the context of its argumentation, in order to specialization of knowledge;

c) the writing of papers is a moment of assimilation of knowledge and an essay of autonomous research;

d) the exercise of discussion and argumentation develops the competences in order to an active intervention in the philosophical debate;

e) the intervention of invited lecturers allows a comparison of points of view and a critical reflection.

Bibliografia principal:

MERLEAU-PONTY, M., Phénoménologie de la perception, Gallimard, Paris, 1945.

RICOEUR, P. De l’interpretation. Essai sur Freud, Seuil, Paris, 1965.

RICOEUR, P. Le conflit des interprétations. Essais d’herméneutique, Seuil, 1969.

RICOEUR, P. Philosophie de la volonté 1. Le volontaire et l’involontaire, Aubier Montaigne, Paris, 1950.

RICOEUR, P. Temps et récit I, Seuil, Paris, 1983

RICOEUR, P. Soi-même comme un autre, Seuil, Paris, 1990.