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In this manuscript, the speaker’s engagement with the father-lover-God figure forces a confrontation with larger existential questions. There is tension between the material and the non-material, between observation and intuition (what is knowledge?), and between seeking and being. The mind/thought walks the line between tangible and intangible, so thought—language, our definitions—is a central theme in Thorn. The mind can build its own reality, meaning it is either fragile or powerful. Everything to which we seem to have access is a construct and therefore everything is ultimately meaningless—now what?

A collection of poems primarily in free verse that deals with loss, love, nostalgia, memory, nature (both human and wild), and the self. The title is a Fats Waller quote I found as the epigraph in one of my favorite books, The World Doesn’t End by Charles Simic. While it is literally impossible to waltz the rumba, since they are two different dances and types of music, I like the idea it provokes for me: it says to me, “let’s do this our own way"? or the old cliché phrase “let’s walk to the beat of a different drummer."? This quote embodies the spirit in which these poems where written. / Master of Fine Arts

The Mimetic Theory (MT) of René Girard promises a new landscape for the humanities. In this paper I will outline MT, giving a brief overview of the terrain and how the theory works, defend MT against criticisms made against it, and argue that MT ought to be evaluated by a wider academic audience. / Thesis (Master, Philosophy) -- Queen's University, 2013-06-03 14:15:30.176

Made available in DSpace on 2016-08-03T12:20:47Z (GMT). No. of bitstreams: 1 Leandro de Proenca Lopes.pdf: 658698 bytes, checksum: af3a0dd43047660a54f5c1afe86780d9 (MD5) Previous issue date: 2008-09-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The exploration and the manipulation of desire are some of the main brand of consumption culture. In the societies where predominate this culture, the consumption appears as a humanization criterion, and the meaning of life the ethical-mythical core, around in which society organize itself its the wealth accumulation seek to consume more. Some researches have been demonstrating the holy aspects of this culture, which became a real religion of the everyday life, with its devotions, spiritualities, myths, and rituals. At this same aspect, some studies have been demonstrating how this culture determines the pedagogic projects. Theses arent accidentals studies, because religion and education are essential elements in the origin and upkeep of any culture and human society. However it could also be transformation elements. Paulo Freire emphasize with interest in a Desire Pedagogy creation, and comprehend that the desire theme is extremely important in the improvement fight of social exclusion. But unfortunately he hadnt time to couch such pedagogy. The René Girard work reinforces the thesis that religion is an essential process for the human societies, considering the real function in the culture origin. According to Girard, religion is the humanity educationalist in the humanization and socialization process. And his most notable characteristic is exactly to educate the desire, because, due its mimetic nature, is constantly the violence generator. In the research of relations between Religion/ Theology and Education, recently has been accomplished the presupposed theologies and spiritual studies of the educational offers. Even thought that Paulo Freire and René Girard are at different areas, with different projects, there is lots of convergences aspects between them, some even complementary. The dialog between these two authors shows it very profitable in the theme of desire discussion in relation with the spirituality and education. This work is a try to search elements that promote the elaboration of a Desire Pedagogy starting with the contribution of the Religion Science.(AU) / A exploração e a manipulação do desejo são algumas das principais marcas da cultura de consumo. Nas sociedades em que predomina essa cultura, o consumo aparece como critério de humanização, e o sentido da vida o núcleo ético-mítico em torno do qual a sociedade se organiza é a busca de acumulação de riqueza para se consumir cada vez mais. Alguns estudos têm demonstrado os aspectos sagrados dessa cultura, que se tornou uma verdadeira religião da vida cotidiana, com suas devoções, espiritualidades, mitos e ritos. Da mesma forma, alguns estudos vêm demonstrando como essa cultura determina os projetos pedagógicos. Esses estudos não são acidentais, pois religião e educação são elementos fundamentais na origem e na manutenção de qualquer cultura e sociedade humanas. Todavia, podem ser também elementos de transformação. Paulo Freire acena com o interesse pela criação de uma Pedagogia do Desejo, compreendendo que este tema é de fundamental importância na luta pela superação da exclusão social, o que infelizmente não teve tempo de formulá-la. A obra de René Girard reforça a tese de que a religião é um processo fundamental para as sociedades humanas, considerando sua real função na origem da cultura. Segundo Girard, a religião é a educadora da humanidade no processo de humanização e socialização. E sua característica mais notável é justamente a de educar o desejo, pois, devido a sua natureza mimética, constantemente é gerador de violência. Nas pesquisas sobre as relações entre Religião/Teologia e Educação, recentemente tem sido realizado o estudo dos pressupostos teológicos e espirituais das propostas educacionais. Há muitos pontos de convergência entre Paulo Freire e René Girard, alguns até complementares. O diálogo entre esses dois autores se mostra muito profícuo na discussão do tema do desejo em relação com a espiritualidade e a educação. Este trabalho é uma tentativa de buscar elementos que favoreçam a elaboração de uma Pedagogia do Desejo a partir das contribuições das Ciências da Religião.(AU)

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published_or_final_version / abstract / Humanities / Master / Master of Philosophy

Doctor of Philosophy / School of Family Studies and Human Services / Amber V. Vennum / Sexual desire is important to personal and relational well-being but inevitably declines over time in committed relationships. Individuals, further, commonly report times when they desire more or less sex than their partners (desire discrepancy) which is negatively associated with both relationship and sexual satisfaction. How partner’s make meaning out of (i.e., attributions about their partner’s lower desire for sex) and respond (pursue, withdraw or engage) to moments of discrepant desire is likely influenced by the extent to which partners are able to maintain a clear sense of self in the context of physical and emotional closeness (i.e., their level of differentiation), although this has yet to be tested. Through two studies, I explored the types of attributions and behaviors in response to desire discrepancies and how negative attributions and behaviors mediate the link between differentiation and sexual desire. Specifically in Study 1, I analyzed open-ended responses from 463 participants, using deductive content analysis to examine types of negative attributions and behaviors in response to moments of desire discrepancy. In Study 2, using the findings from Study 1, I developed items to quantitatively measure specific negative attributions and behaviors in response to desire discrepancies. Using a sample of 511 participants, I refined the factor structure of the Desire Discrepancy Attributions and Behaviors Scale and used a path analysis to examine how differentiation is associated with sexual desire both directly and indirectly through negative attributions, emotions, and behaviors (pursue-withdraw). Results indicated that an individual’s level of differentiation is positively associated with sexual desire and this link is significantly mediated by negative attributions and certain negative behaviors. The clinical implications and areas for future research based on the findings of this study are discussed.

There are at least two types of response to stimuli: an automatic response that happens before conscious thought (a Type 1 response) and a deliberative, intentional response (a Type 2 response). These responses are related to behavior associated with the affective loading of the stimulus presented. Prior research has shown, for example, that a Type 1 tendency to spend more time looking at fear-provoking stimuli is associated with higher levels of general anxiety, while a Type 2 tendency to spend more time looking away from happy faces is associated with higher levels of depressive symptoms. Some stimuli categories elicit mixed responses, indicated by discrepant Type 1 and Type 2 responses. For example, alcoholics in recovery tend to look toward alcohol-themed pictures in the first 200 milliseconds, then look away. This suggests that alcoholics in recovery have an automatic draw to alcohol that is overridden by the conscious application of a cognitive schema to avoid alcohol. Sexual response studies to date have measured Type 1 and Type 2 responses separately; however, no study has yet measured both types of response within the same person. This study was the first to examine both Type 1 and Type 2 responses to erotic stimuli within the same individual as a test of within-individual variation of attentional responses to sexual stimuli. Results do not support a connection between either attentional bias or conflicting Type 1 and Type 2 responses and sexual desire or distress. Implications of these non-findings are discussed in theoretical and methodological contexts, and future research is suggested.