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This explorative case study was undertaken to uncover how transformative self-discoveries were facilitated through Gestalt playtherapy, enabling agency of a single pre-school participant. Data were captured around the participant's baseline agentic status; emerging agency, facilitated trough the intervention and post-intervention agentic status. A content analysis aided thematic coding. Theme 1 identified inherent agency trends and the agency blocks "what is that". Theme 2 dealt with patterns of active resistance "I don't want to feel / I don't want to know". Theme 3 captured enhanced agentic behaviour "I can and I understand". Through the intervention the participant's entrapped agency was unleashed, leading to an awareness of her `being', enabling her `doing' and thereby allowing her to `become'. Enabled agency increased the participant's active involvement in her life and her engagement in developmental tasks was increased. Implications of the findings support further investigation and application of this intervention. / Educational Studies / M. Diac (Play Therapy)

This study was designed to understand the meaning of the lived experiences of incarcerated male juveniles who had committed drug-related crimes and to suggest guidelines for their rehabilitation with specific reference to their health care needs. In order to achieve these objectives, the researcher used Parse’s (1998) Theory of Human Becoming as a theoretical framework for the study and Parse’s (1998, 2005) phenomenological-hermeneutic research method. This study was restricted to three juvenile correctional centres in the Gauteng province, Republic of South Africa (RSA). A sample of 15 male juveniles (5 at each of the three juvenile correctional centres) was used for the purpose of individual dialogical engagements with the participants. Focus group interview sessions were held with two groups (5 members per group) at two identified juvenile correctional centres. A qualitative content analysis according to methods recommended by Graneheim and Lundman (2004) was performed on the data that was collected from the individual dialogical-engagements and the focus group interviews. The researcher attempted to elucidate the meanings that the participants attached to their experiences of incarceration as narrated by them and analysed the data according to Parse’s (1998; 2005) phenomenological-hermeneutic method comprising of extraction-synthesis and heuristic interpretation. The findings of this research confirm that problems of drug abuse and criminal activity represent a multifaceted, complex and often intractable phenomenon. The research also confirmed that the participants suffer from a variety of emotional and psychological problems such as depression, anxiety, fear, guilt, remorse, regret and a craving for the drugs that they had abused before their incarceration. It appears that the participants find it extremely difficult to deal effectively with these disorders on their own and that they are generally averse to asking for professional help and assistance. Interventions to alleviate these problems are crucial for the success of the current rehabilitation programmes being pursued in the correctional centres where the participants are accommodated. / Health Studies / D. Litt. et Phil. (Health Studies)

Certain adolescents are restrained in their becoming owing to a variety of family, school and relational factors, such as inappropriate adult role models, repeated failure and poor communication skills. Restrained adolescents display inadequate identity formation, partly because they are still endeavouring to define an own identity, instead of having reached the point of refining and stabilising their identity. Through their behaviour in family, school and other relationships they plead for assistance in the formation of their identity, especially at school, where their plea is often misinterpreted as misbehaviour or attention-seeking, if not completely ignored. They consequently resort to their own ineffective efforts towards a meaningful existence. As an aid to defining adolescents' identity formation, a list of criteria has been compiled, using the essences distilled from the literature study. Four original questionnaires have been devised with a view to investigating restrained adolescents' identity formation from the perspective of adolescents, their parents, and teachers. By means of a qualitative investigation, it was found that: The identity formation of restrained adolescents is on the whole unsatisfactory in every respect. That is to say, they attribute inadequate meaning to life, themselves and their problems; they are not sufficiently involved in what they do, and they are bound by the infantile experiencing of their life-world in.that they are controlled by their feelings and moods. Parents of restrained adolescents tend to be inadequate, particularly their fathers, who are non-available, either literally or figuratively. Alcoholism, neglect and abuse are common. Teachers of restrained adolescents are generally unaware of the significant role they can play in their identity formation, and need sensitisation and assistance in this area. Adolescents restrained in their becoming demonstrate specific identity formation needs, which concern themselves in various personal modalities and relationships. Teachers are in the position to provide support, not by means of additional scholastic or guidance programmes, but through their approach to these adolescents, to their teaching and education in general. / Psychology of Education / D. Ed.

赫爾曼．梅爾維爾(Herman Melville)的小說《白鯨記》(Moby-Dick, 1851)以其極富深度的思維吸引著讀者，並將捕鯨船上的生活百態萌發為哲學領域的思考。《白鯨記》富有多重意義的特徵使之不乏多面向的解讀，其中若以「海上旅行」作為分析的視角切入，《白鯨記》的成就將益加彰顯。《白鯨記》體現了旅行者如何因心態的不同影響其感知，在伊息默爾(Ishmael)所重述的故事中，以「遇見他者」(encounter the other)的論點觀之，能夠促進存在於伊息默爾與亞哈船長(Captain Ahab)之間相異處的瞭解。自兩者身為彼此殊異的旅行者的對比中，探討旅行者是否真實地「遇見他者」與經歷轉變的過程，本論文將伊息默爾視為能夠真實「遇見他者」的旅行者，亞哈則因其狹隘的復仇心態導致他無法獲得「遇見他者」的機會。 　　緊接著檢視不同旅行者的探討後，對於旅行者更深層的審視將以德勒茲(Gilles Deleuze)與葛塔力(Félix Guattari)的「游牧理論」(nomadology)進行推論，從游牧推衍的概念如：「戰爭機器」(war-machine)與「國家機器」(the State apparatus)，適以處理由伊息默爾、亞哈船長與莫比．迪克(Moby Dick)所構築的關係維度。以啟迪於游牧學的反抗思維進行分析，使得亞哈的捕鯨之旅不再僅是被動地受對莫比．迪克的仇恨牽引，更是蘊藏著亞哈本身具備的能動性。游牧理論能夠開展無法以偏執狂(monomaniac)化約亞哈的特質，讓對亞哈追逐莫比．迪克的解析更形豐富，亞哈不僅具備「國家機器」的控制作為，也擁有「戰爭機器」的抵抗能力。此外，本論文更援引德勒茲與葛塔力的「變成動物」(becoming-animal)理論藉以瞭解亞哈與莫比．迪克之間可能的（變成）關係，「變成」(becoming)理論的應用並非強調外在型體上的相似，而是闡述亞哈身處與莫比．迪克居中關係內所經歷的非形體轉變，亞哈透過「逃逸線」(lines of flight)的模式，使之身處「變成莫比迪克」(becoming-Moby Dick)的進程，藉以顯示其強烈欲望的能量流動。 　　總體上，本論文旨在將「游牧」與「變成」理論的特質帶入《白鯨記》的文本中，產生進一步的對話空間，能使讀者從僅視《白鯨記》為單純冒險式的捕鯨敘事中進入「游牧思想」體現的思辨過程。 / Herman Melville’s Moby-Dick (1851) captivates readers with its exuberance and renders the experiences of shipboard life into a source of philosophy. Moby-Dick bears manifold characteristics worthy of exploration. Among the multiple entries into the literary research, Moby-Dick’s achievement becomes evident when being analyzed from the perspective of sea journey. Moby-Dick manifests how a traveler’s mind-set influences her/his perception along the way on the sea journey. In light of encounters with the other, Ishmael’s recounted narrative assists in the understanding of the distinction between him and Captain Ahab as different travelers. The contrast between Ishmael and Ahab concerns whether they really encounter the other and undergo transformation. This thesis considers Ishmael as a traveler who really encounters the other while Ahab keeps his one-track mind-set on his revenge, which halts the chance for his encounter with the other. Following the examination of different travelers, Gilles Deleuze and Félix Guattari’s nomadology would be applied to further the reading of travelers. The triangular dimension among Ishmael, Ahab and Moby Dick is interpreted with the concepts derived from nomadology such as a war-machine and the State apparatus. Mainly focused on the power of resistance highlighted from nomadology, Ahab’s whale hunt deserves more attention to mobility rather than to the passiveness channeled by his revenge upon Moby Dick. More than what the monomaniac can show, the theory of nomadology would potentially enrich the analysis of Ahab’s pursuit of Moby Dick. Ahab plays both a role of the controlling force like the State apparatus and a role of the resisting power like the war-machine. Besides nomadology, Deleuze and Guattari also employ becoming-animal to suggest the possible inspirational resonance between Ahab and Moby Dick. Instead of an emphasis on the physical resemblance, “becoming” sheds light on the incorporeal transformation which Ahab undergoes within the in-between relationship with Moby Dick. Through his “lines of flight,” Ahab has been involved in becoming-Moby Dick to assert his energy flow out of the intense desire. Overall, this thesis aims at generating more dialogue by bringing nomadology and becoming in the context of Moby-Dick. This incorporation would allow readers to consider Moby-Dick as the manifestation of Deleuze and Guattari’s “nomad thought” rather than as a mere whale-hunting story of adventure.

Sammanfattning Syfte och frågeställningar Syftet med studien är att undersöka hur idrottslärare i årskurs 7-9 talar om relationen mellan orientering och friluftsliv i ämnet idrott och hälsa. Frågeställningarna studien avser besvara är följande: Hur bedrivs undervisningen i friluftsliv och orientering? Vilka geografiska områden används för friluftslivsundervisning? Hur används de geografiska områdena i undervisningen?  Metod Datainsamlingen till studien gjordes i form av semistrukturerade intervjuer utifrån en intervjuguide. Sju idrottslärare från årskurs 7-9 intervjuades, fem från Stockholms län varav två verksamma i innerstaden, en från Södermanlands län samt en från Norrbottens län. Urvalet skedde genom ett bekvämlighetsurval. Intervjuerna spelades in och transkriberades. Transkriberingen analyserades med hjälp av diskursanalys som teoretiskt ramverk. Resultat Diskursanalysen av hur idrottslärare talar om relationen mellan friluftsliv och orientering resulterade i en övergripande diskurs där själva undervisningen i friluftsliv framträder som bestående av aktiviteter. Orientering beskrevs vidare som ett kunskapsområde som kunde integreras i friluftsundervisningen. Friluftslivsundervisnings olika aktiviteter ses av flera lärare som förberedande delar inför vandringar och övernattningar. Närområdets ansågs ha stor betydelse då det just gav möjligheter till dessa förberedande aktiviteter. I talet om undervisning i friluftsliv och orientering framkom även behovet av mer resurser och mer av ämnesöverskridande planeringstid. Vid genomgången av det empiriska materialet framkom även att eleverna hade svårt att uppfatta syftet med de aktiviteter som genomfördes, vilket resulterade i att undervisningen i friluftsliv många gånger präglades av omotiverade elever. Slutsats I diskursanalysen av lärarnas tal framträder att lärarna har en mycket en öppen tolkning av kursplanen, där orientering utgör en aktivitet bland andra inom friluftsliv. Skolans närområde tilldelas stor betydelse och används för aktiviteter. Den öppna skrivningen i kursplanen ger idrottslärare möjligheter att bedriva aktiviteter utan att placera in dem i ett mer övergripande sammanhang. En möjlig lösning som gör att momentet friluftsliv och utevistelse kan inkluderas mer i undervisningen, är dels mer tid till undervisningen, dels en ämnesöverskridande planering. Detta skulle kunna skapa möjligheter till en rödare tråd än vad som återfinns idag. Friluftsliv och andra typer av ämnesinnehåll skulle kunna särskiljas tydligare. / Abstract Aim and research questions The purpose of this study is to examine how physical education (PE) teachers from grades 7-9 view the relationship between orienteering and friluftsliv within their teaching. The study aims to answer the following questions: How do PE teachers use orienteering and friluftsliv in their teaching? Which geographical areas are used during lessons focusing on friluftsliv? In what ways are these geographical areas being used by PE teachers? Method The data was collected through semi structured interviews which followed an interview guide. Seven PE teachers were interviewed, of which five teach came within the Stockholm area, one from Norrbotten and one from Södermanland. The teachers were selected through a convenient sample. The interviews were recorded, transcribed to text documents and thereafter analyzed by using a discourse analysis. Results The discourse analysis showed that the teachers view friluftsliv as a teaching area for physical activities. This was further explained by the teachers´ strive to organize the friluftsliv education using activities named by the curriculum. The teachers viewed these activities as preparations for other outdoor activities, such as longer hikes. The discourse around orienteering was that orienteering was an integrated part of friluftsliv. The open interpretation of the curriculum by the teachers led in some cases to activities being chosen without much reflection on their actual purpose. Furthermore, the empirical material showed that students did not know the purpose of certain activities, which affected their overall motivation for friluftsliv education. An important aspect for all teachers in this study is the geographical areas close to the school. Another aspect is the PE teachers´ desire for more cooperation with other school subjects. The PE teachers also expressed that they wanted a solution which could create more time for friluftsliv in their teaching, which would make it easier to organize meaningful activities. Conclusion The discourses connected to how the teachers talk about friluftsliv and orienteering shows that friluftsliv is mainly viewed as an area for physical activity. When discussing geographical areas close to the school, a discourse was created which highlighted the significance of this aspect, together with friluftsliv as a means of preparation for other outdoor activities. More cooperation with other subjects has potential to create more time for friluftsliv, making it easier to separate orienteering from this teaching area.

The following text constitutes an attempt to present the French philosopher Gilbert Simondon's genetic ontology through an account of his reconfiguration of the problem of individuation in his doctoral thesis from 1958, L'individuation à la lumière des notions de forme, information, potentiel, métastabilité. The intention is to show how Simondon through this reconfiguration of a classical philosophical problem – in which concepts and schemas from contemporary physics and technology is utilised in a critique of the bi-polar hylomorphic schema as its traditional, substantialistic solution – becomes able to articulate an anti-substantialistic and anti-reductionistic ontogenesis as first philosophy. A systematic philosophical conception that according to Simondon precedes every critical investigation of the subject as well as every scientific ontology – not by establishing a pre-critical position, but by exceeding Kant's critical position: that is, through a displacement toward a conception of the transcendental conditions for the genesis of being and thought as real conditions, rather than conditions of mere possibility. A displacement that in turn appears to respond to the question that frames this basic account of important concepts and schemas in Simondon, namely: in what sense and to what extent is it necessary for philosophical thought to be thought and developed in relation to other forms of thought?

Ce projet de recherche en danse est né du désir et du besoin de questionner ma propre pratique artistique en danse contemporaine, en la mettant en perspective et en conversation avec celle de deux autres artistes chorégraphes, Monica Klingler et Barbara Manzetti. L’étude de ces (nos) pratiques, que j’ai qualifiées de «mineures» (au sens deleuzien) a été réalisée en les approchant par le «milieu», dans leur devenir, en les «accompagnant» pendant une période délimitée, celle de la durée de la thèse. Les questions qui dynamisent la recherche concernent les notions de présent et de vivant, contenues dans le terme «processus» : comment rendre compte de processus créatifs au moment même de leur surgissement? Comment se positionner pour pouvoir les décrire, les analyser? Une autre question explorée à travers différentes pratiques d’écriture, dont la thèse, est celle du rôle de l’écriture dans un projet de danse. Quelles pratiques d’écriture mettre en place pour accompagner la danse, pour la penser et pour la partager à travers le langage? L’analyse des démarches artistiques des trois artistes étudiées a été réalisée à l’aide de concepts issus de théories féministes. Elle s’appuie sur la notion de «hors de soi», du choix d’exacerber la vulnérabilité (Judith Butler) ; sur le positionnement des artistes comme des sujets non unitaires, des «sujets nomades» et en devenir (Rosi Braidotti) ; sur la mise en mouvement de formes fluides, changeantes et non réductibles à une œuvre, à l’«un» (Luce Irigaray).La recherche, considérée comme un «processus de danse», a donné forme à différents projets artistiques, Materia Viva, Figuras, Avec le masque, ainsi qu’à l’écriture de la thèse. / The desire and need to question my own artistic work in contemporary dance has led to this project in dance research. To do so, my own practice had to be put into perspective and into conversation with the practices of two other artists, Monica Klingler and Barbara Manzetti. These (our) practices, which I qualify as « minor» (according to Deleuze), were studied in midst, in their process of becoming, and were «accompanied» during the limited lapse of time of this research project. The main questions arise from the notions of the present and liveliness which are contained in the word « process ». How could a creative process be described at the very moment of its emergence? What stance must one take in order to analyse these creative processes?Another main question deals with writing practices. Which is the part of writing in a dance project? Which writing practices should we set up to accompany the dance, to reflect upon it and to share it through language? I have analyzed the artistic approach of the three artists using some concepts taken from feminist theories : « out of oneself», exacerbating the vulnerability (Judith Butler) ; the positioning of artists as non-unitary subjects, « nomadic subjects », and subjects in the process of becoming (Rosi Braidotti) ; and how the artist sets fluid and changing forms in motion, which cannot be reduced to «one» single work (Luce Irigaray).The research project, considered as a « dance process », has given birth to different artistic projects, such as Materia Viva, Figuras, Avec le masque, along with the writing of the thesis.

No description available.

This explorative case study was undertaken to uncover how transformative self-discoveries were facilitated through Gestalt playtherapy, enabling agency of a single pre-school participant. Data were captured around the participant's baseline agentic status; emerging agency, facilitated trough the intervention and post-intervention agentic status. A content analysis aided thematic coding. Theme 1 identified inherent agency trends and the agency blocks "what is that". Theme 2 dealt with patterns of active resistance "I don't want to feel / I don't want to know". Theme 3 captured enhanced agentic behaviour "I can and I understand". Through the intervention the participant's entrapped agency was unleashed, leading to an awareness of her `being', enabling her `doing' and thereby allowing her to `become'. Enabled agency increased the participant's active involvement in her life and her engagement in developmental tasks was increased. Implications of the findings support further investigation and application of this intervention. / Educational Studies / M. Diac (Play Therapy)