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Reductive physicalism and phenomenal properties : the nature of the problemCrabb, Brian George January 1996 (has links)
No description available.
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Relationship between self and physical body an examination of the phenomenon of disconnect.Broccoli, Tara Lynn. January 2008 (has links)
Thesis (Ph. D.)--Rutgers University, 2008. / "Graduate Program in Psychology." Includes bibliographical references (p. 64-70).
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Constituting Women's Experiences in Appalachian Ohio: A Life History ProjectMercado Thornton, Rebecca 11 September 2012 (has links)
No description available.
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Possibilities of mind and body an exploration and critique of mind-body identity theory /Thornburg, M. Hayden January 2006 (has links)
Thesis (M.A.)--Trinity Evangelical Divinity School, 2006. / Abstract. Includes bibliographical references (leaves 96-98).
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Possibilities of mind and body an exploration and critique of mind-body identity theory /Thornburg, M. Hayden January 2006 (has links)
Thesis (M.A.)--Trinity Evangelical Divinity School, 2006. / Abstract. Includes bibliographical references (leaves 96-98).
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Personal constructs of body-mind identity with persons who experience Medically Unexplained Symptoms (MUS)Sanders, Tom January 2017 (has links)
Medically Unexplained Symptoms (MUS) are bodily symptoms for which no organic cause has been identified, and which result in significant levels of psychological distress and functional impairment. MUS are thought to be highly prevalent in primary care settings, and have considerable costs to society. Despite evidence of overlapping psychological and physical presentations, MUS are not well understood or treated in culture that predominantly views the body through the lenses of dualism and mechanistic reductionism. An alternative 'interactive' view of the body as playing a more dynamic role is elaborated through George Kelly's (1955) Personal Construct Psychology. The author draws upon Lin & Payne's (2014) 'frozen construing' theory, and empirical literature on relationships between identity and MUS, to suggest that for people with MUS, the symptomatic body is distressing because the person is struggling to integrate its meaning with their identity. It is hypothesized that embodied processes, that may actually protect the self (and others who share a construct system with that person) from events which threaten to dramatically alter how the self is construed, are difficult to understand because of their preverbal nature. Hence symptoms, and the body itself, are dissociated from the person's more elaborated verbal self-constructions. Several hypotheses relating to this suggestion were tested using a modified form of the repertory grid technique that was designed to explore construct systems of both mind and body, for self and others. Twenty participants with MUS, recruited from the community, completed the repertory grid interviews and measures of depression, anxiety and symptom severity, which were correlated with relevant repertory grid indices to test hypotheses. Findings indicated that symptom constructs, contrary to expectations, were well integrated into participants' construct systems. The alleviation of psychological distress was significantly associated with increased perceived distance between the self in general and the self when symptoms are worst (a relationship which appeared to be independent of severity of symptoms), providing evidence of a process of dissociation that protected the current self from assimilating the undesirable characteristics that were associated with the symptom. The way in which the self when symptoms are worst is construed appeared to influence levels of distress, with more predictive power than several other indices. The study also found evidence for some participants of hypothesized relationships between desired aspects of the current self and symptoms, that would imply that symptom disappearance would actually threaten a desirable aspect of how the self is construed. Content analysis of these constructs revealed (as predicted) that such desirable aspects of self tended to relate to being responsible and sensitive to the needs of others, and were elaborated through bodily constructs in a way that suggested that they were not well integrated with the primary ways that these participants made sense of their identity. For these particular participants, discrepancies between the ideals that they had for themselves, and how they would like to be seen by others, were associated with increased depression. Several participants were identified whose constructions of self and others were dominated by constructs relating to both mental and physical strength and weakness. These participants appeared to be struggling to find coherent meaning for themselves as the result of symptoms, which were regarded as invalidating a pre-symptom construal of themselves as being 'strong'. There seemed to be a continuum of being a 'body for others' on the one hand, a previously 'strong person' on the other, and a person who is 'strong for others' in the middle. Implications for clinical practice are discussed. Although the findings of the current study are limited by a small sample size, it appears that exploring the meaning of the body in the construction of self helps to elaborate the meaning of the body and symptoms in a verbal, expressible form. This process is likely to be helpful to those who struggle to find meanings for their symptoms both in their own construct systems and in a society that objectifies the body.
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ROTINAS DA EDUCAÇÃO INFANTIL NAS INSTITUIÇÕES MUNICIPAIS DE GOIÂNIA: UM ESTUDO A PARTIR DAS ATIVIDADES DO SONO E DO BANHO NA CONSTRUÇÃO DA IDENTIDADE CORPORAL DAS CRIANÇASBorges, Luana Ferreira 23 August 2017 (has links)
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Previous issue date: 2017-08-23 / This dissertation has as object of study the corporal identity of the child in the routine
of Child Education. Therefore, the following central question was proposed:
Considering the routine of bathing and sleeping as moments of educational action in
Child Education, how are the processes of autonomy or regulation of children's body
identity in institutions of Goiânia? The aim is to understand the routine of Child
Education, particularly the routine of bathing and sleep, as activities that can allow
the construction of children's body identity, marked by the autonomy or regulation of
this identity. In this sense, the following references were used for the field studies:
Child and childhood: Sarmento (2004), Kuhlmann Jr. (2010), Siqueira (2011); Body
and Corporality: Arroyo (2012), Baptista (2013), Daolio (1995), Foucault (2014); Child
Education: Barbosa (2006), Batista (1998), Oliveira (2005), among others. As a
research methodology, the observation of sleep and bath moments was chosen, in a
total of 20 occurrences reported in logbooks. Interviews with the teachers responsible
for groupings were also accomplished to understand the relationship between theory
and practice conceptions. From the point of view of the method of analysis, some of
the foundations of dialectical and historical materialism were still used as references
for discussions about human production and meaning in history, movement,
contradictions classes, and action/activity among human beings. The data were
organized in three chapters, being that the first of which addresses issues of the
historical and social dimensions of the child and the body. The second takes as
reference the voices of the teachers to understand the conceptions that implicate the
research themes. In the third chapter, issues that involve the construction of the
children's bodily identity in their relationship with times, spaces, materials and
relationships within the educational action of bathing and sleeping are apprehended.
The results of this work indicated that latent practices centered on the adult figure
that guide, normalize, regulate and control children's body actions during the bath
and sleep routine. Thus, the process of the construction of the corporal identity is
established under the bases of the regulation, and not of the autonomy. However,
these results were only apprehended in view of the precarious conditions under
which the moments of sleep and bathing in the studied institutions took place. This
indicates that the material and concrete conditions also determine the way the
conceptions are constituted by the teachers. Finally, it is understood that this work
enabled to return to the meaning and meaning of sleep and bath routine in Child
Education, considering the need to redirect its role in educational practice, focusing
on the processes of child autonomy. / A presente dissertação, inscrita na Linha Educação, Sociedade e Cultura e no Grupo
de Estudos e Pesquisas sobre Cultura e Educação na Infância (GEPCEI), tem como
objeto de estudo a identidade corporal da criança na rotina da Educação Infantil.
Para tanto, propôs-se a seguinte questão central: Considerando-se a rotina do
banho e do sono como momentos da ação educativa na Educação Infantil, como se
constituem os processos de autonomia ou regulação da identidade corporal das
crianças em instituições de Goiânia? O objetivo é compreender a rotina da
Educação Infantil, particularmente a rotina do banho e do sono, como atividades que
podem permitir a construção da identidade corporal das crianças, marcadas pela
autonomia ou regulação dessa identidade. Neste sentido, utilizaram-se, para os
estudos de campo, as seguintes referências: Criança e infâncias: Sarmento (2004),
Kuhlmann Jr. (2010), Siqueira (2011); Corpo e Corporalidade: Arroyo e Silva (2012),
Baptista (2013), Daolio (1995), Foucault (2014); Educação Infantil: Barbosa (2006),
Batista (1998), Oliveira (2005), dentre outros. Como metodologia de pesquisa,
optou-se pela observação dos momentos do sono e do banho em um total de 20
ocorrências relatadas em diário de bordo. Realizaram-se, também, entrevistas com
as professoras responsáveis pelos agrupamentos para apreender a relação entre as
concepções teoria e prática. Do ponto de vista do método de análise, empregaramse
ainda alguns dos fundamentos do materialismo histórico dialético, como
referenciais para discussões sobre a produção humana e o sentido na história, no
movimento, nas contradições de classe e na ação/atividade entre seres humanos. A
exposição dos dados foi organizada em três capítulos, sendo que o primeiro aborda
questões das dimensões histórico-sociais da criança e do corpo. O segundo toma
como referência as vozes das professoras para compreensão das concepções que
envolvem as temáticas da pesquisa. No terceiro capítulo, apreendem-se as questões
que envolvem a construção da identidade corporal das crianças em sua relação com
os tempos, espaços, materiais e as relações no âmbito da ação educativa do banho
e do sono. Os resultados desse trabalho indicaram que, durante a rotina do banho e
do sono, ficam latentes práticas centradas na figura adulta que orientam,
normatizam, regulam e controlam as ações corporais das crianças. Desta forma, o
processo de construção da identidade corporal se instaura sob as bases da
regulação, e não da autonomia. Todavia, esses resultados só foram apreendidos
tendo em vista ainda as precárias condições sob as quais se concretizaram os
momentos do sono e do banho nas instituições pesquisadas. Isso indica que as
condições materiais e concretas também determinam a forma como as concepções
são constituídas pelas professoras. Por fim, compreende-se que este trabalho
possibilitou retomar o sentido e o significado da rotina do sono e do banho na
Educação Infantil, tendo em vista a necessidade de redirecionar sua função na
prática educativa, com foco nos processos de autonomia da criança.
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