This dissertation examines the issue of intercultural understanding. I explore the role played by language in constituting human subjectivity in accordance with the common insights of Ludwig Wittgenstein, Martin Heidegger, and Mikhail Mikhailovich Bakhtin, in order to: (1) affirm the complexity and fragility of the process of building understanding in fight of our immersion in specific cultural-linguistic worldviews; and (2) demonstrate that human beings are ontologically predisposed to achieve understanding, and that this ontological predisposition is enhanced by a constant and inescapable process of crossing "language boundaries" in daily life. I argue that the very manner of human induction into cultural-linguistic worldviews suggests the means by which intercultural understanding might best be fostered: through the bestowal of recognition and the cultivation of dialogical relationships. / I assemble key elements of an assortment of different theories of intercultural understanding in which these techniques are assigned a central role; this exercise generates a Wittgensteinian "perspicuous representation" of the process of crafting intercultural understanding itself, and reveals the unique strengths of two convergent approaches in particular. Both the contemporary reinterpretation of the traditional ideal of intercultural understanding of the Gitxsan and Wet'suwet'en First Nations of northwestern British Columbia, and the recent writings of Charles Taylor on the subject of international human rights standards comprise variations of what I call the "shared horizons" paradigm. The great advantages of this paradigm are its ability to address the distortive effect exercised by power inequalities upon efforts to create intercultural understanding (demonstrated through a case study of the Gitzsan-Wet'suwet'en land claim), and its amenableness to a variety of distinct culture-specific normative justifications. The shared horizons approach does not offer a blueprint for achieving intercultural understanding, but rather, a modest and adaptable set of principles that can serve as the foundation for efforts to work toward the resolution of intercultural disagreements.

Eu jogo, tu jogas e nós? Nós jogamos ou somos jogados? Eu me comunico? Tu te comunicas comigo? Nós nos comunicamos enquanto jogamos? Talvez a resposta rasa a qual somos induzidos a pensar seja: \"Sim! e como nos comunicamos.\" De forma mais elaborada, a ideia da pesquisa em questão é: qual a sinergia que ocorre entre o jogar e o comunicar, considerando que o comunicar não é algo que emula a comunicação, que promove o êxodo para o virtual, que coloca o jogador enquanto objeto de jogo tal como um peão. Comunicar é algo que sente, que frui, que nos atravessa, que permeia a nossa sensibilidade e imbrica aquilo que somos com aquilo que passamos a ser. Por isso, a proposta aqui é a de buscar apreensão do fenômeno que o jogo promove, considerando a Nova Teoria da Comunicação, O Princípio da Razão durante, o metáporo e demais terminologias desenvolvidas por Ciro Marcondes Filho e o Grupo FiloCom. Abordar o jogar pelo suporte do videogame para buscar o sutil, o ponto de equilíbrio do lúdico interativo na comunicação, que não nos mantém a mesma pessoa ao terminarmos de jogar. O jogo proposto como objeto de estudo, Minecraft, trata de um fenômeno, pois não só coloca o jogador como um produtor de conteúdo audiovisual mas permite que os usuários transformem e traduzam a realidade para eles. A questão, contudo é: será que os usuários traduzem os blocos que manipulam, que lhes é informado e supostamente comunicado em realidade? O objetivo aqui é o de compreender o jogo por este olhar, buscando as contribuições teóricas do ponto de vista do Princípio da Razão Durante (viés Comunicacional, Tecnológico e Sistêmico) e práticas (Reflexão, Criação, Apreensão e Popularização do conhecimento). / I play, you play, and what about us? Do we play or are we played? Do I communicate myself? Do you communicate with me? Do we communicate while we play? Perhaps the shallow answer we are led to think is, \"Yes! and how we communicate. \" More elaborately, the idea of the research in question is the synergy that occurs between playing and communicating, considering that communication is not something that emulates communication, which promotes a escape to the virtual, which places the player as an object like a pawn. Communicating is something that one feels, that flows naturally, that permeates our sensitivity and connects what we are with what we become. Therefore, this proposal involves studying the phenomenon that the game promotes, considering the New Theory of Communication, The Principle of Reason During, the metapore and other terminologies developed by Ciro Marcondes Filho and the FiloCom Group. The best approach to playing the game is through the support of the video game in order to seek the subtle, the point of balance of interactive playful communication, which somehow changes us when we finish playing. The game is proposed as an object of study. Minecraft, deals with a phenomenon, as it not only places the player as an audiovisual content producer but allows users to transform and translate reality into them. The question, however, is: do users translate the blocks they manipulate, which are informed and supposedly communicated in reality? The objective here is to understand the game through this lens, seeking the theoretical contributions from the point of view of the Principle of Reason During (Communication, Technological and Systemic bias) and practices (Reflection, Creation, Seizure and Popularization of knowledge).

In a review of literature, it is clear that the significance of Martin Buber’s philosophy of dialogue, or I-Thou philosophy, has been recognized by scholars in related disciplines. It also appears that no in-depth study has been done to discover the significance of Martin Buber’s I-Thou philosophy for communication theory. In order to determine this significance the author proposes to: (1) Examine the efforts of communication scholars as they have attempted to establish the significance of Martin Bubder’s I-Thou philosophy for communication theory.; (2) Present an analysis of Martin Buber’s concept of relation.; (3) Present an analysis of Martin buber’s concept of dialogue.; and (4) Propose a definition of interpersonal communication based upon Martin Buber’s I-Thou philosophy of dialogical relation. Communication scholars are greatly hindered in their research of the I-Thou philosophy by the limited scholarship that has been done on Buber’s writings. To this point in time, research continues without an in-depth guide to the relationship of this philosophy to communication theory.

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Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Indiana University-Purdue University Indianapolis (IUPUI) / People who have disabilities that are visible often manage the boundaries around private information regarding their disability (Braithwaite, 1991) because the choice becomes how much should be revealed. The purpose of this study is to use Communication Privacy Management (CPM) theory to explore the way people who have a visible disability manage privacy boundaries in communicative interactions and also the way the boundaries around private information are managed over time. The study was conducted through in-depth interviews with seven individuals who have a visible disability about their experiences in managing private information. The individuals described experiences both among other people with a visible disability and with people do not have a disability. Results from a thematic analysis revealed the presence of five main themes and several sub-themes.

Augusto Boal developed Theatre of the Oppressed as a way of using the symbolic language of the dramatic arts in the examination of power relations in both the personal and social contexts. Boal understood that symbolic realities directly influence empirical reality and that drama, as an art form that employs the narrative and the event, serves as a powerful interface between symbols and actuality. In the dramatic process, the creation and the environment from which it emerges are inevitably transformed in the process of enactment. These transformations manifest in the context of power relations - in the context of the receptors ability to make decisions and to engage in actions, and the communicators ability to influence the receptors opinions and behaviour. This thesis will examine two different practices in which symbolic realities have been utilised in the context of human relations of power. Primarily, this thesis examines the theory and practice of Theatre of the Oppressed as it has developed.

Indiana University-Purdue University Indianapolis (IUPUI) / The collection of pages spread before you now, this story-thesis, is a collection of stories about my journey from cult member to the place in life I am now, stories about those stories, and stories about the people who lived or read them, talked about them, and were changed by the tellings. Most importantly, the goal of this story-thesis is to illustrate how the process of story-making and -telling changes how we interpret our identities and our lifeworlds. I argue that the stories that we share change our identities, and I also argue that how we perceive our identity and the identities of others affects the stories that we share.

Indiana University-Purdue University Indianapolis (IUPUI)