The four novels Hyperion, The Fall ofHyperion, Endymionand The Rise of Endymionconstitute the Hyperion Cantosby the American science fiction writer Dan Simmons. Thisgalactic-empire,epic,science fictionnarrative containsa plethora ofliterary references. The dominant part comes from the nineteenth-century Romantic poet John Keats. The inclusion of passages from his poetry and letters is pursuedin my analysis.EmployingLubomír Doležel’scategorizations of intertextuality—“transposition,” “expansion,” and “displacement”—I seek to show how Keats’s writings and his persona constitute a privilegedintertext inSimmons’s tetralogyand I show its function.Simmons constructs subsidiary plots, some of which are drivenby Keats’s most well-known poetry. In consequence, some of the subplotscan be regarded as rewrites of Keats’s works.Although quotations of poetry have a tendency to direct the reader’s attention away from the main plot,slowing down the narrative,such passages in the narrativesevokeKeats’s philosophy of empathy, beauty andlove,which is fundamental for his humanism.ForKeats, the poet is a humanist, giving solace to mankind through his poetry. I argue that the complex intertextual relationships with regards toKeats’s poetryand biographyshow the way Simmons expresses humanism as a belief in man’s dignity and worth, and uses it as the basis for his epic narrative.

Ph.D. (Didactics) / This study deals with the problems encountered in the teaching of history in black secondary schools . Amongst others it refers to the poor performance in examinations, and the general apathy of pupils towards the subject . It is proposed that empathy should be an integral part of history teaching - from a teaching strategy to evaluation. The study consists of six chapters. Chapter 1 serves as introduction and states the problems and subsequent methodology of the research. Chapter 2 further analyses the reality of history teaching in black secondary schools. Attention is specifically given to how history is taught and textbooks are analysed from an empathic perspective. Chapter 3 contains an exposition and analysis of the concept "empathy". An attempt is made to establish whether an empathic -approach· is feasible in South Africa. Chapter 4 considers the thorny issue of the evaluation of empathy and seeks to integrate the divergent standpoints on evaluation into a theoretical model. In Chapter 5 a trial-run is undertaken in a few secondary schools to qualitatively test this model for the teaching and evaluation of empathy. The final chapter draws the findings together. The central argument is that , aside f rom the present political reality , there is nothing basically wrong with e subject history at school , but that there are several lacunae in the presentation of history . The teaching and learning is generally centred on the teacher , consequently pupils are not really able to experience the past empathically . Therefore it is necessary to strive after empathy-related skills and evaluation techniques . These ills could be useful in the struggle of history to survive as a subject.

All athletes are driven by motivation, sources or reasons to push their bodies to their limits and continue to do so regularly. There have been several studies concerning motivation in typical athletes, and many regarding social motivation in people with High Functioning Autism (HFA), however most have been limited to children, and there have been no investigations into HFA athletes’ motivation. The current study looks into the role of social dimensions in athletics, and tests how one’s gender and placement on the Empathy Questionnaire (EQ), Systemizing Questionnaire (SQ), and on the Autism Questionnaire (AQ) affect intrinsic motivation in athletics. It was predicted that athletes with HFA would demonstrate greater levels of intrinsic motivation than those with lower scores on the Systemizing and Autism Questionnaires. The second hypothesis predicted that those who are more prone to systematizing (and perhaps higher on the AQ) would be more intrinsically motivated than those who are more prone to empathizing, as social rewards may not be as important to them. To uncover the differences between intrinsic motivation due to placement on the AQ, SQ and EQ, as well as differences between sexes and coaching feedback, a combination of Linear Regression Analyses, Independent Groups T-Tests and Correlations (n=25) were used. The first hypothesis was invalid due to lack of recruitment of HFA participants, but the second was supported by the data.

Through examining the variables that contribute to the natural process of language and cognition, a promising path is paved for researchers to identify the variables that influence higher order skills, such as perspective taking, empathy and altruism. The current study implemented the PEAK Relational Training System Transformation Module Pre-Assessment Expressive portion (PEAK-T PA) as an objective behavior measure of relational framing complexity. Two additional self-report assessments were used with all subjects, including a multi-dimensional measure of empathy, referred to as the Interpersonal Reactivity Index (IRI) and the Valued Living Questionnaire (VLQ). A Pearson correlation analysis was conducted to examine the relationship between PEAK-T PA scores and IRI subscale scores. Additional Pearson correlation analysis was used to determine a relationship between PEAK-T scores and VLQ scores. A statistically significant relationship was determined between one of the relational frame subareas of the PEAK-T PA and the perspective taking IRI subscale scores. Results, limitations and future research areas associated with relational framing abilities are discussed.

Se analizó la relación entre las variables de empatía, autoeficacia general y autoeficacia en situaciones sociales, así como entre sus dimensiones. La muestra estuvo conformada por 159 bomberos voluntarios (21.4% mujeres y 78.6% hombres), con una edad promedio de 36.08 años (DE = 10.90), pertenecientes a diversas bombas de Lima Metropolitana. Se les aplicó tres instrumentos: el Interpersonal Reactivity Index (IRI adaptado al español), Escala de Autoeficacia General y Escala de Autoeficacia en Situaciones Sociales. En relación a los resultados, se encontraron relaciones significativas entre la empatía y autoeficacia tanto general como en situaciones sociales. Específicamente, la dimensión Toma de Perspectiva de empatía presentó una correlación positiva, y de magnitud moderada con Autoeficacia General (rs = .44, p <. 01). Además, Toma de Perspectiva y las dimensiones de Autoeficacia para el control cognitivo (rs = .35, p <. 01) y Autoeficacia para habilidades de afrontamiento (rs = .31, p <. 01), presentan correlaciones positivas, y de magnitud moderada. Por el contrario, Distrés personal se asoció negativamente con todas las dimensiones de autoeficacia, respectivamente, (rs = -.28, p <. 01), (rs = -.27, p <. 01), (rs = .40, p <. 01), (rs = -.36, p <. 01). Adicionalmente, se encontró una relación negativa, y de magnitud moderada entre la edad y la dimensión Fantasía de empatía (rs = -.31, p <. 01). / The relationship between the variables of empathy, general self-efficacy and self-efficacy in social situations, as well as between their dimensions, was analyzed. The sample consisted of 159 volunteer firemen belonging to several fire stations of Metropolitan Lima. Of both sexes, being 21.4% women and 78.6% men, with an average age of 36.08 years (SD = 10.90). To which three instruments were applied: the Interpersonal Reactivity Index (IRI adapted to Spanish), the General Self-Efficacy Scale and the Self-Efficacy Scale in Social Situations. Regarding the results, it was found that, in general, significant relationships were found between empathy and self-efficacy, both general and social situations. Specifically, the Taking Empathy perspective dimension presented a positive correlation, and of moderate magnitude with General Self-efficacy (rs = .44, p <. 01). In addition, Perspective Taking and the dimensions of Self-efficacy for cognitive control (rs = .35, p <. 01) and Self-efficacy for coping skills (rs = .31, p <. 01), present positive correlations, and of magnitude moderate In contrast, personal distress was negatively associated with all self-efficacy dimensions, respectively, (rs = -.28, p <. 01), (rs = -.27, p <. 01), (rs = .40, p <. 01), (rs = -.36, p <. 01). Additionally, a negative relationship was found, with a moderate magnitude between age and the Fantasy of Empathy dimension (rs = -.31, p <. 01). / Tesis

Many devastating problems face South Africa’s young children that can hamper their emotional and social development. The Emotional Literacy and Persona Doll programme (Buchanan, 2007) attempts to intervene in the young child’s emotional development. Persona Dolls are used to encourage emotional expression and management in young children. Previous research has indicated the positive effects of the Persona Dolls and Emotional Literacy programmes with children. However, the development in the trainees and practitioners who use these dolls has yet to be researched. This research study assessed the development of empathy, and the personal experiences of trainees who underwent the emotional literacy and Persona Doll training programme in South Africa. Participants included social workers, psychologists, and preschool and foundation phase teachers. Participants’ empathy was assessed before the first training session, and at the end of the training through Davis Interpersonal Reactivity Index (1980). Participants also documented their feelings, experiences, and thoughts while undergoing the training, in a journal. Process notes of persona doll sessions and evaluation forms were also used in the study. Although the quantitative results did not show any significant results in terms of an improvement in empathy for the trainees, the qualitative results demonstrated that the participants found that they were more able to think and talk about their own emotions, and the emotions of others. This is a crucial aspect of emotional literacy, where one is able to identify and think about one’s own emotions. Furthermore, the group of participants learnt important reflection and containment skills, which they believe they can and are using in their work with others, and with their families. While there is no statistically grounded argument for the improvement of empathy, and in extension emotional literacy, the participants in the training seemed to have developed their own emotional literacy skills, and found that they are better able to work with children and adults in the realm of emotional work. Implications and suggestions for further research are discussed.

Högkänslighet är än så länge ett relativt okänt karaktärsdrag i personligheten. Trots att 15-20 procent av befolkningen tros ha en högkänslighet, enligt tidigare studier, så är forskningen begränsad om fenomenet och dess konsekvenser på individnivå. Syftet med denna undersökning var att ta reda på upplevelsen av att leva med högkänslighet med hjälp av en kvalitativ metod. Intervjuer med nio stycken intervjupersoner med en högkänslig personlighet utfördes, spelades in, transkriberades och analyserades. Resultatet visade att överväldigande, strategier, uppvaknande och visioner var gemensamma teman för samtliga respondenter. Konsekvenserna var både negativa och positiva, såsom uttröttning, depression, lyckorus och en god empatisk förmåga. Det som kunde hjälpa en högkänslig individ var strategier för återhämtning och en förståelse från omgivningen. Undersökningen visade både gemensamma faktorer och skillnader i upplevelsen av högkänslighet. Om högkänslighet kan ses som en resurs istället för en nackdel, skulle kombinationen av högkänsliga och icke högkänsliga vara bra och till nytta för samhället.

Le haïku est un genre poétique japonais né au XIXe siècle, constitué de 17 syllabes. De nos jours, le Japon compterait quelque 10 millions d’amateurs et de professionnels de haïku pour une population totale de 127 millions. Ces Japonais composent des haïkus afin d'exprimer leur sensibilité, mais aussi de les montrer aux autres qui les jugent, dans le cadre de réunions poétiques de groupes associatifs, dans des rubriques haïkistes de journaux et de magazines, lors de compétitions, ou encore à l’école. Le haïku interpelle l’imagination et l’empathie des autres pour s’épanouir pleinement en tant qu’œuvre. Cherchant la reconnaissance des autres, le haïku est une activité sociale grand public au Japon. Plusieurs mécanismes propres à la pratique du haïku empêchent l’établissement d’une hiérarchie complète dans ce vaste monde des haïkistes japonais : notation sous anonymat (donc égalité lors de l’appréciation), utilisation de pseudonymes, liberté d’appartenance à plusieurs groupes de son choix, absence de critères poétiques absolus. Le haïku offre de multiples possibilités de participations, répond à de multiples désirs tels que se montrer, être reconnu, découvrir autrui, jouer sous une autre identité. Ainsi le haïku attire-t-il de nombreux adeptes. La brièveté extrême du haïku assure une grande accessibilité et facilite des échanges sur peu de temps. Être bref accentue le côté ludique de la poésie et crée une forte sociabilité. Par ailleurs, cette concision oblige systématiquement les haïkistes à avoir une retenue vis-à-vis de soi et des autres. Restant courtois, les haïkistes continuent interminablement ce jeu de « présentation – appréciation » dans lequel chacun a l’assurance d’être écouté. / Haiku is a type of Japanese poem originating from the 19th century, consisting of 17 syllables. Nowadays, Japan has nearly 10 million amateur and professional haiku poets, from a total population of 127 million. These people compose haikus to express themselves, and also to present their poems to be judged by others. They present them in poetry clubs, in haiku columns in newspapers and magazines, in various competitions, or in classes at school. In order to fully flourish as a work, haiku challenges the imagination and empathy of others. Through seeking recognition from other people, haiku has become a social activity of the general public in Japan. Several mechanisms specific to the practice of haiku writing impede the establishment of a proper hierarchy in the wide world of haiku poetry such as assessing under anonymity (resulting in equality during the judging), the use of pseudonyms, the freedom to join multiple haiku groups of their choice and the absence of absolute poetic criteria. There are various reasons why people participate in writing haiku, fulfilling several desires such as to express oneself, to be applauded, to meet other people, and to assume a different identity. For these reasons, haiku attracts many enthusiasts. The extreme brevity of haiku enables wide accessibility and rapid exchanges. Its brevity accentuates the recreational side of the poem and creates strong sociability between participants. In addition, brevity compels haiku poets to be discreet towards themselves and towards others. By remaining courteous, the haiku poets continue an interminable game of "presentation - appreciation" in which everyone has the assurance of being listened to.

The current research investigated the effects of competition on empathy and prosociality in two studies. Study 1 aimed to explore associations between competition and prosociality by asking participants to play a computer puzzle game that was either high or low on competitiveness, and then to complete measures of empathy, perspective taking, compassionate love and willingness to sacrifice for a romantic partner. Study 1 found a marginally significant difference across conditions for perspective taking, a marginally significant gender interaction for perspective taking, and a significant gender by condition interaction for compassionate love, in support of hypotheses that competition reduces prosocial responses in men. Study 2 addressed methodological limitations from Study 1 and examined the effect across a broader range of relationship contexts, including close friends. Results for Study 2 did not replicate the marginally significant effect for perspective taking seen in Study 1, but found a significant interaction between gender and condition predicting perspective taking. Significant findings in line with prior research emerged for dominance and commitment, indicating that higher dominance and lower commitment were associated with less empathy and prosociality. Overall, results do not consistently support the hypothesized effect of competitive situations on prosocial and empathic behavior, although results of exploratory analyses suggest potential moderated or conditional effects. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

Este trabalho faz uma revisão das principais teorias em psicanálise, fenomenologia, e neurociência na tentativa desenvolver um conceito integral de empatia. Em Freud empatia depende da identificação e dos laços emocionais que decorrem da pulsão de vida; em Klein se apresenta como identificação projetiva benéfica; em Bion relacionase aos vínculos (L, K, H), o Outro é transcendência (O); em Winnicott traduzse em holding e propicia o surgimento do verdadeiro self; na neurociência cognitiva depende de inferências cognitivas (teorias sobre teoria da mente), e de imitação implícita (Gallese); na neuropsicologia da emoção depende de um componente emocional básico, ou das emoções primárias; na neuropsicanálise relacionase com a maturação do hemisfério direito (Allan Shore) e `a identificação projetiva; na fenomenologia de Husserl empatia está relacionada `a intersubjetividade (o outro é outroeu); em Heidegger é a própria abertura do seraí, ou compreensão; Levinas o rosto significa outramente, pressupõe a relação de responsabilidade e a superação do Mesmo. Relacionase ainda com bondade e amor. Pautados nos conceitos destes autores, consideramos que a empatia pertence a duas qualidades de experiência: (1) contágio emocional ou ressonância de afeto pela qual o euoutro perdem suas fronteiras definidas; que não acompanha a idéia do Outro como alteridade (emoções primárias, comunicação inconsciente de afeto, identificação projetiva, compreensão originária do sernomundo) e, (2) identificação que decorre da imagem/representação do corpo por espelhamento e mimetismo. Nosso conceito integral, portanto, considera o psiquismo como uma estrutura psíquica enquadrante (Green) e vazia a ser preenchida pelo cuidado e bons objetos primordiais. A empatia ou comunhão afetiva decorre da preconcepção (Bion) ou de uma abertura originária do ser, de caráter inato e filogenético, de responsabilidade para com o outro como outroeu, que é, também, diferente. Em termos neuroanatomofuncionais se identificam dois sistemas sobrepostos que tem seus epicentros no hemisfério direito sendo o primeiro epicentro o córtex órbitofrontal (relacionado ao sentimento de simesmo); e, o segundo, a área somatosensorial (formador da autoimagem) e suas aferenciaseferências, provindos de àreas motoras e de linguagem (Broca). A empatia (do grego empatheia) pode ser descrita, portanto como duas formas básicas de funcionamento, que nos remete `a sua relação léxica com a palavra grega sympátheia como fator unificador (Plotino). As traduções adequadas a ambos os termos seria sentircom (Mitfühlung) e sentirdentro (Einfühlung) / Text not informed by the author