No description available.

Text in Afrikaans / According to Kerkspieel III (s.a. :20) a tendency has been observed in the Dutch Reformed Church during the last decade, to aim its ministry mainly at members of ·the higher professional careers, consequently failing to reach people from the lower blue collar occupations. This tendency has caused a rise in membership of the higher professional career group, from 27.43% to 36.90%; and a consequent drop in that of the lower blue collar occupations, from 28.74% to·20.21% during this time. Is it possible for members of the Dutch Reformed Church, belonging to a -lower socio-economic status (S.E.S.), to have certain needs which ~he church cannot satisfy? The purpose of· this study is to investigate the issue of church members with a lower S.E.S., having peculiar needs which are not satisfied by the ministry of the Dutch Reformed Church. Ellisras-Wes, are atively young industrial congregation. _ It was revealed from the literature· study that churches or denominations in general are inclined to feel an affinity with a limited section of society. Protestant Churches in particular are inclined to pay special attention to ·certain S.E.S. groups. Although certain differences regarding patterns of conduct and attitude have been. identified among various S.E.S. groups,. there was no considerable indications that a correlation exists between members' S.E.S. and needs. The perception that.people with a lower S.E.S. would be irreligious, uninvolved and disinterested, can therefore be rejected. Evidence to the contrary is that the religious experience of lower S.E.S. members is more genuine and traditional, while members with a higher S.E.S. tend to have a critical attitude against the Bible and church-doctrine. Even atheism occurs to a greater extent within this group. This tendency will continue until such time as the Dutch Reformed Church acknowledges its deficiency in this respect and reach to lower S.E.S groups. The church may consequently show a considerable growth. / Philosophy, Practical & Systematic Theology / D.Th. (Practical Theology)

This doctoral thesis is situated within the digital design field of architecture, and is a continuation of the licentiate thesis Architectural Prototypes: Modes of Design Development and Architectural Practice, presented at the KTH School of Architecture in 2008. The doctoral thesis investigates the current status of the digital design field of architecture, and identifies a number of related discourses. Within this field, it identifies a period of formation, which in recent years has turned into a process of reformation. It contributes to this ongoing reformation by proposing two alternate areas of future practice and research within the field. A speculative approach is considered to be important for a continued mode of exploration within the field, and is suggested as away to bring new scope to the digital design field. A number of key terms from the field of science fiction studies have been investigated to support the construction of a speculative framework for further development. A strategic approach is regarded as crucial to the way new design potentials that have emerged within the digital design field to be implemented into general architectural practice, and to further inform the field itself. Key concepts have been imported from the field of strategic management in the formulation of a framework for digital design strategies. The notion of the prototype, as explored in the previous licentiate thesis, resurfaces as a prototypical approach, which could be equally employed in the speculative approach and the strategic approach. The doctoral thesis is also situated within the field of research-by-design, in the way architectural design projects have been facilitated as contextualized experiments, selected, documented and aligned in regard to terminology, and analyzed through a series of design project enquiries. / QC 20120528

Each chapter of Werewolves and Women with Whiskers: Figures of Estrangement in Early Modern English Drama and Culture explores a particular figure of fascination and fear in the early modern English imagination: in one it is owls, in another bearded women, in a third werewolves, and in yet another Jews. Drawing on instances from drama and other cultural forms, this thesis seeks to examine each of these phenomena in terms of their estrangement. There is a symbolic appositeness in each of these figures, whether in estranged and estranging minority groups, such as Catholics, Jesuits, Jews, Puritans, Italians, the Irish, and the Scots; or in transgressive behaviours, such as cross-dressing and gender trouble, infidelity and apostasy, intemperate passion and unnatural desire. Essentially unfixed and unstable, these emblematic figures are indicative of cultural uncertainty and therefore are easily adapted to suit changing political, religious, and social climates. However, adaptability and fluidity come at a price, since figures of difference have an uncomfortable way of transforming themselves into figures of resemblance. Thus, this thesis argues, each of these figures—owls, bearded women, werewolves, Jews—occupies an undefined and undefinable space on the precarious boundary between the usual and the unusual, between the strange and the strangely familiar, and, most strangely and paradoxically of all, between us and them.

Thesis (MA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This thesis investigates the ways in which white subjectivity is shaped by colonial and imperial spaces. Jean Rhys’s Voyage in the Dark (1934), Marguerite Duras’s The Sea Wall (1952/1967) and Marlene van Niekerk’s Agaat (2004/2006) are vastly different novels from multifarious literary traditions, yet they join each other through their protagonists: white creole women. In this study, I engage most prominently with white creole female subjectivity, framing my study with theories of the subject proposed by Homi Bhabha and Judith Butler. In order to interrogate creolité, I draw on Bhabha’s concept of “thirdness” – a category signifying a position in-between binary categories of representation – and Butler’s conceptualisation of subjectivity/subjection, through which she highlights the ambivalences of the process of interpellation. I also read through lenses proposed by whiteness studies in the United States and South Africa, approaching creolité not as an indication of racial hybridity, but rather a term connoting cultural and political in-betweenness. As my discussions of the novels illustrate, white creole femininity in the (post)colony is a subject position through which intricate webs of “complicity and resistance” (Whitlock 349) have to be negotiated. Looking at the white creole women as textual constructs embedded in genres which advance a particular set of politics, I explore the ways in which the authors, through their novels and protagonists, navigate various political and cultural ambiguities and inconsistencies. Establishing the theoretical framework in the introductory first chapter, in Chapter 2 I read Rhys’s novel as a modernist text that elicits a particular postcolonial politics. I link the protagonist’s social alienation in London and the Caribbean to the experience of the middle passage; this is followed by an exploration of her sexuality with reference to the figures of the European prostitute and the ‘Hottentot’ Venus. In Chapter 3 I investigate Duras’s novel and trace the ways in which a family of impoverished “Colonial natives” (Duras 138) continually fail to establish themselves as ‘legitimate’ white colonials in (French colonial) Southeast Asia. Lastly, in Chapter 4, I approach Van Niekerk’s novel not only as a feminist re-writing of the plaasroman, but also as a “complicitous critique” (Warnes 121) that reflects nostalgically – yet critically – on Afrikaner nationalism. I show how the novel registers a vision of the quotidian that is uncomfortable and unhomely. Together, the three novels speak in highly comparable and complex ways about how white creole women experience (un)homeliness in the (post)colony. This thesis probes the extent to which the novels negotiate ‘home’ (or the lack thereof): displaced, alienated and often expressing forms of nostalgia, the protagonists struggle to establish forms of belonging in spaces within which they oscillate between opposed cultures, ideologies and politics. Ultimately, my study is crucially underscored by the question of displacement and estrangement (in various guises), and the way in which they inflect the establishment and performance of femininity. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die wyses waarop koloniale en imperiale ruimtes wit subjektiwiteit beïnvloed. Jean Rhys se Voyage in the Dark (1934), Marguerite Duras se The Sea Wall (1952/1967) en Marlene van Niekerk se Agaat (2004/2006) is uiteenlopende romans uit verskeie literêre tradisies: nietemin sluit hulle by mekaar aan deur hul hoofkarakters – wit kreoolse vroue. ‘n Bespreking van wit kreoolse vroulike subjektiwiteit vorm die grondslag van my studie, en ek struktureer dit rondom Homi Bhabha en Judith Butler se teorieë van subjektiwiteit. Ek benader kreoolsheid deur middel van Bhabha se konsep van “thirdness” – a kategorie wat ‘n plek tussen binêre opposisies aandui – asook Butler se teorie van “subjectivity/subjection” waarin sy the ambivalente proses van interpellasie belig. Verder lees ek die tekste met behulp van benaderings soos uiteengelê deur blankheid studies in die Verenigde State en Suid-Afrika. Ek beskou (wit) kreoolsheid dus nie as ‘n aanduiding van ras-hibrideit nie, maar eerder kulturele en politieke ambivalensie. My bespreking van die drie romans illustreer postkoloniale wit kreoolse vroulikheid as ‘n subjek-kategorie wat verwikkeld is in vorms van medepligtigheid én opstandigheid (Whitlock 349). Ek beskou die karakters as literêre konstrukte wat ingebed is in genres met spesifieke politieke standpunte. As sodanig, dink ek ook na oor die wyses waarop the outeurs, deur middel van hul romans en hoofkarakters, uiteenlopende politieke en kulturele teenstrydighede uitbeeld. In Hoofstuk 1 lê ek ‘n teoretiese raamwerk uiteen, en in Hoofstuk 2 beskou ek Rhys se roman as ‘n modernistiese teks wat terselfdertyd opvallende postkoloniale politieke temas bevat. Ek vergelyk die hoofkarakter se posisie as sosiale verstoteling in Londen en die Karibiese Eilande met die ervaring van die “middle passage”; daarna vergelyk ek haar seksualiteit met dié van die wit Europese prostituut en die ‘Hottentot’ Venus. In Hoofstuk 3 bespreek ek Duras se roman, en verken die wyses waarop ‘n gesin van “Koloniale inboorlinge” (Duras 138) in Suidoos Asië deurentyd misluk om rykdom en sosiale aansien te bekom. Laastens, in Hoofstuk 4, interpreteer ek Van Niekerk se roman nie net as ‘n feministiese herskrywing van die plaasroman nie, maar ook as ‘n “complicitous critique” (Warnes 121) wat nostalgies, maar ook op ‘n kritiese wyse, oor Afrikaner-nasionalisme nadink. Ek argumenteer verder dat die teks ‘n ongemaklike beeld van die alledaagse, asook die identifisering met die eie, skets. Wanneer die drie romans tesame beskou word, is dit duidelik dat hulle op hoogs vergelykbare en komplekse maniere nadink oor hoe wit kreoolse vroue hul sosiale en politieke posisies in (post)koloniale ruimtes ervaar. Hierdie tesis ondersoek die wyses waarop die romans tuisheid (of die gebrek daaraan) te bowe kom: die hoofkarakters is dikwels misplaas, vervreem en nostalgies, en is dikwels verwikkeld in ‘n stryd om te behoort, midde-in teenoorgestelde kulture, ideologieë en politieke standpunte. Ek baseer my tesis op die groter oorkoepelende problematiek van ontheemdheid en verveemding (in verskeie gedaantes), en hoe dit vorm gee aan die vestiging en beoefening van vroulike subjektiwiteit.

O Termo Síndrome de Asperger é utilizado para descrever uma perspectiva moderada do espectro autista, inserindo-se nos chamados Transtornos Invasivos do Desenvolvimento. Apresenta como características principais: dificuldades dos sujeitos com neologismos, linguagem recitada, função comunicativa limitada, não metaforização de situações, limitação de fantasias, preferência por ambientes domésticos, objetos pessoais e situações cotidianas, incoordenação motora, contato social pobre, rigidez de procedimentos, desorganização em situações de surpresas, inabilidade nas relações interpessoais e inteligência preservada, com áreas de interesse específicas. Pode ser considerada um tipo novo (do ponto de vista de estudos organizados) de transtorno de desenvolvimento, sendo designada como tal somente nos últimos quinze anos e inserida no DSM apenas em 1994. A presente tese apresenta como objetivos principais: compreensão do universo autista (Síndrome de Asperger) estabelecendo relações entre a clínica psicopedagógica e a práxis pedagógica; análise dos processos de escolarização, aprendizagem e ensinagem de sujeitos com Síndrome de Asperger, refletindo a cerca das propostas que se referem como inclusivas e o tensionamento docente frente à diversidade. Para tal, o trabalho foi desenvolvido a partir do estudo de quatro casos em atendimento psicopedagógico, dos quais partiram e se organizaram os recursos teóricos e as categorias de análise. A interface psicanálise - clínica psicopedagógica - práxis pedagógica justifica-se através da escuta, compreensão e construção de possibilidades nas três dimensões em que a atuação foi remontada: em relação aos sujeitos, na subjetivação, identificação e criação de espaços de vida, possibilitadores de sua inserção na cultura e da construção de um lugar próprio no mundo; em relação às famílias, na retomada das matrizes identificatórias; e, em relação ao professor, na compreensão dos processos inconscientes vividos e construção de espaços de significação para si e para os alunos. Estas proposições apresentam-se imersas no decorrer do trabalho e detalhadas na descrição dos casos, em que são delineadas as estratégias desenvolvidas e as análises conseqüentes. Sem buscar generalizações, mas generalidades, cada caso originou uma proposição teórico-prática apresentadas no desenvolvimento da tese , composta pelos capítulos: Capítulo I, introdução e localização do tema, Capítulo II, princípio metodológico que serviu de sustentação à pesquisa, Capítulo III, desenvolvimento da tese, permeada pelos recursos teóricos, categorias de análise e proposições. Capítulo IV, considerações finais. Como apêndices, descrevo o detalhamento de cada caso, bem como apresento as linhas de ação/intervenção consideradas como indicativos, por se tratarem de vidas em andamento, cujas complexidades não se esgotam em tempos definidos. / The phrase, Asperger's Syndrome, is employed to describe a moderate outlook in the autistical spectrum, inserted within the so-called Pervasive Development Disorders. The main symptoms shown are, subject's trouble with neologism handling; singsong speech; restricted communication functions; absence of situational metaphorization; fantasy limitation; marked preference for familiar environments, such as home, personal assets, and daily situations; lack of motor coordination; poor social interactions; rigidity in personal demeanor; lack of responsive organization before unexpected events; awkwardness in interpersonal relationships; and reserved intelligence turned toward specific choice areas. This can be faced as a new disturbance type [as from the viewpoint of organized studies] within the Development Disorders, as it was so designated only for the last fifteen years and also by its being entered into the MHD [Mental Health Disorders] index in 1994 alone. The herein enclosed thesis presents as its main goals, the understanding of the autistical universe [Asperger's Syndrome], as handled by the establishment of relationships between the psychopaedagogical clinical procedures and the paedagogical praxis; the analysis of schooling, learning, and teaching processes as applied to subjects presenting Asperger's Syndrome, along with a reflexive assessment of such proposals that as referred as socially inclusive and the teachers' siding before diversity. To attain same, the survey was developed from the evaluation of four case studies on psychopaedagogical care of as many subjects, from which theoretical resources and analytical categorization departed and were organized. The psychoanalysis/psychopaedagogical clinical procedures/paedagogical praxis interfaces will be justified through the listening, comprehension, and possibility-building within those three dimension in which the acting was re-staged: the subject-oriented dimension, in the life space subjectivation, identification, and creation that are meant to render feasible their insertion within a cultural environment and the setting-up of their own place within the world at large; the family-oriented dimension, inasmuch as the identifying matrices are taken up anew; and the teacher-oriented dimension, as it might be pertinent for the understanding of unconscious life processes and the creation of signification areas for themselves and the students both. All the mentioned propositions will present themselves as immersed throughout the work development as well as being detailed in each case study depiction, in which developed strategies and outstanding analyses will be spanned. Setting aside the search for generalizations but enfolding generalities, each case study has generated a theoretical-practical proposition, all of which shall be presented along thesical development. The thesis itself will be composed by the following chapters, Chapter I, Introduction and Theme Placement; Chapter II, Methodological Principles Supporting the Survey; Chapter III, Thesis Development, as Suffused by Theoretical Resources, Analytical Categories, and Propositions; Chapter IV, Final Considerations. In Appendices, each case study details are described, as well as the lines of action/intervention are presented, as far as such were considered as indicative, taking into due note that the the lives highlighted by the case studies are ongoing ones and therefo

O Termo Síndrome de Asperger é utilizado para descrever uma perspectiva moderada do espectro autista, inserindo-se nos chamados Transtornos Invasivos do Desenvolvimento. Apresenta como características principais: dificuldades dos sujeitos com neologismos, linguagem recitada, função comunicativa limitada, não metaforização de situações, limitação de fantasias, preferência por ambientes domésticos, objetos pessoais e situações cotidianas, incoordenação motora, contato social pobre, rigidez de procedimentos, desorganização em situações de surpresas, inabilidade nas relações interpessoais e inteligência preservada, com áreas de interesse específicas. Pode ser considerada um tipo novo (do ponto de vista de estudos organizados) de transtorno de desenvolvimento, sendo designada como tal somente nos últimos quinze anos e inserida no DSM apenas em 1994. A presente tese apresenta como objetivos principais: compreensão do universo autista (Síndrome de Asperger) estabelecendo relações entre a clínica psicopedagógica e a práxis pedagógica; análise dos processos de escolarização, aprendizagem e ensinagem de sujeitos com Síndrome de Asperger, refletindo a cerca das propostas que se referem como inclusivas e o tensionamento docente frente à diversidade. Para tal, o trabalho foi desenvolvido a partir do estudo de quatro casos em atendimento psicopedagógico, dos quais partiram e se organizaram os recursos teóricos e as categorias de análise. A interface psicanálise - clínica psicopedagógica - práxis pedagógica justifica-se através da escuta, compreensão e construção de possibilidades nas três dimensões em que a atuação foi remontada: em relação aos sujeitos, na subjetivação, identificação e criação de espaços de vida, possibilitadores de sua inserção na cultura e da construção de um lugar próprio no mundo; em relação às famílias, na retomada das matrizes identificatórias; e, em relação ao professor, na compreensão dos processos inconscientes vividos e construção de espaços de significação para si e para os alunos. Estas proposições apresentam-se imersas no decorrer do trabalho e detalhadas na descrição dos casos, em que são delineadas as estratégias desenvolvidas e as análises conseqüentes. Sem buscar generalizações, mas generalidades, cada caso originou uma proposição teórico-prática apresentadas no desenvolvimento da tese , composta pelos capítulos: Capítulo I, introdução e localização do tema, Capítulo II, princípio metodológico que serviu de sustentação à pesquisa, Capítulo III, desenvolvimento da tese, permeada pelos recursos teóricos, categorias de análise e proposições. Capítulo IV, considerações finais. Como apêndices, descrevo o detalhamento de cada caso, bem como apresento as linhas de ação/intervenção consideradas como indicativos, por se tratarem de vidas em andamento, cujas complexidades não se esgotam em tempos definidos. / The phrase, Asperger's Syndrome, is employed to describe a moderate outlook in the autistical spectrum, inserted within the so-called Pervasive Development Disorders. The main symptoms shown are, subject's trouble with neologism handling; singsong speech; restricted communication functions; absence of situational metaphorization; fantasy limitation; marked preference for familiar environments, such as home, personal assets, and daily situations; lack of motor coordination; poor social interactions; rigidity in personal demeanor; lack of responsive organization before unexpected events; awkwardness in interpersonal relationships; and reserved intelligence turned toward specific choice areas. This can be faced as a new disturbance type [as from the viewpoint of organized studies] within the Development Disorders, as it was so designated only for the last fifteen years and also by its being entered into the MHD [Mental Health Disorders] index in 1994 alone. The herein enclosed thesis presents as its main goals, the understanding of the autistical universe [Asperger's Syndrome], as handled by the establishment of relationships between the psychopaedagogical clinical procedures and the paedagogical praxis; the analysis of schooling, learning, and teaching processes as applied to subjects presenting Asperger's Syndrome, along with a reflexive assessment of such proposals that as referred as socially inclusive and the teachers' siding before diversity. To attain same, the survey was developed from the evaluation of four case studies on psychopaedagogical care of as many subjects, from which theoretical resources and analytical categorization departed and were organized. The psychoanalysis/psychopaedagogical clinical procedures/paedagogical praxis interfaces will be justified through the listening, comprehension, and possibility-building within those three dimension in which the acting was re-staged: the subject-oriented dimension, in the life space subjectivation, identification, and creation that are meant to render feasible their insertion within a cultural environment and the setting-up of their own place within the world at large; the family-oriented dimension, inasmuch as the identifying matrices are taken up anew; and the teacher-oriented dimension, as it might be pertinent for the understanding of unconscious life processes and the creation of signification areas for themselves and the students both. All the mentioned propositions will present themselves as immersed throughout the work development as well as being detailed in each case study depiction, in which developed strategies and outstanding analyses will be spanned. Setting aside the search for generalizations but enfolding generalities, each case study has generated a theoretical-practical proposition, all of which shall be presented along thesical development. The thesis itself will be composed by the following chapters, Chapter I, Introduction and Theme Placement; Chapter II, Methodological Principles Supporting the Survey; Chapter III, Thesis Development, as Suffused by Theoretical Resources, Analytical Categories, and Propositions; Chapter IV, Final Considerations. In Appendices, each case study details are described, as well as the lines of action/intervention are presented, as far as such were considered as indicative, taking into due note that the the lives highlighted by the case studies are ongoing ones and therefo

Text in Afrikaans / According to Kerkspieel III (s.a. :20) a tendency has been observed in the Dutch Reformed Church during the last decade, to aim its ministry mainly at members of ·the higher professional careers, consequently failing to reach people from the lower blue collar occupations. This tendency has caused a rise in membership of the higher professional career group, from 27.43% to 36.90%; and a consequent drop in that of the lower blue collar occupations, from 28.74% to·20.21% during this time. Is it possible for members of the Dutch Reformed Church, belonging to a -lower socio-economic status (S.E.S.), to have certain needs which ~he church cannot satisfy? The purpose of· this study is to investigate the issue of church members with a lower S.E.S., having peculiar needs which are not satisfied by the ministry of the Dutch Reformed Church. Ellisras-Wes, are atively young industrial congregation. _ It was revealed from the literature· study that churches or denominations in general are inclined to feel an affinity with a limited section of society. Protestant Churches in particular are inclined to pay special attention to ·certain S.E.S. groups. Although certain differences regarding patterns of conduct and attitude have been. identified among various S.E.S. groups,. there was no considerable indications that a correlation exists between members' S.E.S. and needs. The perception that.people with a lower S.E.S. would be irreligious, uninvolved and disinterested, can therefore be rejected. Evidence to the contrary is that the religious experience of lower S.E.S. members is more genuine and traditional, while members with a higher S.E.S. tend to have a critical attitude against the Bible and church-doctrine. Even atheism occurs to a greater extent within this group. This tendency will continue until such time as the Dutch Reformed Church acknowledges its deficiency in this respect and reach to lower S.E.S groups. The church may consequently show a considerable growth. / Philosophy, Practical and Systematic Theology / D.Th. (Practical Theology)

O Termo Síndrome de Asperger é utilizado para descrever uma perspectiva moderada do espectro autista, inserindo-se nos chamados Transtornos Invasivos do Desenvolvimento. Apresenta como características principais: dificuldades dos sujeitos com neologismos, linguagem recitada, função comunicativa limitada, não metaforização de situações, limitação de fantasias, preferência por ambientes domésticos, objetos pessoais e situações cotidianas, incoordenação motora, contato social pobre, rigidez de procedimentos, desorganização em situações de surpresas, inabilidade nas relações interpessoais e inteligência preservada, com áreas de interesse específicas. Pode ser considerada um tipo novo (do ponto de vista de estudos organizados) de transtorno de desenvolvimento, sendo designada como tal somente nos últimos quinze anos e inserida no DSM apenas em 1994. A presente tese apresenta como objetivos principais: compreensão do universo autista (Síndrome de Asperger) estabelecendo relações entre a clínica psicopedagógica e a práxis pedagógica; análise dos processos de escolarização, aprendizagem e ensinagem de sujeitos com Síndrome de Asperger, refletindo a cerca das propostas que se referem como inclusivas e o tensionamento docente frente à diversidade. Para tal, o trabalho foi desenvolvido a partir do estudo de quatro casos em atendimento psicopedagógico, dos quais partiram e se organizaram os recursos teóricos e as categorias de análise. A interface psicanálise - clínica psicopedagógica - práxis pedagógica justifica-se através da escuta, compreensão e construção de possibilidades nas três dimensões em que a atuação foi remontada: em relação aos sujeitos, na subjetivação, identificação e criação de espaços de vida, possibilitadores de sua inserção na cultura e da construção de um lugar próprio no mundo; em relação às famílias, na retomada das matrizes identificatórias; e, em relação ao professor, na compreensão dos processos inconscientes vividos e construção de espaços de significação para si e para os alunos. Estas proposições apresentam-se imersas no decorrer do trabalho e detalhadas na descrição dos casos, em que são delineadas as estratégias desenvolvidas e as análises conseqüentes. Sem buscar generalizações, mas generalidades, cada caso originou uma proposição teórico-prática apresentadas no desenvolvimento da tese , composta pelos capítulos: Capítulo I, introdução e localização do tema, Capítulo II, princípio metodológico que serviu de sustentação à pesquisa, Capítulo III, desenvolvimento da tese, permeada pelos recursos teóricos, categorias de análise e proposições. Capítulo IV, considerações finais. Como apêndices, descrevo o detalhamento de cada caso, bem como apresento as linhas de ação/intervenção consideradas como indicativos, por se tratarem de vidas em andamento, cujas complexidades não se esgotam em tempos definidos. / The phrase, Asperger's Syndrome, is employed to describe a moderate outlook in the autistical spectrum, inserted within the so-called Pervasive Development Disorders. The main symptoms shown are, subject's trouble with neologism handling; singsong speech; restricted communication functions; absence of situational metaphorization; fantasy limitation; marked preference for familiar environments, such as home, personal assets, and daily situations; lack of motor coordination; poor social interactions; rigidity in personal demeanor; lack of responsive organization before unexpected events; awkwardness in interpersonal relationships; and reserved intelligence turned toward specific choice areas. This can be faced as a new disturbance type [as from the viewpoint of organized studies] within the Development Disorders, as it was so designated only for the last fifteen years and also by its being entered into the MHD [Mental Health Disorders] index in 1994 alone. The herein enclosed thesis presents as its main goals, the understanding of the autistical universe [Asperger's Syndrome], as handled by the establishment of relationships between the psychopaedagogical clinical procedures and the paedagogical praxis; the analysis of schooling, learning, and teaching processes as applied to subjects presenting Asperger's Syndrome, along with a reflexive assessment of such proposals that as referred as socially inclusive and the teachers' siding before diversity. To attain same, the survey was developed from the evaluation of four case studies on psychopaedagogical care of as many subjects, from which theoretical resources and analytical categorization departed and were organized. The psychoanalysis/psychopaedagogical clinical procedures/paedagogical praxis interfaces will be justified through the listening, comprehension, and possibility-building within those three dimension in which the acting was re-staged: the subject-oriented dimension, in the life space subjectivation, identification, and creation that are meant to render feasible their insertion within a cultural environment and the setting-up of their own place within the world at large; the family-oriented dimension, inasmuch as the identifying matrices are taken up anew; and the teacher-oriented dimension, as it might be pertinent for the understanding of unconscious life processes and the creation of signification areas for themselves and the students both. All the mentioned propositions will present themselves as immersed throughout the work development as well as being detailed in each case study depiction, in which developed strategies and outstanding analyses will be spanned. Setting aside the search for generalizations but enfolding generalities, each case study has generated a theoretical-practical proposition, all of which shall be presented along thesical development. The thesis itself will be composed by the following chapters, Chapter I, Introduction and Theme Placement; Chapter II, Methodological Principles Supporting the Survey; Chapter III, Thesis Development, as Suffused by Theoretical Resources, Analytical Categories, and Propositions; Chapter IV, Final Considerations. In Appendices, each case study details are described, as well as the lines of action/intervention are presented, as far as such were considered as indicative, taking into due note that the the lives highlighted by the case studies are ongoing ones and therefo

In the course of this thesis, decisive problematizations, in the Foucauldian sense, around Viktor Šklovskij’s early Russian Formalism shall be the object of re-problematizations. More precisely, a careful look will be taken at re-problematizations around theoretical aspects regarding Šklovskij’s paradigmatic reductionist model, primarily as it is introduced in his article Art as device (1917), described most notably by Aage Hansen-Löve and Wolf Schmid in Der Russische Formalismus (1978) and Slavische Erzähltheorie (2010), Elemente der Narratologie (2014) as well as Grundthemen der Literaturwissenschaft: Erzählen (2018) respectively. The thesis will distinguish four main problematizations divided into two parts, taking the Marxist-Leninist debate on Formalism stirred by People’s Commissar Trotsky and the Nietzschean Dionysian-Apollonian dichotomy characteristic of Russian Modernism as its starting points, encompassing the problematizations as a whole. The initial part of the thesis will address re-problematizations around Šklovskij’s formalist polemics with and misinterpretation of Alexandr Potebnja’s Humboldtian theories, as they appear chiefly in the monograph Thought and Language (1862), in order to illustrate how Šklovskij’s frames a continuum with Potebnja descending from the teachings of Wilhelm von Humboldt. The re-problematizations shall be underpinned by Victor Erlich in Russian Formalism. History – Doctrine (1980), Jacqueline Fontaine in La « innere Form » : de Potebnja aux formalistes (2006) and Serge Tchougounnikov in The formal method in Germany and Russia: the beginnings of European psycholinguistics (2018). The second part of the thesis will foreground the (French) (post)structuralist discourse which, according to this thesis, shapes the formation of problematizations around Šklovskij’s immanent reductionism against the backdrop of Boris Tomaševskij’s interpretation of Formalism in Teorija literatury. Poetika (1925) and also the ideological exchange of the 1920s, assuming this backdrop as part of a definitive understanding and materialist critique of Šklovskij’s reductionist terminology, the homogeneity of its outcome, and what Wolf Schmid calls its anti-substantialism particularly in regards to the binary concept fabula and sjužet. The re-problematizations evolve around what is taken as a materialist solution to these problematizations, which annulls the Aristotelian significance of sjužet as energeia by replacing it with ergon. The discussion will take its point of departure in Göran Sonesson’s article Semiotics of art, life, and thought: Three scenarios for (post)modernity (2011) and search the basis for Sonesson’s argument in Roland Barthes’ article Ecrivains et écrivants (1960). By highlighting Šklovskij’s early Formalism as a mode of experiencing Art on its own terms, this thesis aims to revive its aesthetic principle and the question whether it can enlighten modern literary science.