Made available in DSpace on 2014-12-17T15:12:10Z (GMT). No. of bitstreams: 1 IrisFS_TESE.pdf: 1940657 bytes, checksum: 41179c217d88bbc93bdbef2eb356b70c (MD5) Previous issue date: 2013-11-05 / The concept of formativity, coined by Luigi Pareyson, is a key to the development of countless contemporary aesthetic studies. The aim of this dissertation is to present a deep understanding of the notion of Formativity and Interpretation, as evidenciated by the title Formativity and Interpretation: the aesthetical philosophy of Luigi Pareyson. The work Aesthetics - Theory of Formativity, first published in 1954, is considered a mark in the rebirth of aesthetics. In this dissertation, the concept of Formativity is examined as a component applicable to every human action, and not limited to pre-determined practices, nor referred to the application of preexisting. I ve performed an investigation of the triple concept of doing-inventing-interpreting, which simultaneously grounds Formativity. In the first section, Pareyson s Aesthetical Propaedeutic is presented; in the second, the Theory of Formativity: the aesthetical character of the whole human experience is analysed; and in the third chapter, The Aesthetical of Form and the Metaphysics of Figuration is related to the formativity character of the knowledge. Through this analysis, I ve intended to evidence how human operability can be understood as search and trial, figuration and invention, in the search for success. In this sense, this thesis seeks to present an interpretation of the idea of work-form, speculating the inexorability of invention and interpretation in an attempt to establish a new bottom line for the studies Pareyson s Aesthetics in Brazil / O conceito de formatividade, cunhado por Luigi Pareyson, ? a chave para o desenvolvimento de importantes estudos contempor?neos no campo da Est?tica. O escopo deste trabalho ? apresentar uma compreens?o das no??es de Formatividade e Interpreta??o, como se evidencia no t?tulo da tese: Formatividade e Interpreta??o: a filosofia est?tica de Luigi Pareyson. A obra Est?tica - Teoria da Formatividade, publicada pela primeira vez em 1954, ? considerada um marco do renascimento da est?tica. Nesta tese, examinamos o conceito de formatividade como um componente aplic?vel a toda e qualquer a??o humana, n?o limitada a pr?ticas pr?-determinadas nem ? aplica??o de procedimentos preexistentes. Investigamos a tr?ade conceitual fazer-inventar-interpretar, que simultaneamente funda a formatividade. No primeiro cap?tulo, apresentamos a Proped?utica Est?tica; no segundo, analisamos a Teoria da Formatividade: o car?ter est?tico da inteira experi?ncia humana; e, no terceiro, exploramos A Est?tica da Forma e a Metaf?sica da Figura??o no car?ter formativo do conhecimento. A nossa reflex?o enxerga a operabilidade humana como busca e tentativa, figura??o e inven??o ? procura do ?xito. O problema da forma??o da obra, a ideia de Obra-forma, abordados nesta tese, apresenta a inexorabilidade de inven??o e interpreta??o numa tentativa de estabelecer um novo ponto de partida para os estudos da est?tica pareysoniana no Brasil

This study focuses on Berni Searle’s art, in which she searches for alternative figurations of identity. For Searle, identity as a category seems insufficient, as it cannot account for individuals of mixed heritage. Searle’s body of work testifies to an attempt to position and locate herself and marginalised subjects within post-apartheid South Africa. History, tradition, culture, race and gender are pivotal to Searle’s visual examination of her body and her identity, as these inscribe the subject at both symbolic and physical levels. Identity was investigated within South African context and the contexts of various postcolonial, postmodern and feminist debates. Searle’s works were investigated revealing nomadic subjectivity, as philosophised about by Gilles Deleuze and theorised about by Rosi Braidotti. Nomadic subjectivity promotes the notion that identity is fluid and located in the interstitial spaces between dichotomies and various debates. The habitation of such liminal spaces in the interstices between binary oppositions and views relates to what Homi Bhabha has defined as the “third space” and the notion of hybridity. Searle constructs her identity by affixing disparate aspects of her self. This is a continuous process whereby the artist inserts and erases her body. Searle’s works are investigated by using the film as a format. In Cinema 1: the movement-image (1986) Deleuze outlined three core cinematic elements, namely the frame, shot and montage, which are employed in an attempt to investigate the various processes at work in Searle’s artistic production. In addition to this, these filmic components were considered for their conceptual implications both in terms of the medium of film and symbolically. The concept of time, as discussed in Cinema 2: the time-image (1989) was utilised to investigate the implications of time for the nomadic subject and the notion of memory. Copyright 2005, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Adendorff, A 2005, Nomadic figurations of identity on the work of Berni Searle, MA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-12072005-161121 / > / Dissertation (M (Visual Studies))--University of Pretoria, 2006. / Visual Arts / unrestricted

Kerhartová, J.: Czech grotesque /Graduation thesis of the post-Bachelor study programe/ Prague 2012 - Charles University in Prague, Faculty of Education, department of Art, 81 pages This work is oriented as a theoretical study with research aim. It's focused on analysis of the phenomenon of Czech Grotesque and it's causality as a wide cultural - social problem. We use qualitative research methods and research design by The Grounded Theory, authors Strauss - Corbin. Main theme of this study is to investigate possibilities about didactic use of this topic in art education at grammar school. We reflect contemporary trends in art education in czech education curriculum - methods of constructivist pedagogy and discursive analysis. Important part of this work is research probe leading to find out student's pre- concepts about Czech grotesque. At the end, we construct resulting theory which is grounded on our previous research. Key words Czech grotesque, absurdity, art education, existence crisis, constructivist pedagogy, quality research methods

Syftet med studien är att undersöka hur några röster på Flashback forum problematiserar mångkulturalitet i segregerade skolor i förhållande till skolval. Tidigare forskning visar att föräldrar med svensk bakgrund undviker mångkulturella och stigmatiserade bostadsområden, när det kommer till val av skola för deras barn. Detta till följd av den negativa uppfattning föräldrarna har om invandrarbarn. Studien genomfördes utifrån en kvalitativ forskningsstrategi med hjälp av målstyrt urval. Forskningsdeltagarna bestod av Flashbackmedlemmar som uttryckte sig kritiskt mot mångkulturella skolor och invandrarbarn. Studiens empiriska material hämtades från olika trådar på det digitala diskussionsforumet Flashback forum. För att tolka studiens resultat användes teorier om stigma och figurationen etablerade-outsiders. Resultatet presenteras genom kvalitativ innehållsanalys som tillvägagångssätt, där Flashback inläggen har analyserats utifrån ett manifest och latent förhållningssätt. Slutsatser som antagits är att Flashbackmedlemmar uttrycker en oro över att ha deras barn i en etnisk blandad skola med för många invandrarbarn. Detta med anledningen att de anser att invandrarbarn utgör ett hot mot de svenska barnens psykiska samt fysiska hälsa och skolgång, där främst barn från ett icke-europeiskt ursprung pekas ut som de farliga eller kriminella. / The purpose of the study was to investigate how some voices on Flashback forum problematise multiculturalism in segregated schools in relation to school selection. Previous research indicates that parents from Swedish background avoid multicultural and stigmatized residential areas, when it comes to school selection for their children. This being a result of the negative perception parents have of immigrant children. The study was conducted based on a qualitative research strategy with the help of a goal-oriented selection. The research participants consisted of Flashback members who were selected for being critical of multicultural schools and immigrant children. This study’s empirical material was taken from various thread on the digital discussion forum, Flashback forum.This study’s results were interpreted through the theories of stigma and the figuration of established-outsiders. The results are presented through qualitive content analysis, where the Flashback members posts have been analysed through a manifest and latent approach. The conclusions drawn were that the Flashback members have expressed concern about having their children in an ethnically mixed school with too many immigrant children. This is because they believe that immigrant children pose a threat to Swedish children's mental and physical health as well as their education. Where children of non-European origin are primarily singled out as dangerous or criminal.

Denna studie är gjord utifrån ett sociokulturellt perspektiv. Syftet med studien är att ta reda på vilka metoder jag tillämpar när jag instuderar trumkomp från en Youtubevideo samt undersöka om min övningsmotivation förändras, och i så fall hur, under denna process. Med videodokumentation och loggbok kom jag fram till att jag använde fills, munspelande, och Youtubevideons metoder för att appropriera trumkompen. Min övningsmotivation blev bättre när jag fick jag-kan-känsla, när jag var pigg, och hade tillräckligt svåra utmaningar. På ett analytiskt sätt, samt både självständigt och ibland med Youtubevideons instruktioner approprierade jag trumkompen olika mycket. / This study is done from a sociocultural perspective. A chapter with area orientation and previous research is also presented. The aim of the study is to find out which methods I apply when rehearsing drum beats from a Youtube video and to investigate whether my practice motivation changes, and if so how, during this process. With video- and logbook documentation, I came to the conclusion that I used fills, mouth-playing, and the Youtube video’s methods to appropriate the drum beats. My exercise motivation got better when I got the I-can-feeling, when I was energetic, and had challenges that were doable. In an analytical way, as well as both independently and sometimes with the Youtube video's instructions, I appropriated the drum beats to different extents.

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This thesis concerns the 2.0 decade, the decade when the social web started to develop. The main research objective is to contribute to our embedment in Internet technology in a conscious and livable way. The thesis is part of a general attempt to improve our understanding of the transformation taking place in the development of the web. We live in a time when knowledge contexts are moving from expert knowledge towards conversational knowledge. My research is mainly presented in the form of five essays. This thesis can be described as a conversational analysis of knowledge processes during the 2.0 decade. The 2.0 decade came to life in the wake of the information technology bubble in the end of the 1990s. The first decade of the 2000s was the decade when &apos;the Web&apos; became &apos;Web 2.0&apos; and the energy of the Internet switched from monetary speculations to conversations. Everyone wanted to start conversations and build digital technology, which induced conversations. Like the concept Web 2.0, this thesis came to life in the wake of the information technology bubble. It presupposes the knowledge relation between humans and our technology to be conversational rather than rational. This basically means that digital technology is not a tool but an integrated part in the person assemblage. There are many important thinkers embedded in this thesis. Some of them are more important than others, notably Gilles Deleuze and Donna Haraway. However, the thesis does not analyze the text of other thinkers, it involves them in the conversation. Important concepts as assemblage, rhizome (Deleuze) and cyborg (Haraway) are participants in the text rather than being its objectives. They are part of the general experience behind the essays, together with all the persons I have linked up to and the digital technology I have tried to become with. To become with (or develop together with) technology means to acknowledge the idea that technology is more than a tool. It is something within, not something external.

Le sujet de ce mémoire émane d’une volonté d’intégrer la recherche à ma réalité organisationnelle, celle des Forces canadiennes (FC). De cette aspiration est née l’idée d’étudier comment se dévoilent la face et la figuration lors de l’instruction de base. Partant d’une approche interactionniste, l’attention a été portée sur la face et la figuration d’un stagiaire au cours de trois interactions avec ses supérieurs. C’est plus précisément, la filature et l’analyse de conversation qui ont été mobilisées pour examiner cette problématique. La pertinence de la démarche est qu'elle met de l'avant une perspective de recherche peu présente dans la littérature, mais surtout, qu’elle s’insère dans un contexte organisationnel méconnu. L'entreprise vise d’une part, à nourrir la théorie en raffinant des concepts existants : la face et la figuration. D’autre part, elle cherche à éclairer la pratique en mettant en évidence des actes communicationnels difficilement observables dans le cadre habituel des activités militaires. / The subject of this thesis originates from a desire to integrate my research with my personal experience with the Canadian Forces (CF). As a result, I had the idea to study how face and facework emerge during basic training. Taking a communicative/interactional approach, I focused on the facework of a student during three interactions with his superiors. Specifically, I used shadowing and conversation analysis (CA) to examine this issue. This project offers important contributions to a topic that has not yet been addressed from the perspective I develop in this study, and few studies have looked at this topic in the context of the CF. Hence, this study aims to enrich theory by refining the concepts of face and facework. In addition, is aims to inform practice by highlighting communicative practices that are difficult to observe in the ordinary course of military activities.

Does God exist? Can we know for sure? What might it mean to know this? Furthermore what might it look like to make works of art while also seeking to find answers to these questions? This thesis details my personal experiences growing up in a world steeped in postmodernism and my move to answer such questions while looking to develop a meaningful, clear worldview and body of work. I have turned my focus on specific episodes in my life, which significantly illuminate a progression of thinking and experience. Together these thoughts and experiences have become the impetus for both questions and propositions embedded within the long haul of my work culminating in my thesis exhibition.