Made available in DSpace on 2014-06-12T17:16:07Z (GMT). No. of bitstreams: 2 arquivo191_1.pdf: 2171088 bytes, checksum: dc103c1f4f7e7e8c6b7724b478776e7e (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2010 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Tramas entre subjetividades e direito pretende discutir os modos de subjetivação propostos por Michel Foucault e os sistemas de resolução de conflito. Tomando as implicações foucaultianas do cuidado de si e de uma estilização da existência na constituição de nossas vidas, é possível substituir o apelo ao universal e ao essencial por formas mais dissonantes de subjetivação, significativamente mais singulares. A hipótese adotada é a de que a concentração num modelo único de resolução de conflito, notadamente o sistema judicial para o estado de direito, significa pressupor um núcleo essencial de sujeito, de direitos subjetivos, de forma de subjetivação, que se supõe inadequado para vivenciar períodos de pluralismo, diferenciação, alteridade e liberdade. Superando a construção de um modelo essencialista, é preciso abandonar a perfeição da lógica e da razão técnica, a segurança da crença no bem e no progresso, a confiança excessiva na própria superioridade do homem, para exercitar a diferença e dela fazer surgir formas outras de subjetivação. O corpus desta pesquisa concentrou-se num referencial bibliográfico que contempla obras de Foucault e sobre o autor, sobre sistemas de resolução de conflitos, sobre mediação em especial, sem perder de vista as implicações práticas e as experiências do campo jurídico. Na primeira parte desta tese, foi explorado o referencial filosófico de Michel Foucault ao passo em que questões sobre subjetividade, subjetivação e direitos subjetivos puderam ser debatidas. As críticas a uma imagem de sujeito, tipicamente moderna - que Foucault empreende na primeira parte de sua produção - irão se somar ao deslocamento empreendido nas últimas obras sobre a possibilidade de formas de subjetivação que signifiquem resistência e estilização da própria vida, na construção de um ethos que implique em uma dimensão política e ética, uma dimensão da própria liberdade. A segunda parte analisa o modelo judicial de resolução de conflitos com lastro na racionalidade constituinte do estado democrático de direito e o contrasta com outros sistemas de resolução de conflitos, como a arbitragem, a negociação, a mediação e a conciliação. Mais ainda, a percepção das insuficiências do modelo judicial de encarar as diferenciações da subjetividade e de promover a autonomia e a emancipação dos envolvidos no conflito evidencia o motivo pelo qual problematizamos a questão dos papéis e das responsabilidades das partes e dos terceiros, projetando uma mudança de atores e de atitudes no direito

Ce travail parie sur la possibilité de reposer les problèmes éducatifs de Rous-seau à la lumière de certains concepts de la philosophie française contempo-raine. Ainsi, en partant des analyses de Foucault, l’on ne peut manquer d’être frappé par la figure du gouverneur dans Émile ou de l’éducation qui apparaît, stricto sensu, comme la condition de l’émergence de la vérité de la nature, de la vérité de ce qui convient aux hommes, de la vérité de ce que doit être leur éducation. Mais en quel sens peut-on dire que, dans l’Émile, l’éducation est une manifestation de la vérité ? Le problème de la vérité et du pouvoir est an-cien. Michel Foucault le qualifie de lieu commun depuis la pensée politique du XVIIe siècle. Dans ses cours au Collège de France publiés en 2012 sous le titre Le gouvernement des vivants, il s’est efforcé « d’élaborer la notion de gouvernement par la vérité » en étudiant notamment la tragédie d’Œdipe qui lui permet de poser le problème de la conjonction entre le pouvoir et le savoir, entre le gouvernement et la vérité que l’on sait. Le problème du gouvernement de l’enfance peut également être éclairé par le concept deleuzien de devenir. Le devenir a quelque chose à nous dire sur l’enfance, sur l’émancipation de l’individu et sur le projet d’une éducation tout au long de sa vie. / This work is attempt to discuss Rousseau's problematisation of education, using concepts drawn from contem-porary French philosophy. However, if one examines the relation between Foucault and Emile by em-ploying the concept of alèthurgie, one cannot but be struck by the figure of the governor in Emile, who appears in the text to be the guarantor and the condition for the emergence of an idea of truth within the narrative- a truth which is natural, which governs the activities of men, and which is deeply in-volved in the process of education. In his 2012 lectures at the College de France, published under the title ‘The government of the living,’ Michel Fou-cault strove "to develop the concept of government by the truth" through an analysis of the power relations within Oedipus. In particular, Foucault ana-lysed the relation between truth, knowledge, and the exercise of governmen-tal power. In this work, I examine the relation between Foucault’s analysis and Emile Rousseau’s novel Emile. The relation between them may seem paradoxical: after all, Foucault is concerned with truth, and Emile is a work of fiction. The government of childhood can also be illuminated by the Deleuzian concept of Becoming. The Becoming does have something to tell us about childhood, the emancipation of the individual, and about education as a life-long project.

This doctoral study draws upon interviews with nine curriculum-based FE college middle-managers, and three college strategic plan documents, to critically analyse middle-management identity. Through the use of an analytical framework based on Foucault’s archaeological and genealogical ‘method’ the study shows that when middle-managers talk about their professional practice they are preoccupied with data-metrics. Consequently, they are recognised as ‘disciplined subjects’; disciplined by those data-metrics materially inscribed within the discursive regimes of their college strategic plan documents. The study additionally indicates that the more hierarchically senior the middle-manager the greater the intensity of focus upon data-metrics at the expense of institutional social relations, whereby their preoccupations with data-metrics yield de-socialising effects between themselves and key institutional participants such as teachers, learners and support staff. The study further suggests that while the middle-managers within this study were curriculum-based they were not curriculum-focused; findings which were consistent through the range of middle-management levels: senior-middle, lower-middle and middle-middle, and at separate college sites. Considered together these findings raise a number of important questions for the crucial role of curriculum-based middle-managers, particularly where middle-management as a function is recognised as the means by which policy implementation is secured yet where curriculum-based work, when understood as necessarily tied to pedagogic practices, requires a focus around ‘the learner’; a learner not ontologically foregrounded as data, but in authentically social terms.

Advanced Placement is a series of courses and tests designed to determine mastery over introductory college material. It has become part of the American educational system. The changing conception of AP was examined using critical theory to determine what led to a view of continual success. The study utilized David Armstrong’s variation of Michel Foucault’s critical theory to construct an analytical framework. Black and Ubbes’ data gathering techniques and Braun and Clark’s data analysis were utilized as the analytical framework. Data included 1135 documents: 641 journal articles, 421 newspaper articles and 82 government documents. The study revealed three historical ruptures correlated to three themes containing subthemes. The first rupture was the Sputnik launch in 1958. Its correlated theme was AP leading to school reform with subthemes of AP as reform for able students and AP’s gaining of acceptance from secondary schools and higher education. The second rupture was the Nation at Risk report published in 1983. Its correlated theme was AP’s shift in emphasis from the exam to the course with the subthemes of AP as a course, a shift in AP’s target population, using AP courses to promote equity, and AP courses modifying curricula. The passage of the No Child Left Behind Act of 2001 was the third rupture. Its correlated theme was AP as a means to narrow the achievement gap with the subthemes of AP as a college preparatory program and the shifting of AP to an open access program. The themes revealed a perception that progressively integrated the program into American education. The AP program changed emphasis from tests to curriculum, and is seen as the nation’s premier academic program to promote reform and prepare students for college. It has become a major source of income for the College Board. In effect, AP has become an agent of privatization, spurring other private entities into competition for government funding. The change and growth of the program over the past 57 years resulted in a deep integration into American education. As such the program remains an intrinsic part of the system and continues to evolve within American education.

The purpose of this research is to explore how people make sense of the word feel in their communication across different social relationships and contexts. Assuming the use of the word feel is linked to the act of emotional expression, a secondary purpose is to examine how the perceived management of the word feel may be linked to well-being. Fifteen individual participants shared their perceptions about how they use the word feel over eight types of interpersonal relationships. Discourse analysis revealed that the function of the word feel was to self-disclose emotions or to inquire about them in others. The word feel emerged as a tool that can be wielded to achieve catharsis, intimacy, or social support while framing several subject positions within a discourse of emotional disclosure. When the word feel was reciprocated with others, participant perceptions showed how social status influenced how it was managed in relationships. In particular, the vulnerable disclosing parties were required to take risks in order to achieve the benefits of disclosure. Ruptures in the discourse occurred when participants who did not have opportunities to self-disclose experienced an unwanted emotional tension, an interest in receiving social support, or a drive to find closeness. These instances led to a use of the word feel outside of its emergent social rules. Finally, the beliefs of participants showed it was not just status that played a role in its management but gender as well. The findings show that although the deployment of feel requires judicious management of the risks inherent in emotional self-disclosure, the use of this can indicate the exchange of social resources known to have positive effects on well-being.

Bibliography: leaves 216-219. / The central task of this dissertation is to explore Michel Foucault's conception of the human subject, and its interaction with power. Foucault offers a unique and controversial description of both the latter. After positing that his work is both coherent and political in nature, the dissertation investigates Foucault's books, lectures, interviews and articles throughout his three main periods. I have named these his Knowledge, Power, and Ethics periods to delineate different theoretical focuses in each period which are nevertheless underscored by a singular and continuous concern on Foucault's part with the constitution of the modern human subject; in addition, Foucault is interested in problematizing the "birth" and existence of this latter construction, which he believes is problematic in terms of the epistemological foundation upon which it rests, and the ontological consequences of such an entity.

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Thesis advisor: Christoper Kelly / This dissertation seeks to explain why the two Western political thinkers best known for their thoughts on power came to have an utterly opposite understanding of political religion. In his writings on the Islamic revolution of 1979, Michel Foucault welcomed the leadership of the Iranian ayatollahs in the popular struggle against Western powers. In contrast, Hobbes accused religious authorities of promulgating superstitious doctrines which ultimately benefitted them while engulfing the society in civil wars. This dissertation argues that the two thinkers' contrasting assessments of political religion reflects their deepest theoretical commitments, which prove to be illustrative of modern rationalism, and its subsequent deconstruction by post-modernism. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Political Science.

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Thesis advisor: Dominic F. Doyle / Thesis advisor: Brian Robinette / Thesis (STL) — Boston College, 2023. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.