La question qui nous occupe est celle que pose Descartes dans la deuxième Méditation : « je pense, je suis », « mais combien de temps ? » Question à laquelle la notion de « chose » apportera une réponse plus problématique que satisfaisante, puisqu’au premier abord, elle semble nier le temps – une chose ou substance ayant comme attribut essentiel la permanence. Or la permanence, même si elle sera justifiée par la théorie de la création continue de Dieu, ne trouve aucun écho du côté de la conscience, sujette à des intermittences, au sommeil, à la distraction. Aussi la question peut-elle se reformuler ainsi : suis-je vraiment toujours en train de penser, moi dont l’être est de penser, dont la pensée se définit par la conscience à soi, mais dont l’attention est fragile et l’assoupissement prompt ? Autrement dit, suis-je toujours conscient de moi-même, ce qui assurerait une identité à moi, non pas du point de vue ontologique, mais bien du point de vue de l’ego cogito, premier principe sur le chemin des raisons. Or deux figures mettent en cause la possibilité tant sur le plan métaphysique qu’anthropologique, d’une telle identité à soi : ce sont celles de l’enfant et du fou, qui brisent la continuité de la conscience à soi, et qui pourtant sont totalement « hommes », en tant qu’ils ont en partage la pensée. Nous tentons alors de démontrer que la temporalisation de la pensée par une mise en récit est ce qui performe une identité, autrement difficile à garantir du point de vue de l’ego, bien que garantie ontologiquement. Par le récit, l’ego devient sujet, telle serait la démonstration en acte des deux grands textes de Descartes écrits à la première personne. / ...

This research has drawn on poststructuralist thinking to posit that assertions of supervision being a benign and necessary process or activity rely on modernist assumptions. Utilising Foucault’s work on discourses and power, this study conceptualised supervision as a social construction that has implications for practice and subjectivity, and that this process, within the context of counselling psychology, with its particular epistemological underpinnings, is worthy of further exploration. This study makes an original contribution through extending the work by Crocket (2004, 2007), who has investigated supervision’s shaping effects on professional identity, to apply it to the particular epistemological and theoretical context of counselling psychology, a profession said to value postmodern ideas such as pluralism and ambiguity (Rizq, 2006). Semi-structured interviews with six women counselling psychology trainees were analysed using Foucauldian discourse analysis, a social constructionist methodology, and found a number of discourses implicated in trainees’ subjectivity and practice. Whilst expert, developmental and gender discourses were found to be implicated in constructions of supervision as hierarchical, which was seen as a key aspect of constructions of power in supervision, other discourses were identified that offered positions from which to resist this. The researcher acknowledges that the discursive resources identified are based on this particular sample, could have been read in other ways and does not assume they can be applied to all trainee counselling psychologists. Rather, it is hoped this study may contribute to debate around supervision and it’s shaping effects and consequently be useful in enhancing counselling psychology’s reflexivity in research and practice.

This study traces the evolution of motherhood discourses in 41 fetal alcohol spectrum disorder (FASD) public awareness documents produced in British Columbia from 1979–2015. These documents offer a window for understanding how dominant cultural values and motherhood norms are upheld and promoted via FASD prevention, with special implications for women marginalized by race, culture, and socioeconomic status. In order to deconstruct dominant discourses, this project is rooted in feminist post-structuralism and uses a Foucauldian-inspired discourse analysis as its method. Drawing on Carol Bacchi’s (2009) problematization framework, I analyzed the documents using two questions: 1) What is ‘the problem’ represented to be? and 2) What presuppositions or assumptions underlie this representation of ‘the problem’? Findings indicate that FASD public awareness-raising overwhelmingly positions maternal substance use as a woman’s individual choice. Alcohol abstention is framed as a duty to the fetus, although it is framed differently depending on the targeted audience. Findings show that documents present maternal substance use as a gauge of fitness for motherhood and unfairly focus on women who are racialized, low-income, and young. Uniquely, documents produced by and for Indigenous populations differed thematically than for the general population. In conclusion, this study highlights how FASD public awareness-raising promotes dominant cultural values and adheres to a neoliberal health promotion tradition. / Graduate

Magíster en Psicología Clínica, mención Psicología Clínica Infanto-Juvenil / La presente investigación pretende dar cuenta de las características subjetivas de las adolescentes de sexo femenino involucradas en conductas abusivas de carácter sexual, a partir de un diseño cualitativo, exploratorio y descriptivo. El marco teórico que sustenta este estudio se fundamenta, por un lado, en la teoría de la subjetividad y el poder propuesta por Michel Foucault, y por otro, en el psicoanálisis, las que permiten comprender tanto el propio proceso de subjetivación de estas adolescentes como también aspectos específicos de este proceso, tales como la elección de objeto sexual, o las posibles consecuencias de las experiencias traumáticas, entre otras aristas relacionadas. Los resultados obtenidos dan cuenta de varias coincidencias con lo que se ha observado a nivel internacional en torno a estas adolescentes, en especial respecto a la presencia de importantes problemas de salud mental, dificultades a nivel familiar y social, pero sobre todo, una alta tasa de victimización, ya sea en el ámbito físico y sexual. La principal conclusión obtenida a partir del análisis de los datos, es que cualquier enfoque de intervención respecto de estas adolescentes debe estar orientado terapéuticamente a la elaboración de estas posibles experiencias de victimización, sobre todo aquellas de carácter sexual

This study looks at the discourse of four books that use neuroplasticity as a basis for their project of self-improvement. By using the genealogical techniques developed by Michel Foucault this study focuses upon the process of subjectivization and the techniques employed by the discourse. In particular it focuses upon the relationship between the mind and brain that is formed by the discourse.

Please read the abstract in the 07abstract part of this document / Dissertation (MA (Philosophy))--University of Pretoria, 2007. / Philosophy / unrestricted

La siguiente investigación se propone, ante todo, un objetivo bien claro y específico: Adentrarse en el Prólogo de la Obra “Historia de la Locura en la Época Clásica”, del pensador francés Michel Foucault. Es importante aclararlo antes de iniciar cualquier divagación, pues así se tendrá siempre en cuenta el Leitmotiv que comanda nuestro intento y sus respectivos componentes estructurales. Luego, en el transcurso de la investigación, se podrán reconocer, más detalladamente, los pormenores que implica un adentramiento como el ya anunciado. Por el momento se cumple con anunciar el fin en cuestión.

The research reported in this thesis explores national identity construction by students in the Turkish Republic of Northern Cyprus (TRNC). A lower secondary school (6-8 grades, 11-14 years) was the site where the research took place. The study was designed to examine the relationship between students’ construction of national identity and their educational experience. The aim was to reveal and examine the sense of national self this age-group of students in Northern Cyprus had, how through their education they were placed in the immediate community and the broader social and geo-political space, and what factors contributed to the process of the construction of their national identification. The study was undertaken using multimedia data collection methods, specifically (1) primary texts; (2) interviews with students, teachers, school managers, textbooks writers and officials from the Ministry of Education; and (3) on-site observation of the school at work and lessons. The analytic framing for enquiry was based on Foucault's programme of investigation of the constitution of the subject, which approached the process of national identity construction as an interplay of the structural environment of schooling and of individuals’ agency, revealed through a set of practices. The study findings indicated that the schooling experience played a distinct role in shaping national identities of students. The school was shown to actively promote the state, the TRNC, where the school was located. The state rituals and state ideology were reproduced through school practices, which modeled prescriptive patterns of state structures but were also seen as ‘school-specific’. Viewed as such, school practices, through which the students were positioned as belonging to their state, reproduced and sustained the social norms practiced in society. The patterns of students’ positioning as belonging to their state reflected conflicting conditions of the existence of the TRNC. Through their schooling experience, the students were positioned as belonging to the same national group. At the same time, the students were shown to be capable of strategizing in making their individual choices of self-positioning in relationship to the world of states and nations. Several interrelated factors contributing to the process of national identity construction were identified as education policies, schooling environment, teachers’ agency and students’ agency. Theorized through Foucault’s analytic concepts of technologies these factors were seen as parts of the same process and were clustered into a diagram mapping the technologies in relation to one another as four interrelated factors.

Denna studie syftar till att undersöka skildringen av hur maktdiskursen i dokumentären "Pornfluencers" gestaltas även hur makten tar sig form utifrån dokumentären. Dokumentären "Pornfluencers"  på SVT som publicerades den 15 juni 2021 och är publicerad av Erik Galli och Lisa Östberg.  Studien genomförs med hjälp av en foucauldiansk diskursanalytisk metod, materialet analyseras med hjälp a Simone de Beauvoirs begrepp transcendens, immanens samt ond tro, även Rosalind Gills teorier om hur postfeminism ger sig uttryck i media. Materialet diskuteras också utifrån tidigare forskning av Nicholas de Villiers samt kommer dokumentären ha analyserats med hjälp av Lars Gustav Andersson och Erik Hedling (1999) Filmanalys. Med dessa metoder kommer jag fram till att makten som framkommer via dokumentären har en central roll och ger sig uttryck i två olika maktformer. De maktformer som dokumentären påvisar är en maktposition hos kreatörerna som använder sig av onlineplattformen Onlyfans samt en ekonomiskmaktposition.

No description available.