Thesis (M.A.)--Kent State University, 2007. / Title from PDF t.p. (viewed July 3, 2008). Advisor: Jeffrey Wattles. Keywords: social self; self-other dialectic; pure experience; I-Me; I-Thou; sunyata; kenosis; basho; absolute nothingness; George H. Mead; Nishida Kitaro; Steve Odin. Includes bibliographical references (p. 65).

Thesis (doctoral)--Rijksuniversiteit, Leiden, 1981. / Includes index; corrected index inserted. Bibliography: p. [167]-174.

Thesis (Ph.D) - University of Queensland, 2006. / Includes bibliography.

Hester Pulter’s (1605-1678) work was discovered in 1996 in the Brotherton Library at the University of Leeds. Pulter composed her poetry in the 1640s-1650s, but her works were not compiled until the 1660s. Overall, her manuscript contains one hundred and twenty poems and emblems in addition to an unfinished prose romance. Pulter recalls her personal life in her poems, and the collection includes her elegiac and lyrical poems on different topics such as politics, religion, childbirth, and the death of her children. In her elegiac poetry, Pulter explores of the experience of childbirth and sickness through a set of conventional Christian ideas about death. However, Pulter’s elegiac poetry also breaks away from Christian conventions, often through the use of astronomical imagery. In this thesis, I argue that Pulter’s grief and consolation strategies sometimes differ from her contemporaries; however, she eventually finds consolation using imagery drawn from her knowledge of the new astronomy, allowing her to reconstruct her identity. Through comparing Pulter with her contemporaries such as George Herber, Katherine Philips, and John Donne, Pulter’s poetry, which has been unstudied until recently, provides an example of a woman writer who is familiar with the seventeenth century poetical conventions; however, she is able to alter them to what is relevant to her condition.

I förskolan finns det två yrkeskategorier, barnskötare och förskollärare. Förskolan har blivit en egen skolform som fått egen läroplan som reviderats och fått tydligare riktlinjer för förskollärare och arbetslag. Som en följd av detta har kraven på personalen höjts. Med utgångspunkt i begreppen identitet och kompetens samt i identitetsteorier vill vi försöka närma oss en förståelse för hur de båda yrkeskategorierna ser på sin egen och varandras yrkesroll och kompetens. Vi undrar också hur de tänker kring förskolans framtid, kommer det fortsatt att finnas två yrkeskategorier i förskolan? För att få syn på detta har vi gjort en kvalitativ studie och för att samla in vår empiri valde vi att göra halvstrukturerade intervjuer. Vi valde att intervjua tre förskollärare och tre barnskötare från olika arbetslag. Studien visar att förskollärare och barnskötare inte gärna uttalar några tydliga skillnader i yrkesrollerna. En anledning till detta kan vara att det skett en kompetensutjämning vilket innebär att man känner lojalitet i arbetslaget och därför lägger sig på minsta gemensamma nivå trots olika kompetenser. Trots att de gärna inte vill uttala några skillnader blir det tydligt att de faktiskt ser skillnader mellan yrkeskategorierna. Studien visar även att språket är en central del i identitetskonstruktionen, i talet om sin kompetens och yrkesroll urskiljer man sig från de andra. Vidare finns det en allmän uppfattning om att en yrkeskategori vore det optimala och att detta är ett rimligt mål att sträva mot.

The thesis examines the paradoxes in Herbert's poetry and attributes the many contradictions and vacillations within The Temple to Herbert's own "spiritual conflicts" as a Christian poet. The thesis explores the poems as interconnected expressions of Herbert's dual nature as Christian-Poet. The thesis discusses over sixty of Herbert's poems, concentrating on close readings and intratextual connections. Chapter One reviews critical approaches to Herbert's poetry and outlines the study. Chapter Two examines Herbert's life and the expression of his struggles in poetry. Chapter Three discusses Herbert's poetry itself and comments on the deceptively simplistic style. Chapter Four explores the conflict between the worlds of the Christian and the poet. Chapter Five concludes that, more than merely an artistic exercise or catechistic tool, Herbert's poetry accurately records the duality of the poet's spiritual journey.

The thesis investigated the social and symbolic significance of acquiring a 'music education' through the taking of piano tuition and external public music examinations. It aimed to discover why the learning of the piano and the certification of musical attainment are so prevalent and revered among Malaysian music students. Its purpose was to unravel the socio-cultural raison d'etre of this approach to music education through the creation of a metatheoretical schema, which is premised upon the theories of symbolic interactionist, George Herbert Mead, music analyst, Heinrich Schenker and social theorist, George Ritzer. Central to the argument in this instance is the symbolic significance associated with the act of playing the piano. The investigation attempted to determine if this 'act' conveyed a symbolic meaning that is peculiar to a specific cultural vista. It further examined the degree to which this practice represented both a validation and a sense of conformity to social norms in the continuity and stability of an expanding middle class society in Malaysia. The Associated Board of the Royal Schools of Music (ABRSM) is the largest of the five main external public music examination boards that operate in Malaysia. Since 1948, over one million candidates have enrolled for ABRSM examinations in Malaysia and a team of approximately thirty ABRSM examiners visit Malaysia for three months every year. The majority of the candidates are pianists. Given such large numbers of piano candidates, one might expect a healthy development of musical talent in the country with aspiring pianists eager to demonstrate their musical prowess. However, this does not seem to be the case. On the contrary, there appears to be a curious lacuna between the growing number of students who enrol for external public music examinations and the seemingly lack of interest in public music making and the honing of general musicianship skills. The thesis hence examined the symbolic meaning of this socio-rausicological phenomena.

The thesis investigated the social and symbolic significance of acquiring a 'music education' through the taking of piano tuition and external public music examinations. It aimed to discover why the learning of the piano and the certification of musical attainment are so prevalent and revered among Malaysian music students. Its purpose was to unravel the socio-cultural raison d'etre of this approach to music education through the creation of a metatheoretical schema, which is premised upon the theories of symbolic interactionist, George Herbert Mead, music analyst, Heinrich Schenker and social theorist, George Ritzer. Central to the argument in this instance is the symbolic significance associated with the act of playing the piano. The investigation attempted to determine if this 'act' conveyed a symbolic meaning that is peculiar to a specific cultural vista. It further examined the degree to which this practice represented both a validation and a sense of conformity to social norms in the continuity and stability of an expanding middle class society in Malaysia. The Associated Board of the Royal Schools of Music (ABRSM) is the largest of the five main external public music examination boards that operate in Malaysia. Since 1948, over one million candidates have enrolled for ABRSM examinations in Malaysia and a team of approximately thirty ABRSM examiners visit Malaysia for three months every year. The majority of the candidates are pianists. Given such large numbers of piano candidates, one might expect a healthy development of musical talent in the country with aspiring pianists eager to demonstrate their musical prowess. However, this does not seem to be the case. On the contrary, there appears to be a curious lacuna between the growing number of students who enrol for external public music examinations and the seemingly lack of interest in public music making and the honing of general musicianship skills. The thesis hence examined the symbolic meaning of this socio-musicological phenomena.

Dans la foulée des réflexions contemporaines sur l'« individualité post-moderne », ce mémoire propose de retracer la nature dialectique de la subjectivité individuelle en évaluant dans quelle mesure nous pouvons, malgré les distinctions importantes entre leurs perspectives, établir un rapprochement entre le projet spéculatif de Georg Wilhelm Friedrich Hegel et l'analyse de la conduite sociale développée par George Herbert Mead. Constituant chacune des approches ayant rigoureusement insisté sur l'impossibilité de concevoir la subjectivité individuelle hors de l'expérience sociale, nous proposons d'engager une réflexion sur les possibilités théoriques de leur rapprochement. Les deux penseurs, qui exposent de façon analogue la structure de la reconnaissance fondamentale à toute expérience subjective proprement humaine, insistent sur le mouvement intersubjectif par lequel se structure l'intériorité subjective. Depuis les premiers balbutiements de la sociologie, plusieurs ont fait mention du « détour obligé » dans la vie sociale que doit emprunter le sujet humain, afin de se réaliser comme un être réflexif en mesure d'interagir avec le monde qui l'entoure. En exposant les étapes de la réalisation de l'esprit subjectif, Hegel a dévoilé avec précision la dialectique par laquelle l'individu, au sein du rapport de reconnaissance, s'affranchit de sa déterminité naturelle pour se constituer comme une conscience de soi. Près d'un siècle après l'effondrement du système hégélien, par l'intermédiaire de sa psychologie sociale, Mead insistera à son tour sur la dynamique intersubjective fondamentale à la réalisation du sujet. Suivant une approche fondée sur une relecture en termes de complémentarité, la présente réflexion entend montrer la manière par laquelle l'esprit subjectif hégélien trouve chez Mead un prolongement dans le sens d'une théorie pragmatiste de la communication. En plus de dénouer la rigidité des positions découlant des apories du dualisme cartésien entre l'esprit et le corps, cette réinterprétation de Hegel et de Mead est également l'occasion de poser un regard critique sur la théorie sociale contemporaine en réexaminant certains des fondements sur lesquels s'appuient notamment les tentatives de réactualisation « post-métaphysique » de Honneth et de Habermas. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Subjectivité, Reconnaissance, Intersubjectivité, Dialectique, Conscience de soi, Pragmatisme, Idéalisme, Communication, Esprit

This dissertation, submitted in article format, explores how the physical movement theories of Anne Bogart's Viewpoints may lead to a liberatory setting, one which echoes the theories of Paolo Freire, for college theatre students. It examines whether Viewpoints is effective in creating a studio classroom culture and whether the Viewpoints exercises can lead to a heightened clarity in individual performance, with a much more satisfying and involved learning experience for students of the theatrical arts. In addition, this dissertation applies the theory of Mead's symbolic interactionism to the discoveries that students make while using Viewpoints exercises. Research methods include autoethnography, analysis of case studies, and examination of interview data from three college directors and thirteen student actors who have trained and used Viewpoints in rehearsal.