In the Inca Empire, the human body served as a symbol and mediator of cosmic structures and processes through its own structures and processes. The structures of the body with cosmological relevance included the duality of right and left and the integrated unity of the body as a whole, while the processes of the body included reproduction, illness and sensory perception. Inca myths and rituals both expressed and enacted this corporeal and cosmic order. / With the arrival of the Spanish, the Incas were confronted with a radically different image of the body and the cosmos. The clash between the Spanish and Inca orders was experienced by the Incas as a disordering of the human and cosmic bodies. While the Spanish Conquest destroyed the Inca empire and imposed a new culture on its former inhabitants, however, many of the principles which ordered and interrelated the body and the cosmos in Inca cosmology have survived in the Andes to the present day.

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The influence technology has on human subjectivity has been the occupation of philosophy for some time. Recent technological advance has re-motivated the speculation on subjectivity where a bodily dimension of subjectivity becomes necessary to understand the complexities of subjectivity as it is formulated in contemporary society. In this thesis subjectivity has been schematized according to its states relative to the body to demonstrate how technology and its mythologies influences and define individual subjectivity and the larger constructive factors that shape that subjectivity. Various examples are used to show the contemporary postmodern response to technological subjective imposition as subjectivity both negotiates and responds to the four orders of subjectivity: dormant, active, material, and terminal. As shall be demonstrated, each subjective form is constituted by a series of technologies and mythologies that form a reciprocal and continuous pattern illustrated by individual, cultural, bodily, and communicative models.

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published_or_final_version / Comparative Literature / Master / Master of Philosophy

The literature in education is conspicuously lacking in any meaningful or sustained discussion of the body's role in education. This thesis suggests that body and mind do not mutually exclude one another but rather, they are the two aspects that, together, form the whole person. Paradox is a key concept here because it offers a vision of reality that brings together "apparent opposites" into a tensed relationship thereby creating a framework that allows for the integration of body and mind into a cohesive whole. This thesis argues that myth is an expression of humankind's paradoxical nature, and that the hero myth, in particular, points to a path that leads to the embodiment of paradox, and thus to wholeness. This, however, requires a journey into the depths of the body in order to get in touch with the body and the entire range of its feelings. It is further argued that this process reconnects us to our body. To embody paradox, therefore, signifies the integration of body and mind into a unified whole. (Abstract shortened by UMI.)

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Žmogus, jo būtis jau šimtmečius jaudina ne vieną filosofą, dramaturgą, poetą ir kiekvieną iš mūsų. Todėl ši tema išlieka aktuali ir neišsemiama bet kuriuo laikmečiu. / A man, his existence is not worried about a century philosopher, playwright, poet and every one of us. Therefore, this topic remains relevant and inexhaustible in any era.