PONTE , Carlos Roger Sales da . Sobre os conceitos de indivíduo em Sören Kierkegaard e de pessoa em Carl Rogers: semelhanças e diferenças . 2010. 119 f. Dissertação (Mestrado em Psicologia) – Universidade Federal do Ceará, Departamento de Psicologia, Programa de Pós-Graduação em Psicologia, Fortaleza-CE, 2010. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2011-12-07T18:28:49Z No. of bitstreams: 1 2010_dis_CRSDPonte.PDF: 785994 bytes, checksum: 43007e0aef45ddb8ddabd44c5772fc19 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-01-09T15:10:11Z (GMT) No. of bitstreams: 1 2010_dis_CRSDPonte.PDF: 785994 bytes, checksum: 43007e0aef45ddb8ddabd44c5772fc19 (MD5) / Made available in DSpace on 2012-01-09T15:10:11Z (GMT). No. of bitstreams: 1 2010_dis_CRSDPonte.PDF: 785994 bytes, checksum: 43007e0aef45ddb8ddabd44c5772fc19 (MD5) Previous issue date: 2010 / From a epistemological reading of some writings of the American psychologist, Carl R. Rogers, in which he declares “theoretical affinities” with the thought of the Danish philosopher, Sören Kierkegaard, the biggest objective of this study is to collate the concepts of “Individual”, delineated by Kierkegaard, and the concept of “Person”, formulated by Rogers, in its similarities and differences. Contributing to the constitution of one more face of the Person-Centrered Approaching epistemology (created and developed by Rogers), is also intention of this research, to approximate these concepts taking as support the hypothesis of that the supposed kierkegaardian influence in Roger’s production is not so significant as he (Rogers) and, over all, his commentators, wants to make to believe. Being Kierkegaard in a philosophical and epistemological dimension of a pietistic and anguished Christianity, where its biggest goal was to show the true “Christian-to-be”, and also that the “Individual” is that one who chooses to exist subjectively in a tensioned relation with God, hardly could his philosophy stand as another so heterogeneous context as it was the case of Humanist North America Psychology, where Rogers had space and that considered the “Person” as a “reliable worthy organism” that keeps in itself the potentialities of constructing itself in all its spheres and in direction to an authentic existence and congruence. Approaching the concepts of “Individual” and “Person” in its similarities and differences, describing until where the influence of Kierkegaard in the rogerian thought is veridical, it is intended to show the place in fact of the kierkegaardian philosophy in the construction of the psychology centered in the person effected by Rogers. / A partir de uma leitura epistemológica de vários escritos do psicólogo estadunidense, Carl R. Rogers, em que ele declara “afinidades” teóricas com o pensamento do filósofo dinamarquês, Sören Kierkegaard, o objetivo maior deste estudo é confrontar os conceitos de “Indivíduo”, delineado por Kierkegaard, e o conceito de “Pessoa”, formulado por Rogers, em suas similaridades e diferenças. Contribuindo na constituição de mais uma faceta da epistemologia da Abordagem Centrada na Pessoa (criada e desenvolvida por Rogers), é também intenção desta pesquisa, aproximar estes conceitos apoiando-se na hipótese de que a suposta influência kierkegaardiana na obra de Rogers não é tão significativa como ele (Rogers) e, sobretudo, seus comentadores, querem fazer crer. Estando Kierkegaard numa dimensão filosófica e epistemológica de um cristianismo pietista e angustiado, em que sua meta maior era mostrar o verdadeiro “devir cristão”, e que o “Indivíduo” é aquele que escolhe existir ligado subjetivamente numa relação tensionada com Deus, dificilmente poderia sua filosofia servir de base em outro contexto tão heterogêneo como era o da psicologia humanista norte-americana, onde Rogers tinha seu espaço e que considerava a “Pessoa” como um “organismo digno de confiança” que guarda em si mesma as potencialidades de se construir em todas as suas esferas e em direção a uma existência congruente e autêntica. Aproximando os conceitos de “Indivíduo” e de “Pessoa” em suas semelhanças e diferenças, descrevendo até onde a influência de Kierkegaard no pensamento rogeriano é verídica, pretende-se mostrar o lugar de fato da filosofia kierkegaardiana na construção da psicologia centrada na pessoa efetuada por Rogers.

Les statuts et les règlements des juridictions internationales pénales reconnaissent la plupart des garanties du droit à un procès équitable prévues par les instruments internationaux relatifs aux droits de l’homme. Pourtant, si on examine le volume du contentieux pénal international, nous allons vite nous apercevoir que les allégations relatives à la violation de ce droit occupent une place importante. C’est pourquoi, il nous paraissait nécessaire de déceler et d’analyser les raisons de cette distorsion. Pour faire une telle étude, nous avons préalablement avancé qu’au-delà de la dimension originelle de la procédure pénale internationale visant à mettre en œuvre les règles du droit international pénal, deux autres dimensions se sont confirmées aussi bien à travers les textes que dans la pratique. Il s’agit de la dimension humaniste d’une part et de la dimension managériale d’autre part. Partant de ce constat, nous avons voulu lever le voile sur les impacts de ses dernières sur la mise en œuvre effective du droit à un procès équitable, et ce, en procédant à une analyse critique. Le but de cette démarche est de démontrer que ces dimensions intrinsèques de la procédure pénale internationale, ont des effets directs et indirects sur le caractère équitable des procès pénaux internationaux / The statutes and the rules of international criminal courts recognize most of the guarantees of the right to a fair trial under international instruments on human rights. However, if we examine the size of international criminal litigation, we will soon realize that the allegations relating to the violation of this right take a large place. Therefore, it seemed necessary to identify and analyze the reasons for this distortion. To do such a study, we have previously argued that beyond the original dimensions of the international criminal procedure to implement the rules of international criminal law, two others dimensions were confirmed by the texts and the practice. There are the humanist and the managerial dimensions. With this in mind, we wanted to uncover their impact on the effective implementation of the right to a fair trial, conducting a critical analysis. The purpose of this approach is to demonstrate that these intrinsic dimensions of international criminal procedure have direct and indirect effects on the fairness of international criminal trials

The colonists living in the new United States after the American War for Independence were faced with the problem of forming new identities once they could no longer recognize themselves, collectively or individually, as subjects of Great Britain. After the French Revolution American politicians began to weed out the more radical political elements of the newly formed United States, particularly by painting one of the revolution’s biggest defenders, Thomas Paine, as unworthy of the attention he received during the American War for Independence, and fear ran throughout the states that an anarchic revolution like the French Revolution could bring the downfall of the nation. State, local, and regional organizations sprang up to fight Jacobinism, the legendary secret group of murderers and anarchists that fought against the French government. This distressing situation gave rise to new literature that sought to describe the “real” origins and background of Jacobinism in the War in Heaven and in Eden, and a new movement against Jacobinism was established. Fears about the organization of secret societies did not wane in the decades after the French Revolution, but worsened in the last half of the 1820s when a Freemason, William Morgan, disappeared under mysterious circumstances in connection to an exposé of Masonry he had written. Most Americans assumed that Freemasons had abducted and murdered Morgan in order to keep their oaths and rites secret. One influential early American who was influenced by this socio-historical was Joseph Smith, Jr., the founding prophet of Mormonism. Smith interpreted the Eden narrative in light of the movement against secret societies, and literary motifs common to anti-Jacobin literature during the period provided language and interpretive strategies for understanding the Eden narrative that would influence how Smith produced his new scripture. Only a few months after the publication of the Book of Mormon Smith edited the version of Eden found there into the text of the Bible itself and made the biblical narrative conform to the version found in the Book of Mormon through his own revisions and additions.

Plusieurs écrits scientifiques ont mentionné que les pratiques humanistes-caring en formation infirmière sont avantageuses pour les personnes étudiantes. En effet, les pratiques humanistes-caring professorales créent les conditions qui favorisent les apprentissages. Des études ont rapporté la perspective de la clientèle étudiante témoignant des bienfaits des pratiques humanistes-caring de professeurs. Elles constituent une piste de solution pouvant réduire la déshumanisation dans les milieux académiques d’enseignement et d’apprentissages des soins infirmiers. Mais à la connaissance de l’étudiant-chercheur, aucune étude issue de la discipline infirmière ne s’est intéressée à la compréhension de la signification des pratiques humanistes-caring de professeurs, de même qu’aux contributions de celles-ci à l’égard de la personne étudiante. Inspirée par l’humanisme et le caring comme philosophie, le Modèle humaniste des soins infirmiers-Université de Montréal (Cara et al., 2016) a été retenu comme perspective disciplinaire de la présente étude. Cette dernière avait pour but d’explorer et comprendre, auprès de professeurs, la signification de leurs pratiques humanistes-caring, de même que leurs perceptions quant aux contributions de celles-ci au développement des apprentissages de la personne étudiante en formation infirmière. Pour ce faire, huit entrevues ont été réalisées auprès de professeurs dans une université québécoise. Les données recueillies ont été analysées à l’aide de la méthode phénoménologique de Giorgi (1997). Le processus d’analyse a permis l’émergence de sept thèmes. Parmi ces thèmes, quatre se rapportent à la signification des pratiques humanistes-caring de professeurs (première question de recherche), à savoir : 1) valeurs humanistes-caring comme fondement du rôle professoral, 2) attitudes humanistes-caring de professeurs envers la personne étudiante, 3) comportements humanistes-caring de professeurs envers la personne étudiante et, 4) conditions contextuelles des pratiques humanistes-caring des professeurs. Finalement, les trois derniers thèmes documentent la contribution des pratiques humanistes-caring à l’égard de la personne étudiante (deuxième question de recherche), à savoir : 1) épanouissement de la personne étudiante, 2) succès académique de la personne étudiante, 3) sentiment d’accomplissement professoral. L’ensemble des sept thèmes a favorisé l’émergence de la structure essentielle du phénomène investigué qui s’intitule « influencées par des conditions contextuelles, les pratiques professorales empreintes de valeurs, d’attitudes et de comportements humanistes-caring favorisent l’épanouissement et le succès académique de la personne étudiante, de même que l’accomplissement professoral ». La présente étude s’est révélée innovante puisque les résultats constituent de précieuses données pour les connaissances en sciences infirmières. Ces résultats peuvent être utilisés pour créer ou maintenir un environnement favorable aux enseignements et aux apprentissages dans les milieux de formation infirmière. De même, les milieux cliniques de soins peuvent les utiliser en vue d’améliorer la qualité du suivi auprès des personnes étudiantes en stage. Enfin, ces résultats peuvent susciter l’intérêt de réaliser d’autres recherches subséquentes et ce, dans d’autres milieux académiques en formation infirmière. Mots-clés : Pratiques humanistes-caring, Modèle Humaniste-Caring, formation infirmière, professeur, étudiant infirmier, méthode phénoménologique, valeurs humanistes-caring, attitudes humanistes-caring, comportements humanistes-caring. / A number of scientific studies have shown that humanistic-caring practices in nursing education are beneficial for students. In fact, humanistic-caring professorial practices create conditions that promote learning. Studies have reported on the benefits of professors’ humanistic-caring practices from the perspective of students. They constitute a possible solution that can reduce dehumanization in academic nursing teaching and learning environments. However, to the best of the student-researcher's knowledge, no study within the nursing discipline has focused on understanding the professors’ meaning of their humanistic-caring practices, as well as their contributions for students. Inspired by humanistic and caring philosophies, the Humanistic Model of Nursing Care-Université de Montréal (Cara et al., 2016) was chosen as the disciplinary perspective for this study. The purpose of this research was to explore and understand professors’ meaning of their humanistic-caring practices, as well as their perceptions of the contributions of these practices to the development of nursing students’ learning. To this end, eight interviews were conducted with professors working in a Quebec university. The data collected were analyzed using Giorgi’s (1997) phenomenological method. The analysis process revealed seven themes. Four of these themes relate to the meaning of professors’ humanistic-caring practices (first research question), namely: 1) humanistic-caring values as the foundation of the professorial role, 2) professors’ humanistic-caring attitudes towards the student, 3) professors’ humanistic-caring behaviours towards the student and, 4) contextual conditions of professors’ humanistic-caring practices. The other three themes correspond to the contribution of humanistic-caring practices towards the student (second research question), explicitly: 1) student self-fulfillment, 2) student academic success and, finally, 3) sense of professorial accomplishment. Together, the seven themes led to the emergence of the essential structure of the investigated phenomenon: "Influenced by contextual conditions, professorial practices imbued with humanistic-caring values, attitudes and behaviours foster students’ self-fulfillment and academic success, as well as professorial accomplishment". The present study proved to be innovative since its results constitute valuable data for nursing knowledge. These results can be used to create or maintain an environment conducive to teaching and learning in nursing training environments. Clinical care settings can use them to improve the quality of the follow-up offered to students during their internship. Finally, these results may spark the interest in carrying out subsequent research, elsewhere in other academic settings in nursing education. Keywords: Humanistic-caring practices, Humanist-Caring Model, nursing education, professor, nursing student, phenomenological method, humanistic-caring values, humanistic-caring attitudes, humanistic-caring behaviors.

This thesis is a study of the shifting philosophical trends in the works of Samuel Beckett, Donald Barthelme, and Kurt Vonnegut as representations of a greater shift from modernism to postmodernism. I have chosen to explore Beckett's plays Waiting for Godot and Krapp's Last Tape, Barthelme's short stories "Nothing: A Preliminary Account," "The New Music," and "Kierkegaard Unfair to Schlegal," and Vonnegut's book Timequake to see how each author seeks to find a new hope in the face of a collapsed causal system. This work is an examination of the form and content of each author's work as it pertains to their own philosophical standing and in relation to the other two authors' works. I argue that each author finds a different hope for humanity depending on their place among the philosophical trends during their time. / Graduation date: 2012