This research project has its origin and motivation in work done by Lysaker, Johannesen and Lysaker (2005), which explored the experience of being as a person with schizophrenia in relation to other individuals. The researchers examined the nature of the schizophrenic experience from within the framework of the dialogical model of self, and presented schizophrenic intersubjectivity as a potentially horrifying and disintegrating experience. Lysaker et al (2005) discuss the notion that the individual self unfolds as a composite structure of multiple selves, existing in dialogical interaction with one another. Their research aimed to show that the individual with schizophrenia experiences difficulty tolerating this dialogue on an intrapsychic level. Because interpersonal exchange requires that individuals adopt a variety of self-other modes of relatedness, suggest Lysaker et al, interpersonal engagement for the person with schizophrenia is disclosed as profoundly threatening (ibid.) Moving from the above-mentioned research, this project aims through a hermeneutic phenomenological process to clarify and narrate the subtleties of the intersubjective experience, as that experience is disclosed in the lived world of a person with schizophrenia. How does such an individual experience self in relation to other? How does such an individual negotiate their sense of self in terms of their dialogicality? The phenomenological hermeneutic method, as shaped by such theorists as Gadamer (1976), Heidegger (1962) and Buber (1970), will emerge as the interpretive platform upon which these questions are approached.

Abstract not available

This thesis is concerned with the shaping of pedagogic subjectivities through classroom talk. It addresses a number of research questions, namely: In what ways do forms of intersubjectivity created in classroom talk shape the learning for children in two socioeconomically disadvantaged classrooms? How do teachers??? variant readings of official curriculum documents impact on classroom practices? How might the role of the teacher in such classrooms be usefully understood and articulated? The research described in the thesis draws on socio-cultural approaches to language, learning and pedagogy. Systemic functional linguistics, which models cognition as meaning, provides the major theoretical position together with tools for close linguistic analysis (Halliday 1994, 1999). Vygotsky???s complementary view of learning as the consequence of joint activity in semioticised environments highlights the role of the mediating agent (1978). Bernstein???s theory of pedagogic relations provides a useful framework for understanding the circulation of cultural dynamics through locally situated pedagogic settings (1990, 1996, 2000). The research adopts a case study approach; data comprises talk produced during a complete curriculum cycle in each primary classroom as well as interviews, written texts and official curriculum documents. The analysis proceeds through phases; that is, it initially describes the curriculum macrogenres (Christie 2002) then moves to more detailed linguistic analyses of prototypical texts from each setting. Mood, speech function and appraisal (Eggins & Slade 1997, Martin & Rose 2003) are systems recognised in the SFL model as those which enact intersubjective relations. Close attention to their deployment in classroom interactions reveals much about how broad social roles are enacted, how the moral regulation of the learners is accomplished and how subtle differences in learning take place. The analysis reveals considerable difference in the educational knowledge under negotiation. In one classroom, learners are stranded in localised, everyday discourses; while in the other, learners are given access to more highly valued curriculum discourses. It is argued that the interactive practices which produce such difference result from teachers??? readings of the official curriculum; readings which are shaped by particular philosophical orientations to curriculum, together with features of the local settings and their relations to the official pedagogic field.

This thesis is concerned with the shaping of pedagogic subjectivities through classroom talk. It addresses a number of research questions, namely: In what ways do forms of intersubjectivity created in classroom talk shape the learning for children in two socioeconomically disadvantaged classrooms? How do teachers??? variant readings of official curriculum documents impact on classroom practices? How might the role of the teacher in such classrooms be usefully understood and articulated? The research described in the thesis draws on socio-cultural approaches to language, learning and pedagogy. Systemic functional linguistics, which models cognition as meaning, provides the major theoretical position together with tools for close linguistic analysis (Halliday 1994, 1999). Vygotsky???s complementary view of learning as the consequence of joint activity in semioticised environments highlights the role of the mediating agent (1978). Bernstein???s theory of pedagogic relations provides a useful framework for understanding the circulation of cultural dynamics through locally situated pedagogic settings (1990, 1996, 2000). The research adopts a case study approach; data comprises talk produced during a complete curriculum cycle in each primary classroom as well as interviews, written texts and official curriculum documents. The analysis proceeds through phases; that is, it initially describes the curriculum macrogenres (Christie 2002) then moves to more detailed linguistic analyses of prototypical texts from each setting. Mood, speech function and appraisal (Eggins & Slade 1997, Martin & Rose 2003) are systems recognised in the SFL model as those which enact intersubjective relations. Close attention to their deployment in classroom interactions reveals much about how broad social roles are enacted, how the moral regulation of the learners is accomplished and how subtle differences in learning take place. The analysis reveals considerable difference in the educational knowledge under negotiation. In one classroom, learners are stranded in localised, everyday discourses; while in the other, learners are given access to more highly valued curriculum discourses. It is argued that the interactive practices which produce such difference result from teachers??? readings of the official curriculum; readings which are shaped by particular philosophical orientations to curriculum, together with features of the local settings and their relations to the official pedagogic field.

Univ., Habil.-Schr.--Magdeburg, 2005. / Literaturverz. S. 225 - 232.

Diss. Göteborg : Göteborgs universitet, 2007.

Thesis (Ph.D.). / Written for the Dept. of Philosophy. Title from title page of PDF (viewed 2009/06/11). Includes bibliographical references.

This thesis contends that the discovery of transcendental intersubjectivity revealed the inadequacy of Husserl‟s Cartesian way to the reduction and precipitated the development of the ontological way. Through an analysis drawing primarily from Ideas I, Cartesian Meditations, and Crisis, this thesis will analyze the Cartesian way, intersubjectivity, and finally the ontological way. It will be argued that the Cartesian way focuses on the transcendental ego and ignores the natural world. With the discovery of transcendental intersubjectivity 1) a being beyond the transcendental ego has a role in constituting the world and 2) the objectivity of the world can no longer be reduced to the (individual) transcendental ego. The transition to the historical approach of Crisis is analyzed and we find that the Cartesian way cannot address the life-world and transcendental intersubjectivity in their new, central role. It is demonstrated how the ontological way fills this gap. / Graduate

Thesis (PhD)--Stellenbosch University, 1982. / No abstract available

My dissertation is a phenomenological analysis of the relationship between intersubjectivity and imagination in Hannah Arendt. The objective of my dissertation is to demonstrate that Arendt has a theory of imagination that provides a substratum to explain her key notions such as "action," "freedom" "beginning," "history," "power," "understanding," "appearance," "space of appearance," and "judgment." In other words, my dissertation shows that not only are these notions related, and not only do they characterize Arendt's account of the political life as fundamentally intersubjective, but they are also derived from her peculiar understanding of imagination that arises within the phenomenological legacy. <br> The thesis consists of five chapters. Chapter 1 provides an analysis to suggest a strong relation between imagination and taste as an intersubjective phenomenon in Arendt's Lectures on Kant Political Philosophy (1992). Chapter 2 traces the "possible" nature of imagination in Arendt's notion of "action and "understanding" back through her various works, beginning with the essay "Understanding and Politics" (Difficulties of Understanding) (1954) and the last chapter of The Origins of Totalitarianism (1952), the proceeding through further analyses in The Human Condition (1958). There is an intermediate section outlining the structure of Chapters 3 and 4. Chapter 3 focuses on what Arendt calls "metaphysical fallacies" that are derived from thinking activity and the thinking ego in The Life of the Mind: Thinking. Moreover, this chapter serves as a preparatory discussion and analysis for the following chapter, in addition to discussing how Arendt tries to reestablish a linkage between thinking and judgment based on intersubjectivity, echoing her encounter of Adolf Eichmann's "thoughtlessness." The last chapter demonstrates that these analyses of the "metaphysical fallacies," which Arendt points out in The Life of the Mind: Thinking, are her implicit criticism of Heidegger's ontological interpretation of Kant's transcendental imagination in Kant and the Problem of Metaphysics (1973). Furthermore and finally, by pointing out several parallelisms between Heidegger's interpretation of Kant and Arendt's criticism, the chapter offers a way to reconstruct Arendt's account of intersubjectivity as her own phenomenological interpretation of Kant's transcendental imagination as reproductive imagination against the productive imagination in Heidegger's interpretation. / McAnulty College and Graduate School of Liberal Arts; / Philosophy / PhD; / Dissertation;