Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 80-84).

Submitted by Gerson Rossi Dos Santos (gersonrossi@hotmail.com) on 2018-06-11T21:10:18Z No. of bitstreams: 1 Gerson_Tese_VerFinal.pdf: 3088733 bytes, checksum: 3028fdcb5df9e617980d1a8763cf45d9 (MD5) / Rejected by Elza Mitiko Sato null (elzasato@ibilce.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: Problema 01) Na folha de aprovação deve constar a data(dia, mês e ano) da defesa, no seu arquivo está somente o mês e ano. Problema 02) A paginação deve ser sequencial, iniciando a contagem na folha de rosto e mostrando o número a partir da introdução, a ficha catalográfica ficará após a folha de rosto e não deverá ser contada. Problema 03) Solicito que corrija a descrição: Tese apresentada como parte dos requisitos para obtenção do título de Doutor em Nome do Programa, junto ao Programa de Pós-Graduação em Nome do Programa, do Instituto de Biociências, Letras e Ciências Exatas da Universidade Estadual Paulista “Júlio de Mesquita Filho”, Câmpus de São José do Rio Preto. Lembramos que o arquivo depositado no repositório deve ser igual ao impresso, o rigor com o padrão da Universidade se deve ao fato de que o seu trabalho passará a ser visível mundialmente. Agradecemos a compreensão. on 2018-06-12T18:27:04Z (GMT) / Submitted by Gerson Rossi Dos Santos (gersonrossi@hotmail.com) on 2018-06-19T19:31:15Z No. of bitstreams: 1 Gerson_Tese_VerFinal.pdf: 3129612 bytes, checksum: bf7f5a67f9d7d828defb066784346d44 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-06-19T20:46:09Z (GMT) No. of bitstreams: 1 santos_gr_dr_sjrp.pdf: 3221687 bytes, checksum: f3bdb3f0e038bd7d969e9fcbaaf4c978 (MD5) / Made available in DSpace on 2018-06-19T20:46:09Z (GMT). No. of bitstreams: 1 santos_gr_dr_sjrp.pdf: 3221687 bytes, checksum: f3bdb3f0e038bd7d969e9fcbaaf4c978 (MD5) Previous issue date: 2017-12-18 / A presente pesquisa consiste em um estudo hermenêutico acerca do desenvolvimento de intersubjetividade em interações entre aprendizes de língua estrangeira, bem como sobre o papel que a intersubjetividade desempenha nesse contexto. Para tanto, visa a definir um continuum epistêmico-metodológico que seja plausível e aplicável à análise da intersubjetividade na aprendizagem de línguas. O processo intersubjetivo é compreendido interdisciplinarmente como uma experiência fenomenológica em que os sujeitos do discurso reconhecem-se e constituem-se mutuamente como tais no exercício de alteridade, de transcendência e de empatia, co-construindo bases referenciais sobre as quais se apoiam para viabilizar e refinar a comunicação entre si e tornarem a interatividade profícua à aprendizagem da língua-meta. Metodologicamente, a investigação situa-se no escopo da produção científica do Projeto Teletandem: a transculturalidade das interações online em língua estrangeira por webcam, um contexto online e multimodal de aprendizagem colaborativa de línguas, em que são estabelecidas parcerias entre falantes de línguas de proficiência diferentes, interessados em aprender a língua um do outro no exercício de autonomia e reciprocidade. O contexto imediato da pesquisa corresponde a uma modalidade de teletandem institucional e integrada (TTDii) cujos participantes são alunos de disciplinas de língua estrangeira em cursos superiores de universidades de países diferentes. Os registros de interações, em áudio e vídeo, são analisados de uma perspectiva qualitativa, bem como sob orientação hermenêutica, com vistas a compreender não apenas o estabelecimento como também o desenvolvimento de intersubjetividade entre os participantes. Entre as categorias levantadas figuram (i) a corporeidade exercitada pelos participantes via webcam, a discursividade que o corpo mobiliza sob essa condição e o trânsito físico dos sujeitos entre diferentes espaços de referência, quer sejam materialmente imediatos ou virtuais; (ii) a historicidade, e, portanto, a temporalidade, da construção dos sujeitos e do desenvolvimento de intersubjetividade entre eles; (iii) a evidência de que o processo intersubjetivo supõe diferentes estágios; (iv) a atenção visual conjunta, que compreende o alinhamento referencial entre indivíduos, via corporeidade; (v) a responsividade, condição que se estabelece quando os sujeitos são capazes de se colocar responsivamente em relação ao enunciado do outro; e (vi) a dinâmica de seleção de tópicos conversacionais, que se revela sensível ao estágio intersubjetivo dos indivíduos, ao mesmo tempo em que produz impacto sobre a qualidade da comunicação. A perspectiva da intersubjetividade pressupõe que uma língua estrangeira seja apreendida em circunstâncias em que os sujeitos se colocam 6 esteticamente perceptíveis um ao outro, bem como mobilizam exercícios de alteridade e transcendência para tangenciar a experiência um do outro, reconhecer extensividades entre si e a ressignificar as próprias experiências a partir de um território recíproco de subjetividade co-construído. / The present research consists of a hermeneutic study on the development of intersubjectivity in interactions between foreign language learners, as well as on the role that intersubjectivity plays in that context. Therefore, it aims to define an epistemic-methodological continuum that is plausible and applicable to the analysis of intersubjectivity in the learning context. The intersubjective process is understood interdisciplinarily as a phenomenological experience in which discourse subjects recognize and constitute each other through the exercise of otherness, transcendence and empathy, co-construct a common framework of reference to rely on, thus refining communication and making interactivity profitable to the learning of the target language. Methodologically, the research falls within the scope of Teletandem: Transculturality and identity in webcam interactions in foreign languages’ project, an online and multimodal context of collaborative language learning, in which partnerships are established between speakers of different proficiency languages, interested in learning each other's language in the exercise of autonomy and reciprocity. The immediate context of the research corresponds to an institutional and integrated variety of teletandem (iiTTD) whose participants are students of foreign language disciplines in undergraduate courses in different countries. The audio-and-video-recorded interactions are analyzed qualitatively from a hermeneutical perspective, in order to shed light not only on the establishment but also on the development of intersubjectivity between the participants. Among the raised categories are (i) the corporeality exercised by the participants via webcam, the discursiveness that the body produces and the physical transit of subjects between different referential spaces, whether materially immediate or virtual; (ii) the historicity, and therefore the temporality, of the subject construction and the development of intersubjectivity between them; (iii) the assumption that the intersubjective process may go through different levels; (iv) joint visual attention, which corresponds to the referential alignment between individuals, via corporeality; (v) responsiveness, a condition that enables subjects to place themselves responsively to the other’s utterance; and (vi) the dynamics of conversation topics selection, which is sensitive to the intersubjective stage between individuals, and at the same time produces impact on the quality of communication. The intersubjectivity perspective assumes that a foreign language is learned in circumstances in which subjects are aesthetically (thus, bodily) perceptible to one another, able to experience otherness and transcendence as they participate in each other’s experience, 8 recognize extensions between each other and re-signify their own experiences from a reciprocal territory of co-constructed subjectivity.

El Enfoque de las Capacidades de Sen se distingue en el terreno de la justicia distributiva porque ha intentado establecer criterios evaluativos que superen el atomismo de las teorías utilitaristas. Pero algunos pensadores críticos han señalado que el Enfoque aún mantiene una impronta individualista que limita su alcance a la hora de implementar políticas públicas tendientes a transformar estructuras injustas. Para estos críticos, los conceptos básicos de Sen deben complementarse con una noción de capacidad colectiva o común, irreductible a términos individuales, que permita dar cuenta de los procesos intersubjetivos del desarrollo de la agencia y de la constitución de la identidad personal. En este artículo se analizarán algunas críticas comunitaristas al Enfoque y se intentará postular un candidato plausible a capacidad colectiva, que respete el núcleo vivo de los comentarios y que mantenga los conceptos de capacidad y de agencia centrales en la teoría de Sen.---Communities of Meaning as Collective Capabilities. A Communitarian Revision of Amartya Sen’s Theory”. Sen’s Capability Approach it is distinguished in the field of the distributive justice, because It has tried to set evaluatives terms that exceed the atomism of the Utilitarian theories. But some critical thinkers have pointed out that the Approach still keep an individualistic style that restrict its impact at the moment of implementing public policies. For these critics, Sen’s basic concepts must be complemented with the idea of collective capability, irreducible to indivudual terms, that allows to account to the intersubjective process of agency and the personal identity constitution. This paper will attempt to present a plausible candidate to the collective capability, that respects the live core of the communitarian comments and that keeps the capability and agency concepts, which are fundamental in Sen’s theory.

A presente dissertação busca a articular dois temas, a Linguagem e a Alteridade, ao longo do pensamento filosófico de Jean-Paul Sartre e Emmanuel Lévinas. Partindo da obra de Sartre propomos a análise dos temas em três momentos que se estende desde O Ser e o Nada até a Crítica da Razão Dialética, passando por O que é a literatura?. Ao passarmos pela exposição do autor a respeito dos temas - que se estabelece como Intersubjetividade e Linguagem-, podemos destacar, além da interação entre ambos, a situação da Linguagem em suas obras. Posteriormente, analisamos a obra de Lévinas e a construção de suas concepções de Linguagem e Alteridade, que se encontram no cerne de seu pensamento, tanto em Totalidade e Infinito como em Outramente que ser ou para-além da essência. A partir disto, é criado um ambiente temático comum para que possamos estabelecer o diálogo entre os filósofos, sob uma perspectiva que permeia nossa dissertação: a crítica de Lévinas sobre a Linguagem e a relação desta com o pensamento de Sartre / The following thesis has the purpose of articulating two subjects, the Language and the Alterity, through the philosophical thinking of Jean-Paul Sartre and Emmanuel Lévinas. Starting from Sartre\'s work we propose the analysis of the subjects in three different moments that extend from Being and Nothingness until the Critique of Dialectical Reason, also analyzing What Is Literature?. While we examine the author\'s exposure concerning the subjects - which are set as intersubjectivity and language - the interaction between both and the situation of language in his work stand out. Subsequently, we analyzed Lévinas\' work and the construction of his conceptions of Language and Alterity, which are in the core of his thinking, for Totality and Infinity and Otherwise than Being or Beyond Essence. From this, a common theme environment is set in order to establish the dialogue between philosophers, from a perspective that permeates our dissertation: the comment Lévinas made about language and the relation between this comment and Sartre\'s thinking

Made available in DSpace on 2017-07-10T18:26:08Z (GMT). No. of bitstreams: 1 Devair Goncalves Sanchez.pdf: 480196 bytes, checksum: eda293792da930c75873fc0fbcd1184e (MD5) Previous issue date: 2014-07-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to present a reading of the notion of intersubjectivity based on the Cartesian Meditations work of Edmund Husserl. For this, will be demonstrated, how, from of solipsism to the formation of a Intermonadologic universal community, Husserl offers a proposal for theoretical reasoning about knowledge of the alter ego, based on the status of phenomenology as transcendental idealism. At first moment, will be done an approach of the major concepts of phenomenology contained in the work, and that arise in the first meditations until the theoretical core of the question: the Fifth Meditation. In the intermediate section will be prioritized the description of the donation modes of the alter ego to ego through the constitutive dynamic. Finally, will be explained the formation of communities of higher grade as a result of the unity of monadic egos and response at the problem of intersubjectivity. / A presente pesquisa visa apresentar uma leitura da noção de intersubjetividade com base na obra Meditações Cartesianas, de Edmund Husserl. Para tanto, será demonstrado como, a partir do solipsismo à formação de uma comunidade universal Intermonadológica, Husserl oferece uma proposta de fundamentação teórica acerca do conhecimento do alter ego, com base no estatuto da fenomenologia enquanto idealismo transcendental. Num primeiro momento, será feita uma abordagem dos principais conceitos da fenomenologia contidos na obra, e que surgem no itinerário correspondente às quatro primeiras meditações, até o cerne teórico acerca do tema: a Quinta Meditação. No capítulo intermediário será priorizada a descrição acerca dos modos de doação do alter ego para o ego em meio à dinâmica constitutiva. Por fim, explicitar-se-á a formação das comunidades de grau superior como resultado da unidade dos egos monádicos e resposta ao problema da intersubjetividade.

Este trabalho se situa na fronteira entre as artes cênicas e a psicologia, particularmente o Construtivismo Semiótico-Cultural em Psicologia. Nosso problema central é compreender como o estudo sobre narrativas alegóricas construídas em espaços intersubjetivos cênicos e a construção desses espaços podem nos auxiliar na proposição de novas estratégias pedagógicas, seja no nível mesmo da sala de aula, seja na esfera da sala de ensaio (teatro). A articulação teórica desenvolvida será apresentada a partir da elaboração de um esquema que contemple aspectos balizadores do surgimento das narrativas: negociações intra e intersubjetivas e a fricção dessas, construção de espaços intersubjetivos, ilusão de apreensão total das intencionalidades e expectativas do outro e pluralidade dos conhecimentos. Esse esquema foi desenvolvido a partir da tentativa de análise de recortes da experiência empírica que originou esta pesquisa. Os trechos analisados, e que sarão apresentados, advieram de duas naturezas de registro: vídeo-gravações das etapas de construção de Dramaturgias Consensuais e anotações no caderno de campo do pesquisador. O Projeto Dramaturgias Consensuais compreende a elaboração de um texto dramatúrgico e de um espetáculo teatral resultante do mesmo, com crianças e adolescentes entre 08 e 14 anos. Chegar ao consenso atua como problematizador da ação interativa-criativa. A articulação entre as artes cênicas e a psicologia surgiu da necessidade de compreender: 1 - como a noção de espaço intersubjetivo e de negociação de sentido da experiência podem nos auxiliar na compreensão dos participantes da pesquisa, ou seja, sujeitos em processo de criação,nos sentidos das proposições de BOESCH, LINELL, MARKOVÀ, ROMMETVEIT, SIMÃO, VALSINER; 2 como a construção de narrativas pessoais, necessárias ao processo criativo, modula a constituição subjetiva; nesse sentido articulamos as considerações de Walter Benjamin sobre narrativa, conhecimento alegórico e instância representacional do sujeito (EU), com recortes das obras dos já citados autores do Construtivismo Semiótico-Cultural em Psicologia, no que concerne ao item 1 / This research work lies on the border between dramatic arts and psychology, particularly the Semiotic-Cultural Constructivism in Psychology. Our central problem is to understand how the study of allegorical narratives built on intersubjective scenic spaces and the construction of these spaces can help us in the proposition of new teaching strategies, whether in classroom, whether in rehearsal room (theater). The developed theoretical formulation will be presented from the establishment of a scheme that covers guide aspects of the narratives emergence: intra and intersubjective negotiations and their friction, construction of intersubjective spaces, illusion of totally seizing the others intentions and expectations, and knowledge plurality. This scheme was developed from the attempt to analyze an extract of the empirical experience that led to this research. The analyzed excerpts, that will be here presented, derived from two different sources of register: Video-recordings of Consensual Dramaturgies building steps, and the notes on the researcher\'s field diary. The Consensual Dramaturgies Project includes the preparation of a dramaturgical text and a theatrical show, which follows it, with children and adolescents between 08 and 14 years of age. To reach consensus acts as the problematization of the interactive-creative action. The relationship between dramatic arts and psychology came from the need to understand: 1- how the notion of intersubjective space and the negotiation of the experiences meaning can help us understanding the research participants, ie subjects under process of creation, towards the propositions of BOESCH, LINELL, MARKOVÀ, ROMMETVEIT, SIMÃO, VALSINER; 2- how the construction of personal narratives, which are necessary for the creative process, modulates the subjective constitution; in this sense we articulate the considerations by Walter Benjamin on narrative, allegorical knowledge and representational body of the subject (Self), with excerpts from the works of the already mentioned Semiotic-Cultural Construtivism in Psychology, with respect to item 1

This dissertation is a currere study of how five students and their teacher understand their mathematical learning inside a Grade 10 classroom in Quebec. More closely, this research examines how recollections of past, present, and future mathematizing are tied to one’s sense of identity. Through analysing the entries in a teacher journal and the autobiographical stories of former students, identifications with and against common tropes of what it means to be “good” at mathematics were examined. This dissertation thus asks, how do participants in mathematics teaching and learning read their experiences, and why does a study like this matter to the future of the subject or to education overall? Using the autobiographical Curriculum Studies method of currere, a psychoanalytic stylistic analysis, and a cultural studies component whereby participants were encouraged to respond to the characters in the popular sitcom The Big Bang Theory, responses were gathered through individual interviews. Insights were derived from psychoanalytic readings of both transference and countertransference taking place in the learning space and beyond. The researcher’s and participants’ responses were understood through the ways in which the teacher’s emotional world is transferred onto the act of teaching and how, reciprocally, the teacher is addressed through feelings, phantasies, defences, and anxieties. The former students were interviewed with the stages of currere in mind in order to elicit free associative responses that lent insight to the regressive, progressive, and analytic stages. The final, synthetical, stage of currere took place to unpack my identificatory work as a researcher and teacher in the mathematics classroom. The methodological considerations in this dissertation included outlining the significance of repetitions of language in interviewees’ responses, both individually and collectively. Participants’ responses began to indicate a complex emotional world whereby their categorization in a “lower” mathematics course in high school nevertheless did not trap their identities into common tropes of of negativity, difficulty, and anxiety. Rather, the types of language and frequency of word use signal how the emotional landscape of students’ mathematical lives is shaped by how students perceive teachers to see them as mathematical or not. This research reveals how mathematics concepts, but more often, pedagogical dynamics, lead to complicated psychological terrain traversed by both teachers and students. I argue that using currere as a methodology readily employable with high school students helps to uncover the complex worlds of mathematical identity formation including the role of societal stereotypes. Furthermore, if educators understand their own dynamics of love and hate in relation to mathematical competence, performance, and pedagogy, they might better foster mutuality between students and teachers overall.

This thesis explores the historical roots of scientific medicine in an effort to highlight the lack of humanist intersubjectivity within the contemporary medical model. The study notes that contemporary medicine is overtly scientific and that its scientific framework is upheld and furthered by a medical model which draws legitimation from the irrefutability of what is referred to variously within this work, as its scientific "regime". It is shown that in terms of the humanist tradition people, not science, constitute the epicentre of meaningful experiential participation in the defining of human social reality. This, it is argued, implies a radically different ontology from other sociological perspectives on medicine. The thesis suggests that the contemporary medical model loses sight of the patient's ability to cognitively participate in the defining of illness, diagnosis and treatment in terms of his/her experience thereof , and argues that contemporary medicine, by advancing the idea that it alone has the correct and only answer to such problems, has led to a situation which promotes an overmedicalisation of society . The study gives an indication of the way in which this overmedicalisation has led to areas of human life becoming conceived of only in relation to medical expertise. In this respect it is noted that medicine has so successfully infiltrated the human consciousness (involving areas as diverse as childbirth, genetic engineering, transplant surgery and death), that decisions on health are invariably taken from a foundation of scientific legitimation which seems to exclude the patient as subject. It is argued that this way of making decisions reinforces the requirement for a scientific medical model which as it negates the human element insidiously amplifies its power over human life; thereby devaluing the very people it seeks to serve. The thesis suggests that in terms of a humanist reading of the Oath of Hippocrates, medical decisions can only be taken within a framework of experiential involvement which includes both medical expertise and lay understanding. It is indicated that when this happens, social reality functions in terms of a symbolic participation which fosters a commitment to equalise the conditions of human existence, and promotes a dialogical negotiatory process which is both intersubjectively and ongoingly produced.

This thesis argues for performative ways to write trauma, ghosts and silence against the particularities of German post-war experiences. It begins with the re-discovery of a photographic image that provides a starting point. I unfold linguistically uncalibrated yet embodied knowledge into insecure or uncertain registers of traumatic intergenerational reverberations. Drawing on psychoanalytic theory of trauma, I chart a trajectory from individuated self towards one pledged on intersubjective conditions for an iteratively-emergent subjectivity. Trauma framed in terms of interrelational silence is woven into the material fixicity of the image, with its fleetingly evoked and fragmented slivers of memory. Positioned on the cusp of an inquiry that troubles the coherence of a subject-who-knows, I argue for an eruptive heterogeneity that speaks creatively to possible ways of re-presenting the significance and specificity of familial and national silence in the aftermath of an abject war. The discreetness of trauma, ghosts and silence is reconfigured in terms of an in-betweenness of generational reverberations; these echoes form the layers into and against which I write silenced, repressed and marginalized voices, voices shaped predominately by absence from dominant discourses. The transgressive nature of writing against the grain, of writing against the primacy of certainty is developed further through the chapters, mapping a complex methodological and theoretical possibility. I trouble notions of ‘data’ in light of contestations that favour ambiguous possibilities pertaining to hauntings and ghosts, aware of the paradoxical nature of linearly constructed arguments in support of fragmentary and fragmented knowledge claims. The complexities are further accentuated through texts written in different genres, which seek to mirror context and emergent content. The thesis builds into an enmeshment of reverberations within which space is given over to Other, drawing fictitious and fictionalized voices into contestations around narrativization and finitude.

This dissertation contributes to the philosophy of empathy and biomedical ethics by drawing on phenomenological approaches to empathy, intersubjectivity, and affectivity in order to contest the primacy of the intersubjective aspect of empathy at the cost of its affective aspect. Both aspects need to be explained in order for empathy to be accurately understood in philosophical works, as well as practically useful for patient care in biomedical ethics. In the first chapter, I examine the current state of clinical empathy in medicine including professional opinions about empathy, the dominant definition being employed, and the problems that arise from this definition. By trying to define empathy in a way that is useful to the current presuppositions in medicine, clinical empathy aligns with simulation theory, which has three problems: the discrepancy between the way empathy is defined and the way it is explained, the lack of diversity that this theory of empathy allows in our understanding of others, and the lack of affective understanding and affective engagement involved in the patient-physician interaction. These three problems are used to derive three questions that are important for any theory of empathy: (1) What is the phenomenon being explained? (2) What is the intersubjective context of empathy? (3) What is the affective dimension of empathy? The best theory of clinical empathy can be formulated by answering these three questions as they relate to phenomenological theories, which are more attuned to overcoming presuppositions. Chapters two and three each examine a different phenomenological approach to empathy from opposite extremes in their theories of intersubjectivity. Husserl and Stein begin from an isolated, transcendental subject that needs empathy to bridge the gap between itself and others, while Scheler begins from a primary intersubjectivity in which self and other are undifferentiated, making empathy a largely unnecessary skill. Despite their strongly opposed positions, and the acknowledgement that their theories of intersubjectivity necessitate their theories of empathy, I argue that both fail to understand the affective dimension of empathy. Husserl and Stein leave no room in empathy for it to be an affect, while Scheler prioritizes affects that reunite subjects, but leaves empathy itself as a non-affective skill. Chapter four explains Gallagher’s interaction theory as a more moderate approach to the relation between empathy and intersubjectivity. He draws on the insights of the other two theories, but conceives of empathy as a multi-leveled phenomenon that allows for an understanding of others. While this theory does aid in addressing the intersubjective context of empathy in a way that best solves the first two problems with clinical empathy, interaction theory still fails to fully address the affectivity of empathy, maintaining empathy as a largely cognitive ability. Gallagher does acknowledge the affective core of empathy, but he does not explain the way in which it is affective. In response to this problem, I explain Anya Daly’s application of Merleau-Ponty’s theory of reversibility to affectivity as a possible solution to the problematic gap in Gallagher’s theory. Chapter five focuses on theories of clinical empathy in order to address the neglected affective aspects of empathy, and respond to the problem of detached concern. The problems caused by detached concern are explained, as well as why the theories discussed in the middle chapters are still unable to solve them. This is done in two parts. In the first part, I explain the basis of this issue in the cognitive/feeling divide, as explained in the philosophy of emotion. Then, I give a brief overview of the phenomenology of affectivity to be used as a guide to the affectivity of empathy. In the second part, I examine three theories of clinical empathy that attempt to solve the problem of detached concern, noting their strengths and weaknesses based on their similarities to phenomenological approaches to empathy and affectivity.