The study makes use of theories of emotions to describe and analyze interviewsconducted with eight students who had recently taken part in, or were at the moment,taking part in a doctoral education at the Faculties of Humanities or Social Science atStockholm University. This study is thus a qualitative study focusing on the followingresearch questions: Firstly, how does the Ph.D education influence the studentemotionally. Secondly: do the participants in the doctoral education experienceemotionally intense situations related to contexts interpretable in terms of rites ofpassage. Thirdly: can the student, looking back, rate how the education met theexpectations the student had beforehand.Results regarding the first research question point to that the education as such – astime goes – becomes a part of the student.Results regarding the second research question indicate that doctoral educationmostly, with exceptions, is looked upon as a steady trot towards the dissertation, duringwhich you are made as a researcher.Results regarding the third research question indicate that many of the students hadvery vague ideas of what the the education would be like and thus; they had no clearpicture to measure their education against.

Mixed martial arts (MMA) is a combat sport where pugilists combine various martial art forms to compete in sanctioned bouts of hand-to-hand cage fighting. Through immersive ethnographic research at an MMA gym, this thesis presents a carnal sociology that investigates rigorous human sparring as a method of human liberation. Carnal sociology is a method of embodied inquiry where the sociologist uses their own body to investigate social phenomena of interest. Chapter 1 reveals connections between modern sparring encounters and early religious violence as described in Émile Durkheim’s sociology. I argue that human sparring is a form of violent and primitively religious prayer that allows the sparrer to extract originary feelings of human agency that are stored in the social energies of sparring intensity. Chapter 2 explores current debates regarding gender in modern mixed-sex martial arts gyms, arguing for a more patient approach to conceptualizing gender in sparring. Despite scholars depicting the history of sparring as being saturated with violent expressions of masculinity, modern sparring practices appear to present a novel space for men and women to enter into freer associations with gender on their own terms. In Chapter 3, I expand on Dale Spencer’s (2009) concept of body callusing, where instead, I argue that sparrers are primarily drawn to sparring to engage in existential callusing where the sparrer is driven towards a mastery of the non-body to overcome death anxiety. Drawing on participant diary entries, field notes, and immersive ethnography, this thesis argues that human sparring is best understood as a mechanism of human liberation that is undertaken by sparrers through a unique transcendental phenomenology. Sparring violence allows practitioners to overcome certain limitations embedded in everyday human thought by becoming intoxicated by especially altered states of consciousness as a means of accessing primary qualities of the human condition. / Graduate / 2022-04-14

Made available in DSpace on 2016-04-27T16:33:59Z (GMT). No. of bitstreams: 1 Ana Paula Ferreira da Silva.pdf: 3470359 bytes, checksum: 013e304e9b64152f96c537cdf6f22723 (MD5) Previous issue date: 2009-09-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research focused on the understanding of questions related to failure, indiscipline and school dropouts in the view of the poor student, i.e., the student that effectively lives the experience of not adapting to the formal system of public education. Taking the micro-sociological approach (Collins, 1988, 1981) as the theoretical-methodological basis and the anthropological tools (Geertz, 2008, 2001 e Velho, 2003, 2002, 1997) that ethnographic researches (Woods, 1999, 1987) provides us, I decided to observe the school micro-relationships in six different classes of the elementary school in a Public School of São Paulo, located in the northwest region of the city, between years 2006 and 2008. Such decision assured that my presence was gradually ignored, allowing to register in my Field Notes (Cubides, Laverde e Valeria, 1998) the closest reality of the personal and school relationships observed in that place. The notes related to the sixty eight visits, plus the interviews with the students of 3rd and 4th grade of the Project classes in the morning period of 2008 composes the Field Notes, attached to this research. The data were organized in central questions, under two main basis: one related to Projeto Intensivo do Ciclo I (PIC), and other related to the way students perceive the schooling process and their own interactions among peers and with teachers. These questions have been discussed based on the theoretical references proposed by Lahire (2004), Dubet (2008, 2003b), Charlot (2002), Certeau (1994), Velho (2003), Goffman (2004, 1988) e Elias e Scotson (2000). Considering that the main purpose was to understand the school micro-relationships related to failure, the observations sought to find evidences of practices that help or complicate the learning process and the student development, such as the criterias used by those identified as trouble-students to distinguish themselves or to corroborate their belonging to this group. The analyses have shown that part of the students, in addition to establishing tactics in order to minimize the exposure of its weaknesses in front of the group and even teachers, considers itself responsible for its own failure, at the same time that identifies, in the school practices and in the teachers attitudes, important aspects that can enable its development in school / Esta pesquisa objetivou compreender algumas questões relacionadas ao fracasso, à indisciplina e à evasão escolar sob a perspectiva do aluno pobre, ou seja, daquele que efetivamente vivencia a experiência de não ter se adaptado ao sistema formal de ensino público. Tomando a abordagem micro-sociológica (Collins, 1988, 1981) como eixo teórico-metodológico e as ferramentas antropológicas (Geertz, 2008, 2001 e Velho, 2003, 2002, 1997) que as pesquisas do tipo etnográficas (Woods, 1999, 1987) nos propiciam, definiu-se observar as micro-relações escolares em seis diferentes turmas do Ensino Fundamental I, de uma Escola Pública Municipal de São Paulo, localizada na região noroeste da cidade, durante os anos de 2006 a 2008. Tal decisão garantiu que minha presença, paulatinamente, fosse ignorada de modo a registrar no caderno de campo (Cubides, Laverde e Valderrama, 1998) a realidade mais próxima das relações pessoais e escolares ali vivenciadas. As anotações referentes às sessenta e oito visitas, além das 50 entrevistas realizadas com os alunos do 3º e do 4º ano das turmas de Projeto atendidas no período da manhã em 2008, compõem o caderno de campo, anexo digitalmente a esta pesquisa. Os dados foram organizados em questões centrais, sob dois grandes eixos: um relacionado ao Projeto Intensivo do Ciclo I (PIC) e sua ação política e outro ao modo como os alunos percebem o processo de escolarização e suas próprias interações entre pares e com os professores. Essas questões foram discutidas à luz dos referenciais teóricos propostos por Lahire (2004), Dubet (2008, 2003b), Charlot (2002), Certeau (1994), Velho (2003), Goffman (2004, 1988) e Elias e Scotson (2000). Considerando que o objetivo central era compreender as micro-relações escolares relacionadas ao insucesso escolar, as observações buscaram encontrar indícios de práticas que auxiliassem ou dificultassem a aprendizagem e o desenvolvimento dos alunos, bem como os critérios usados por aqueles identificados como alunos problema para se diferenciar ou corroborar o seu pertencimento a este grupo. As análises demonstraram que, parte dos alunos, além de estabelecer táticas, a fim de minimizar a exposição de suas dificuldades diante do grupo e da própria professora, considera-se responsável pelo próprio fracasso, ao mesmo tempo em que identifica, nas práticas escolares e na postura dos professores, importantes aspectos capazes de influenciar seu desenvolvimento escolar

The error statistical account provides a basic account of evidence and inference. Formally, the approach is a re-interpretation of standard frequentist (Fisherian, Neyman-Pearson) statistics. Informally, it gives an account of inductive inference based on arguing from error, an analog of frequentist statistics, which keeps the concept of error probabilities central to the evaluation of inferences and evidence. Error statistical work at present tends to remain distinct from other approaches of naturalism and social epistemology in philosophy of science and, more generally, Science and Technology Studies (STS). My goal is to employ the error statistical program in order to address a number of problems to approaches in philosophy of science, which fall under two broad headings: (1) naturalistic philosophy of science and (2) social epistemology. The naturalistic approaches that I am interested in looking at seek to provide us with an account of scientific and meta-scientific methodologies that will avoid extreme skepticism, relativism and subjectivity and claim to teach us something about scientific inferences and evidence produced by experiments (broadly construed). I argue that these accounts fail to identify a satisfactory program for achieving those goals and; moreover, to the extent that they succeed it is by latching on to the more general principles and arguments from error statistics. In sum, I will apply the basic ideas from error statistics and use them to examine (and improve upon) an area to which they have not yet been applied, namely in assessing and pushing forward these interdisciplinary pursuits involving naturalistic philosophies of science that appeal to cognitive science, psychology, the scientific record and a variety of social epistemologies. / Ph. D.