Šis magistrinis rašto darbas yra mediatizuoto socialinio pasaulio analizė nuo pirminių individo socialinės raiškos požymių iki jo įtakos visam socialiai veiksniam pasauliui bei vyraujančios valdymo formos - demokratijos. Kryptingai sekant nuosekliais žingsniais, visų pirma, yra aptariamos subjekto kaip „Ego“ pažinimo ribos siekiant ištrūkti iš solipsistinės subjekto pozicijos į socialiai veiksnų pasaulį. Pasitelkiant literatūros analizę yra nustatoma subjekto galimybė pažinti Kitą ne tik kaip objektą, bet ir kaip subjektą, taip įvykdant pirmąją sąlygą ir įtraukiant jį į socialinį pasaulį. Antram etape yra pristatomas bendravimas per medijas, problemos kylančios stengiantis Kitą pažinti per mediumą bei skirtumai tarp tiesioginės ir netiesioginės Kito patirties. Nuosekliai sekant toliau subjektas yra įvedamas į mediatizuotą (virtualų) socialinį pasaulį ir aptariamos bendros, bet esminės krizės kylančios globalizacijos, fragmentuotos visuomenės ir konformizmo atvejais, kurios yra pajuntamos įsitraukiant į socialiai veiksnų virtualų pasaulį. Pasitelkus kiekybinę duomenų analizę ir įžvalgas yra nustatomos vienos pagrindinių virtualaus socialinio pasaulio problemos – narcisizmo – apraiškos ir jo įveikimo galimybės. Taip pat, aptariama kokiu būdu šie vartotojai gali įtakoti informacijos sklaidą per medijas ir pačių vartotojų informacijos įsisavinimo bei turinio kūrimo tikslai ir bruožai. Aptariama tų pačių narcisistinių apraiškų pasireiškimas politiniame pasaulyje ir jų santykis su... [toliau žr. visą tekstą] / This master’s thesis is an analysis of mediatized social world from the very first display of individual‘s social indication to his influence on whole socially active world and the dominating form of rule – democracy. Following direct steps, at first, subjects boundaries as an „Ego“ trying to break through the solipsistic position of the subject to socially active world are discussed. Using analysis of literature subject’s ability to recognize the Other not as an object but as a subject is ascertained, thus bringing him into the social world. On the second stage communicating through media, problems which arise while trying to comprehend the Other through medium and distinctions between direct and indirect experience of the Other are introduced. While being consistent, subject is lead in to the mediatized (virtual) social world where common and crucial crises which arise because of the globalization, fragmentation of society and conformism, in the cases of involving thyself in the socially active virtual, world are discussed. With the help of quantitative data analysis and insight one of the main problems of virtual social world – narcissism – manifestation and possibilities of overcoming are defined. Also, capability of consumers influencing the flow of information through media as well as aims and traits of consumers themselves creating and consuming the information are discussed. Furthermore, manifestation of the mentioned narcissistic phenomena in political world and its... [to full text]

Loneliness, unhappiness, and discord pervade David Foster Wallace’s novel Infinite Jest. Parental neglect and abuse, drug and alcohol addiction, and obsession with entertainment all work to increase characters’ narcissism and self-absorption. This increased narcissism prevents characters from developing meaningful relationships, and this absence of meaningful relationships contributes to the feeling of sadness that plagues the Organization of North American Nations. Rather than confronting reality and working to overcome their sadness by attempting to form meaningful relationships, characters instead seek to escape this sadness through the various fantasies provided by drug-use and entertainment. These fantasies only work to exacerbate characters’ self-absorption and narcissism which consequently increases their unhappiness. Certain characters are able to break free of these narcissistic impulses by turning outwards to form meaningful relationships. As these characters break free of the “cage of the self” (777), they experience a sense of meaning and happiness that other characters are without. / iv, 114 leaves ; 29 cm

Abstract available in pdf file.

国立情報学研究所で電子化したコンテンツを使用している。

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Appendices in English and Japanese. Vita. Includes bibliographical references (leaves 93-117). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Appendices in English and Japanese. Vita. Includes bibliographical references (leaves 93-117). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 182-190). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 182-190). Also available on the Internet.

Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The aims of this study were to explore the relationships between narcissism, workplace aggression (WA) and emotional intelligence (EI), as well as to determine whether EI plays a moderating role in the relationship between narcissism and WA. A non-experimental research design (i.e. exploratory survey study) was used to explore the relationships between the three constructs. Narcissists are described as individuals who have a grandiose sense of self-importance or uniqueness, where they exaggerate their special talents and achievements. They are typically prone to rage, shame, inferiority, and humiliation when they are criticized by others (American Psychiatric Association, 2000). WA was defined as the efforts by individuals to harm others with whom they work, or have worked, or the organisations in which they are currently or were previously, employed (Neuman & Baron, 1997a). EI was defined as the capacity to effectively perceive, express, understand and manage emotions in a professional and effective manner at work (Palmer & Stough, 2001). A convenience sample of 134 academic (permanent and temporary) and support staff (middle and upper level) of two tertiary educational institutions within the Western Cape participated in the research. The Greenberg and Barling (1999) WA scale (that measures aggression towards colleagues, subordinates and supervisors), the Narcissistic Personality Inventory (NPI, Raskin & Hall, 1979) and the Genos Emotional Intelligence Inventory (Gignac, 2008) were administered. Weak significant negative relationships were evident between EI and each of the dimensions of WA. This indicates that higher EI is associated with a decreased propensity to engage in verbal aggressive behaviours. EI may enable individuals to apply better coping mechanisms and display more appropriate emotional reactions to events which may induce aggressive behavior. It was, furthermore, hypothesized that a significant negative relationship exists between EI and narcissism. Contrary to the expectation, a significant weak positive relationship emerged between the NPI and EI. It was also found that significant positive relationships emerged between six of the seven dimensions of EI and narcissism. The findings may indicate that individuals with a fragile high self-esteem (overt narcissists) may also be 'emotionally intelligent'. Individuals with high levels of narcissism may use emotional regulation strategies to manage their own and other's emotions in order to maintain their fragile self esteem. No significant relationship emerged between the NPI (total score) and any of the aggression subscales. This result may be due to methodological limitations (e.g. restriction of range) or the absence of an ego-threat eliciting cue in the questionnaire, which may have attenuated the results. However, two significant positive relationships emerged between the NPI dimensions of Entitlement and Exploitiveness with the Verbal Aggression towards a colleague subscale. Due to the fact that no significant relationship between narcissism (total score) and WA emerged in this study, the proposed hypo that EI moderates the relationship between narcissism and WA, could not be investigated. The limitations of the study and recommendations for future research were discussed. / AFRIKAANSE OPSOMMING: Die doelwitte van hierdie studie was om die verband tussen narsisme, werksplekaggressie (WA) en emosionele intelligensie (EI) te ondersoek, asook om te bepaal of EI 'n modererende rol speel in die verband tussen narsisme en WA. 'n Nie-eksperimentele navorsingsontwerp (dit is, 'n verkennende studie) is gebruik om die verbande tussen die drie konstrukte te ondersoek. Narsiste word beskryf as individue wat .n grootse gevoel van eiebelang of uniekheid het. Hulle oordryf hulle spesiale talente en prestasies. Wanneer ander hulle kritiseer, sal hulle gewoonlik geneig wees om woedend te word en skaam, minderwaardig of verneder te voel (American Psychiatric Association, 2000). WA word gedefinieer as die pogings van individue om die mense saam met wie hulle werk, of gewerk het, of die organisasie waar hulle tans werk, of voorheen gewerk het, skade aan te doen (Neuman & Baron, 1997a). EI word gedefinieer as die vermoe om emosies op 'n professionele en doeltreffende manier in die werkplek waar te neem, uit te druk, te verstaan en te beheer (Palmer & Stough, 2001). 'n Geriefsteekproef van 134 (permanente en tydelike) akademiese personeel en (middel- en bovlak-) steundienstepersoneel van twee tersiere opvoedkundige instellings in die Wes-Kaap het aan die navorsingsprojek deelgeneem. Greenberg en Barling (1999) se WA-skaal (wat aggressie teenoor kollegas, ondergeskiktes en toesighouers meet), die Narsistiesepersoonlikheid-inventaris (NPI, Raskin & Hall, 1979) en die Genos Emosionele-intelligensie-inventaris (Gignac, 2008) is gebruik. Beduidende swak negatiewe verwantskappe tussen EI en elk van die dimensies van WA is gevind. Dit dui daarop dat 'n hoer EI geassosieer word met 'n afname in die neiging om in verbale aggressiewe gedrag betrokke te raak. EI kan individue in staat stel om beter hanteringsmeganismes te gebruik en meer gepaste emosionele reaksies te toon op gebeure wat tot aggressiewe gedrag kan lei. Daar is in die studie aangevoer dat 'n betekenisvolle negatiewe verband tussen EI en narsisme bestaan. Teen alle verwagting is'n betekenisvolle swak positiewe verband tussen die NPI en EI na vore gekom. Daar is ook bevind dat daar betekenisvolle positiewe verbande tussen ses van die sewe dimensies van EI en narsisme bestaan het. Die bevindings kan daarop dui dat individue met 'n brose hoe selfbeeld (openlik narsistiese individue) ook 'emosioneel intelligent' kan wees. Individue met 'n hoe mate van narsisme kan emosionele beheerstrategiee gebruik om hulle eie en ander se emosies te beheer om so hulle brose selfbeeld te handhaaf. Geen betekenisvolle verband tussen die NPI (totaal telling) en enige van die aggressie-subskale het na vore gekom nie. Hierdie bevinding kan dalk toegeskryf word aan metodologiese beperkings (soos beperkte omvang) of die afwesigheid van 'n stelling in die vraelys wat bedreiging vir die ego ingehou en die uitkoms kon verswak het. Twee betekenisvolle positiewe verbande is egter gevind tussen die NPI-dimensies Aanspraak en Uitbuiting en die subskaal Verbale Aggressie teenoor 'n kollega. Weens die feit dat geen noemenswaardige verhouding tussen narsisme (totale punt) en WA in hierdie studie gevind is nie, kon die voorgestelde hipotese dat EI die verband tussen narsisme en WA modereer nie ondersoek word nie. Die beperkings van die studie en aanbevelings vir toekomstige navorsing word bespreek.

La présente thèse vise à réfléchir sur les actions éducatives qui ont pour but de promouvoir la « sociabilité démocratique » - l’une des directives actuelles de la scolarisation au Brésil - à partir de l’investigation sur les impasses relatives au lien fraternel et de l’affirmation selon laquelle l’école peut être comprise en tant que d ispositif sociétal impliqué dans ce que nous appelons « socialisation du narcissisme ». Pour ce faire, trois lignes de travail sont développées. La première, consacrée aux vicissitudes des fratries, part du débat établi entre Einstein et Freud en 1932 sur les « puissantes forces psychologiques » qui agissent dans le sens d’entraver le rêve d’une vie commune moins marquée par la haine et par la ségrégation. L’objectif ici est de reprendre ce débat et de reconstituer le mythe freudien de l’origine de la culture pour soutenir que l’approfondissement d’une éthique fraternelle exige que nous prenions en compte l’antagonisme insurmontable sur lequel la relation entre semblables est basée La deuxième ligne de travail cherche à récupérer dans les théories de Claude Lefort et Cornelius Castoriadis certaines notions qui nous aident à comprendre ce qu´ implique, pour l'expérience politique de l´Occident, l'invention démocratique. La troisième ligne de travail, enfin, cherche à mettre en évidence le caractère nécessaire de la participation du semblable dans le processus de subjectivation de l’être humain. Si dans un premier moment Freud nous a aidé à constituer un cadre de références pour l’interprétation des ambivalences et de la fragilité du lien fraternel, l’objectif maintenant est de montrer comment le conflit du sujet avec son semblable peut être compris à travers l’analyse des processus identificatoires requis dans ce processus de subjectivation. Pour cela, nous faisons recours à l’essai Le stade du miroir, de Lacan, et à quelques écrits de l’écrivaine brésilienne Clarice Lispector. / Esta tese busca refletir sobre as ações educativas que têm como fim a promoção da “sociabilidade democrática” – uma das diretrizes da escolarização no Brasil. Parte-se, para isso, de uma reflexão sobre os impasses relativos ao laço fraterno e da afirmação de que a escola pode ser compreendida como um dispositivo societário implicado com o que denominamos, na companhia da psicanalista Maria Rita Kehl, de “socialização do narcisismo”. Três linhas de trabalho são, para isso, requeridas. A primeira, dedicada à investigação dos impasses do laço fraterno e às vicissitudes das fratrias, tem como ponto de partida o debate estabelecido entre Einstein e Freud, em 1932, sobre os “fatores psicológicos de peso” que atuam no sentido de dificultar – ou até mesmo de inviabilizar – o sonho de uma vida em comum menos marcada pelo ódio, pelos preconceitos e pela segregação. O objetivo, aqui, é recuperar esse debate e reconstituir o mito freudiano da origem da cultura para dele extrair uma diferença que aparece em filigranas no pensamento de Freud: se a horda primitiva nos remete a uma massa de indivíduos indiferenciados entre si porque subjugados à violência e ao autoritarismo do pai primevo, a comunidade fraterna, por outro lado, remete-nos a relações sociais mediadas pela autoridade da Lei simbólica e, por isso, marcadas pela rivalidade e pela agressividade entre semelhantes Como pensar, então, o aprofundamento de uma ética fraterna quando afirmamos que as relações numa fratria são atravessadas por um antagonismo constitutivo e, por isso, intransponível? A segunda linha de trabalho busca resgatar das teorias de Claude Lefort e de Cornelius Castoriadis algumas noções que nos ajudam a compreender o que implica, para a experiência política do Ocidente, a invenção da democracia. Na terceira linha de trabalho, finalmente, destaca-se o caráter necessário da participação do semelhante no processo de subjetivação do rebento humano. Se num primeiro momento o estudo das obras socioantropológicas de Freud ajudou-nos a constituir um quadro de referências para a interpretação das ambivalências e da fragilidade do laço fraterno, o objetivo agora é mostrar como a conflitiva do sujeito com o semelhante pode ser compreendida por meio da análise dos processos identificatórios requeridos nesse processo de subjetivação. Para isso, realizo um mergulho simultâneo no ensaio O estádio do espelho como formador da função do eu, de Lacan, e na obra A paixão segundo G.H., da escritora Clarice Lispector. / The aim of this thesis is to reflect upon educational actions whose purpose is to promote “democratic sociability” – one of the directives of schooling in Brazil – from the investigation on the impasses related to fraternal bond and the assertion that school can be understood as a societal system associated with what we call the "socialization of narcissism". For this, two lines of work are being developed. The first one, dedicated to the investigation on the impasses of fraternal bond and the vicissitudes of phratries, starts from the debate between Einstein and Freud in 1932 on "psychological factors of weight" that act in the sense of hindering the dream of a life in common less marked by hatred and segregation. The aim here is to recover this debate and reconstitute the Freudian myth of the origin of culture to support that the further development of a fraternal ethic requires that we take into account the insurmountable antagonism on which the relation among fellow creatures is based The second line of work seeks to rescue from the theories of Claude Lefort and Cornelius Castoriadis some notions that help us to understand what the democratic invention implies for the political experience of the West. As to the third line of work, what is sought is to highlight the necessary character of the participation of the fellow creature in the process of subjectivation of the human being. If, at the beginning, the study of Freud's socio- anthropological works helped to provide a framework of references for the interpretation of ambivalences and the fragility of the fraternal bond, the objective is now to show how the conflict of the subject with the fellow creature can be understood through the analysis of the identifying processes required in this process of subjectivation. In order to achieve this, the essay Le stade du miroir by Lacan and some writings by Clarice Lispector are used.