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1	Surfacing fat : adiposity as adornment Darries, Mouroodah Sulayman 12 1900 (has links) Thesis (MA)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: This thesis provides a critical discussion of, and motivation for, my jewellery practice, in which fat from the human body is transformed into adornment. Drawing on Julia Kristeva’s theory of ‘abjection’, this research scrutinises the grotesque status of body substances in the modern media, with the intention of changing viewer reactions to these substances from repulsion to aesthetic enjoyment. I consider the influence of popular culture, where idealised bodies are promoted as ‘better’ than non-normative body types, and then consider how (or whether) the abject remainders of the ‘ideal body’ can successfully be refigured as adornment. In order to situate my practical Masters work in the wider field of contemporary avant-garde jewellery practice, I study the work of select jewellers, who also refer to, or use, body substances in critical ways in their work. Through this, I hope to scrutinise both normative notions of the body and of jewellery as adornment. / AFRIKAANSE OPSOMMING: Hierdie tesis dien as ’n kritiese bespreking van en motivering vir my praktiese juwelierswareontwerp, waarin vet afkomstig van die menslike liggaam verander word in versiering. Die navorsing gebruik Julia Kristeva se teorie van ‘abjection’ om die groteske status wat liggaamstowwe in die moderne media het, uit te pluis, met die doel om die toeskouer se reaksie op hierdie stowwe van afkeer in estetiese genot te verander. Ek oorweeg die invloed van populêre kultuur waarbinne geïdealiseerde liggame as ‘beter’ as nie-normatiewe liggaamstipes aangebied word. Ek kyk verder na hoe (en of) die vernederende (‘abject’) oorblyfsels van die ‘ideale liggaam’ suksesvol as versiering omvorm kan word. Om my praktiese werk vir die Meestersgraad binne die wyer veld van kontemporêre avant-garde juwelierswarepraktyk te vestig, ondersoek ek ook werk van sekere juweliers wat ook liggaamstowwe in hulle werk gebruik, of daarna verwys. Hierdeur hoop ek om die normatiewe idees van beide die liggaam en juweliersware as versiering uit te pluis. Contemporary jewellery Abjection in art Body-object relationship Body as commodity Dissertations -- Visual arts Theses -- Visual arts
2	As relações objetais na teoria de D. W. Winnicott Bichuetti, Luciana Pontes 10 June 2011 (has links) Made available in DSpace on 2016-04-28T20:37:38Z (GMT). No. of bitstreams: 1 Luciana Pontes Bichuetti.pdf: 731443 bytes, checksum: 87904bfeddbe88392e03f63d54f6870e (MD5) Previous issue date: 2011-06-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this work was to present the Winnicott's concept of the object relationship and the evolution of these relations during a healthy maturation. Initially the central ideas about subject relation were presented by Freud, Klein, Fairbaim and Winnicott, showing the main difference between the ideas of these authors. Later on initiating from the theory of maturation , it was described the evolution of the object relationship along the life of a person, showing the role of the atmosphere in each stage because the concept of the object relationship is intimate linked to the atmosphere concept according to the Winnicott's theory. For the author, the maturation process impels the baby to integrate and to relate with the objects, but this only effectively occurs if the baby can count on a mother who introduces the world to him in a satisfactory way. These relations begin from the first theoretic breast feeding and it develops from the primary identification with the mother until the moment when the separate person starts to relate with more and more ample atmosphere like the family , the school, the society. Finally, it is approached to death subject which in Winnicott's theory represents the return to the not state / O objetivo deste trabalho foi apresentar a concepção winnicottiana sobre as relações objetais e a evolução dessas relações durante a vida de um indivíduo, durante o amadurecimento saudável. Inicialmente foram apresentadas as idéias centrais de Freud, Klein, Fairbairn, e Winnicott acerca do tema, mostrando-se as principais diferenças entre as idéias desses autores. Posteriormente, partindo da teoria do amadurecimento, descreveu-se a evolução das relações objetais ao longo da vida de um indivíduo, destacando-se o papel do ambiente em cada estágio, pois o conceito de relações objetais encontra-se intimamente ligada ao conceito de ambiente na teoria winnicottiana. Para o autor, o processo maturacional impulsiona o bebê a se integrar e a se relacionar com os objetos, mas isso só vai ocorrer efetivamente se ele puder contar com uma mãe que lhe apresente o mundo de modo satisfatório. Essas relações se iniciam a partir da primeira mamada teórica, e vão se desenvolvendo desde a identificação primária com a mãe, até o momento em que o indivíduo separado, começa a se relacionar com ambientes cada vez mais amplos: a família, a escola, a sociedade. Por fim, é abarcado o tema da morte, que na teoria winnicottiana representa a volta ao estado de não-relacional Relações objetais Amadurecimento Ambiente Object relationship Maturation Atmosphere Winnicott CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
3	The puzzle of social activity : the significance of tools in cognition and cooperation Susi, Tarja January 2006 (has links) This dissertation addresses the role of tools in social interactions, or more precisely the significance of tools in cognition and cooperation, from a situated cognition perspective. While mainstream cognitive science focuses on the internal symbolic representations and computational thought processes inside the heads of individuals, situated cognition approaches instead emphasise the central role of the interaction between agents and their material and social environment. This thesis presents a framework regarding tools and (some) of their roles in social interactions, drawing upon work in cognitive science, cultural-historical theories, animal tool use, and different perspectives on the subject-object relationship. The framework integrates interactions between agents and their environment, or agent-agent-object interaction, conceptualisations regarding the function of tools, and different ways in which agents adapt their environments to scaffold individual and social processes. It also invokes stigmergy (tool mediated indirect interactions) as a mechanism that relates individual actions and social activity. The framework is illustrated by two empirical studies that consider tool use from a social interaction perspective, carried out in settings where tools assume a central role in the ongoing collaborative work processes; a children’s admission unit in a hospital and the control room of a grain silo. The empirical studies illustrate theoretical issues discussed in the background chapters, but also reveal some unforeseen aspects of tool use. Lastly, the theoretical implications for the study of individual and social tool use in cognitive science are summarised and the practical relevance for applications human-computer interaction and artificial intelligence is outlined. cognition science social interactions subject-object relationship human-computer Cognitive science Kognitionsvetenskap
4	Reengaging people with the world through the design of everyday objects Samadi, Hamed 15 April 2014 (has links) This study explores the human-object relationship through the design of a flowerpot that amplifies object/ human communication. Humans frequently anthropomorphize artifacts in their environment, attributing feelings and features to artifacts, so transforming them into companions. For example people commonly name and ascribe gender to their favorite vehicles. Recent advances in digital and interface design have afforded new possibilities for shaping future human/ object interaction. I have chosen to focus my investigations on possible feedback loops that connect human emotionally to the plant. The Morphological chart was the method used in order to generate a broad range of the concepts. The method provides a structure for a less predictable and more experimental form of ideation. The concepts generated focused on defining new roles for, and ways of seeing houseplants and potential routes for interaction and communication between human and plant. The designs focused on attributing human values and features to both the form of the plant pot and communication system used. / text Design Interaction design Communication design Human-object relationship Anthropomorphism Morphological chart
5	Um desafio na construção superegóica: Lourenço e o pai Yabiku, Leila Toshie 14 May 2008 (has links) Made available in DSpace on 2016-04-28T20:39:46Z (GMT). No. of bitstreams: 1 Leila Toshie Yabiku.pdf: 401790 bytes, checksum: 08fe33690fa0bd1bc0e7c35a00dadbf6 (MD5) Previous issue date: 2008-05-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This dissertation aimed at building the dialogue between, on one side, theoretic themes related to the production of the concept of superego in Freud's works, and, on the other side, an interpretation of the process experienced by the main character in the fictional work O cheiro do ralo [the smell from the drain]. The interpretation follows a psychoanalytical reading, meaning that the fictional text is taken as a clinical case. The arguments were developed by combining theoretical vignettes with data provided by the analysis of the fictional character, a procedure that finds its reason in the fact that it follows the clinical praxis, defined as a practice where theory is put to work for what is raised along the analytical process.The associations produced by the character in this chronicle lead to the understanding of a fragmented psychological constitution which is shown by the way he develops his relations with the surrounding world. The interpretive reading of the character allows us to question the possibilities found by the subject in relation to his superegoic constitution, according to the psychological frame in which he inscribes himself. With the tools provided by the theory here evoked and the analysis that was developed, we can see a situation in which there is an effort to build the ego ideal, although this process happens in a fragmented and disorganized way. For the case under analysis, the absence of an inscription that enables to sustain the superegoic functions to be built by the subject causes an endless search for elements that, in a certain sense, could replace what he evokes as being needed in his process of accomplishing the superegoic functions / O objetivo desta dissertação é o de ensejar o diálogo entre os temas teóricos relativos à constituição do conceito supereu na obra de Freud e a leitura do personagem da crônica O cheiro do ralo, analisado nos moldes de um processo analítico, sendo, portanto, levado à condição de caso clínico. A argumentação foi desenvolvida a partir da conjugação de vinhetas teóricas com dados provenientes da análise do personagem da crônica literária, procedimento que se justifica por acompanhar o exercício da prática clínica, no qual a teoria se coloca a serviço do que é suscitado ao longo do trabalho analítico. As associações expostas pelo personagem principal da crônica levam à compreensão de uma constituição psíquica fragmentada, exposta pelo modo como se desenrola sua relação com seu mundo circundante. A leitura interpretativa do personagem leva ao questionamento das possibilidades encontradas pelo sujeito, em relação à sua constituição superegóica, no contexto de constituição psíquica em que se inscreve. À luz da teoria aqui convocada e da parte analítica empreendida, deparamo-nos com uma situação em que há esforço de construção do ideal de Eu, ainda que de maneira fragmentária e desordenada. No caso analisado, a ausência de uma inscrição que pudesse sustentar a construção das funções superegóicas para o sujeito faz com que se constitua uma busca por elementos que, em alguma medida, pudessem substituir os traços convocados para cumprir as funções superegóicas Supereu Ideal de eu Relação objetal Freud, Sigmund -- 1856-1939 Ego (Psicologia) Superego Relacoes objetais (Psicanalise) Superego Ego ideal Object relationship CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
6	Technik und Bildung in der verwissenschaftlichten Lebenswelt Lumila, Minna 02 June 2023 (has links) Die Studie versucht, Husserls Modell einer nicht-wissenschaftlichen Lebenswelt für pädagogische Untersuchungen zum Verhältnis von Technik und Bildung in der verwissenschaftlichen Welt zu öffnen. Sie diskutiert Entwicklungsprobleme der Spätmoderne unter pluralen Fragestellungen und führt Ansätze und Traditionen zusammen, die unterschiedliche Wege zur Weiterentwicklung der modernen Bildungstheorie beschritten haben. Im Zentrum steht die Frage, wie moderne Technik einerseits als lebensweltliche Entfremdung des Menschen problematisiert und andererseits als Produkt menschlicher Freiheit und Weltgestaltung gewürdigt werden kann. In vier Kapiteln werden die methodischen Ansätze und Antworten vorgestellt, die der Philosoph und Pädagoge Eugen Fink (1905–1975), der Philosoph Martin Heidegger (1889–1976), der Philosoph und Erziehungswissenschaftler Theodor Litt (1880–1962) und der Soziologe Helmut Schelsky (1912–1984) auf die Frage nach dem Verhältnis von Bildung und Technik gegeben haben. Im Durchgang durch ihre Positionen wird ein Konzert erarbeitet, dessen Originalität darin liegt, Abstimmungsprobleme von Bildung, Technik und Lebenswelt aus postdualistischer, praxistheoretischer sowie posthumanistischer Perspektive zu thematisieren. / The study attempts to open Husserl's model of a non-scientific lifeworld for pedagogical investigations of the relationship between technology and “Bildung” in the scientific world. It discusses developmental problems of late modernity under plural questions and brings together approaches and traditions that have taken different paths to the further development of modern “Bildungs”-theory. The central question is how modern technology can be problematized on the one hand as the alienation of human beings from the world of life and on the other hand be appreciated as a product of human freedom and the shaping of the world. Four chapters present the methodological approaches and answers that philosopher and educator Eugen Fink (1905–1975), philosopher Martin Heidegger (1889–1976), philosopher and educationalist Theodor Litt (1880–1962), and sociologist Helmut Schelsky (1912–1984) have given to the question of the relationship between education and technology. In the course of their positions, a concert will be developed whose originality lies in addressing the coordination problems of “Bildung” (education), “Technik” (technology) and “Lebenswelt” (lifeworld) from a post-dualist, praxis-theoretical as well as post-humanist perspective. Seinsphänomenologie Sprung Sein Subjekt-Objekt-Differenz Überwindung des Subjekt-Objekt-Schemas Rationalität Überforderung des Rationalen Weltoffenheit Weltoffenheit des Menschen unhintergehbare Lebenswelt Metaphysikkritik abendländische Metaphysik neuzeitliche Metaphysik Seinsvergessenheit certitudo veritas aletheia Menschenzentriertheit Gegenstand Gegenständlichkeit Vergegenständlichung des Seienden Nichtigkeit Mensch als in die Welt Geworfener mundane Kreation des Daseins Mensch als weltbildend Ek-sistenz das Sein den Menschen das Ekstatische des Menschen Vernehmen als Wahrnehmen In-der-Welt-Sein Weltlichkeit des Menschen das Anwesen des Anwesenden Erde Posthumanismus Mensch als ein werdendes Wesen vormoderne Technik handwerkliche Technik poiesis orthotes Technikkritik Bestand Welt als Inventar Bild Meister Eckhart das Ereignis Denken Philosophie ontologische Differenz Posthumanismus Natur zu Kultur Verhältnis von Mensch und Natur Primäre und sekundäre Qualitäten ursprüngliche Lebenswelt transzendentale Lebenswelt Phänomenologie Quantifizierung Entqualifizierung Entsinnlichung Bedeutungsentleerung Edmund Husserl Martin Heidegger Eugen Fink Koexistentialien Arbeit Herrschaft Liebe Tod Spiel Erziehung Erziehung als Beratung Technische Bildung kosmologische Lebenswelt Vielfalt der lebensweltlichen Praxis Fraglichwerden humanistischer Werte Dualismuskritik kosmologische Differenz menschliche Selbstverständigung Lebenslehre Nachdualistische Sozialphänomenologie Ende des humanistischen Menschen Marginalisierung der Welt Krise der allgemeingültigen Leitbilder Erziehung als Beratung Fragegesellschaft Erziehungswissenschaft als Praxistheorie das Wissen als menschliche Möglichkeit techne Fügsamkeit Einfügung Daseinsorientierung verwissenschaftlichte Welt Schöpfertum des Ingenieurs Die kreative Tätigkeit des Technikers Schöpfungskraft des Kosmos Schöpferkraft der menschlichen Freiheit Prinzipielle Unbestimmtheit des Menschen Theodor Litt Umgang Trias von Subjekt-Objekt-Methode antinomische Lebenswelt Mensch-Welt-Verhältnis Pädagogik Unverdrängbarkeit des Umgangs Freiheit der Wissenschaften Segen der Reflexion Umgangshermeneutik Hermeneutik Mit- und Füreinandersein Umgang mit der Natur zwischenmenschlicher Umgang neuzeitliche Rationalität Natur Geist Subjekt Objekt neuzeitliche Produktionsordnung Bildungsbedeutung der Naturwissenschaft Versachlichung des Weltverhältnisses Arbeitswelt Sache Vielfalt der Sinndeutungen Segen der Reflexion gegenständliches Denken rechnende Naturwissenschaft Mittel-Zweck-Relation Ursache-Wirkung-Relation Subjekt-Objekt-Verhältnis Entpersönlichung des Subjekts Formalisierung des Objekts Reflexivität Leiblichkeit Marginalisierung des Menschen Versachlichung des Menschen Mensch als Funktionär Trennung von Ich und Welt Trennung von Natur und Geist Sinnlichkeit Begegnung mit seinesgleichen Verkümmerung des Umgangs leiblich-seelische Totalität Individualität Unmenschlichkeit des Menschen Menschlichkeit des Menschen Selbstentfremdung Antinomie moderner Menschenbildung Selbstbeaufsichtigung Kultivierung des Umgangs Genealogie der modernen Technik Maschinenwelt Geisteswissenschaften Kultivierung von Sinnvielfalt Menschenwissenschaft Wissenschaften vom Außermenschlichen Schutz der Menschlichkeit Zwängen der Produktionsordnung Bildung als Sacharbeit Helmut Schelsky metaphysische Dauerreflexion Absterben des Staates technischer Staat metaphysischer Nihilismus wissenschaftliche Zivilisation Reales Weltbürgertum Spezialgelehrtentum Fachgelehrtentum Sachzwang Freiheit Sachgesetzlichkeiten Offenheit menschlicher Sinnentwürfe Selbstentfremdung des Menschen wissenschaftlich-technische Zivilisation Objektivierung des Menschen Naturzwang Produktionszwang Sachlogik der technischen Zivilisation Bildung durch Wissenschaft jene Freiheit einer offenen Zukunft Verwissenschaftlichung aller Praxis Vergesellschaftung der Wissenschaft Vergesellschaftung der Universität Wissenschaftlichkeit der Technik Mensch als Wissenschaft und als Arbeit Erziehung zur Wissenschaftlichkeit Überwindung der Wissenschaft Bildung als Ermöglichung von Freiheit Vielfalt des Daseins Grenzen wissenschaftlicher Erkenntnis Synthese der Wissenschaften Fragmentierte Produktion des Menschen Sozialwissenschaften Joachim Ritter Mnemosyne Kompensation von Geschichtslosigkeit Gedächtnis historische Lebenswelt Michel Foucault Genealogische Rekonstruktion Friedrich Nietzsche Aktiver Nihilismus Dietrich Benner Negativität Nicht-Affirmativität Praxeologie Malte Brinkmann fragmentarischer Charakter des Menschen Dualismus-Kritik Egon Schütz Anthropologischer Zirkel C. P. Snow Erziehung und Bildung Technik Lebenswelt Verwissenschaftlichte Lebenswelt Lebenswelt als eine kritische Kategorie phenomenology of being leap being subject-object difference overcoming the subject-object schema rationality openness to the world metaphysical critique occidental metaphysics modern metaphysics Forgetfulness of being certitudo veritas aletheia human-centeredness object objectivity objectification of being nothingness mundane creation of existence human being as world-forming ek-sistence the ecstatic of the human being being-in-the-world worldliness of the human being the presence of the present posthumanism human being as a becoming being pre-modern technology poiesis orthotes critique of technology world as inventory image Meister Eckhart the event thinking philosophy ontological difference posthumanism nature to culture relationship between human and nature Primary and secondary qualities original lifeworld transcendental lifeworld phenomenology quantification de-qualification de-sensualisation coexistentials education education as counselling technical education cosmological lifeworld diversity of lifeworld practice questioning of humanistic values critique of dualism cosmological difference human self-understanding post-dualistic social phenomenology end of humanistic human being marginalisation of the world production of human being by human being education as counselling knowledge as human possibility techne existential orientation scientised world creative activity of the technician creative power of the cosmos creative power of human freedom Umgang triad of subject-object method dual of natural sciences and humanities antinomic lifeworld Umgang as a basis for modern education pedagogy resistance of Umgang to ideologies defense of democracy against fascism phenomenological motifs of Theodor Litt hermeneutics being with and for one another nature spirit subject object modern order of production objectification of world relations diversity of interpretations of meaning cause and effect subject-object relationship depersonalisation of the subject reflexivity marginalisation of the human being objectification of the human being the human being as a functionary separation of the I and the world separation of nature and spirit individuality inhumanity of the human being humanity of the human being self-alienation antinomy of modern education genealogy of the modern technology humanities cultivation of multiplicity of meaning human science advisory function of human science protection of humanity reflection death of the state technical state metaphysical nihilism scientific civilisation real cosmopolitanism specialised scholarship human being in scientific civilisation freedom scientific marginalisation of the world openness of human possibilities loss of function of the humanities self-alienation of the human being scientific-technical civilisation objectification of the human being compulsory production education in scientific civilisation fragmented production of human being Mnemosyne memory historical lifeworld active nihilism genealogical reconstruction negativity non-affirmativity praxeology fragmentary character of the human being critique of dualism anthropological circle education (Bildung) technology technical education lifeworld scientified lifeworld lifeworld as a critical category human being as thrown into the world crisis of universally valid values creatorship of the engineer 370 Bildung und Erziehung DF 3000 ddc:370

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