Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 387-415). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--York University, 2007. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 59-69). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR31979

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 141-161). Also available via the Internet.

Thesis (M. A.) -- Pacifica Graduate Institute, 2004. / Includes bibliography.

Thesis (Ph. D.)--Miami University, Dept. of English, 2004. / Title from second page of PDF document. Includes bibliographical references (p. 90-93).

Thesis (Ph. D.)--Villanova University, 2006. / Philosophy Dept. Includes bibliographical references.

<p>Theorists of deliberative democracy maintain that genuine dialogue is premised on the mutual respect of participants, yet a great deal of what passes for civic discourse even in mature democracies takes place among political actors who avowedly do not respect one another. This dissertation investigates psychological obstacles to mutual respect, and mutual understanding, in an effort to enhance possibilities for democratic deliberation. It identifies two such obstacles in political narcissism and ressentiment, which it construes as pathologies of political judgment. More generally, the dissertation argues for a self-consciously hermeneutical and psychoanalytically informed approach to deliberation, one that seeks a deeper understanding of our interlocutors in deliberation so as to carry on a more fruitful dialogue with them. Accordingly, it argues that speech is distorted when it does not align with the subjective intent of the speaker, even when that intent is unconscious or unknown to him. It contends that a depth hermeneutical mode of deliberation is necessary to engage in genuine communicative action, and suggests a role for psychoanalytically informed rhetoric in deliberation. Finally, it offers a methodological sketch of what a depth hermeneutical approach might look like when applied not only toward understanding one’s interlocutor, but also toward offering justificatory arguments vis-à-vis the shared ethical traditions and discourses that give legitimacy to political action. It suggests we need to read between the lines of tradition to ensure that minority discourses are not overshadowed, just as we need to look beneath the explicit claims of our interlocutors if we wish to understand them.</p> / Dissertation

Made available in DSpace on 2014-06-11T19:28:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-19Bitstream added on 2014-06-13T18:35:17Z : No. of bitstreams: 1 freitas_sf_me_arafcl.pdf: 1306607 bytes, checksum: a27731bea751a6b15aa22eb61413f63e (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A literatura que trata de temas relacionados às dificuldades de aprendizagem/insucesso escolar nos mostra que muito tem se falado sobre e pela criança, mas são poucos os trabalhos que se preocupam com o que estas têm a nos dizer. Este trabalho objetivou “dar voz” às crianças encaminhadas ao atendimento psicopedagógico no CENPE – Centro de Pesquisas da Infância e da adolescência “Dante Moreira Leite”, com queixa de dificuldades de aprendizagem e investigar como as crianças que vivenciam situações de insucesso e são tidas como fracassadas em sua escolaridade estabelecem seu vínculo com o aprender e significam seu insucesso escolar. A fim de alcançar nossos objetivos tomamos a narrativa (verbal e gráfica) das crianças como foco de investigação. Consideramos que narrar é contar uma experiência emocional, portanto, não se limita ao discurso intencional do sujeito. Trata-se de uma pesquisa qualitativa da qual participaram oito crianças entre 09 e 11 anos, do ensino fundamental. A fundamentação teórica e metodológica que dá suporte à investigação é psicanalítica, o que permite inspiração para criar um espaço de escuta e acolhimento. Os dados foram obtidos por meio de entrevista semiaberta e da aplicação do Desenho do Par Educativo. Realizamos quatro encontros de 35 a 40 minutos cada, sendo três para a entrevista e um para a aplicação do Desenho. Analisamos o material de quatro crianças. Uma análise individual possibilitou-nos não só apreender como cada criança se coloca na situação de aprendiz, mas também destacar aspectos que se repetem na problemática do insucesso escolar. De modo geral, o que observamos foi uma “pobreza” da vida de fantasia, pelo menos no que se refere a esta temática. Constatamos que, embora o significante “aprender” para essas crianças tenha o sentido e/ou o desejo... / The literature that studies the themes related to the difficulties of learning/ school unsuccess points out that there are many studies that focus on ideas about the child and for the child; however there are few works that focus on what children have to tell us. This work aimed to allow children “to speak”, especially the ones redirected to a psycho pedagogical treatment at CENPE – Childhood and Adolescence Research Center “Dante Moreira Leite”, with complaint of learning difficulties, and to investigate how children who live unsuccessful situations and are taken as failures in their school process establish their bond with the learning process and denote their school unsuccess. In order to reach our objectives, we took the children’s (verbal and graphical) narrative as the focus of this investigation. We consider that narrating is telling an emotional experience, therefore, it is not limited to the subject’s intentional speech. It is a qualitative research in which eight children from 9 to 11 years old, from Primary School, participate. The theoretical and methodological basis that supports the investigation is psychoanalytical, which allows us to create an environment of listening and protection. The data was obtained by means of semiopen research interviews and the application of the Drawing of the Educational Pair. We arranged four meetings from 35 to 40 minutes each, using three to the interview and one to the application of the Drawing. We analyzed the material from four children. An individual analysis allowed us not only to apprehend how each child places himself as a learner, but also to emphasize aspects that are recurrent in the environment of the school unsuccess. Generally, we observed an impoverishment of the phantasy life, at least what concerns this theme. We verified that, although the significant... (Complete abstract click electronic access below)

Les liens entre l’art théâtral et l’art psychanalytique mis en lumière dans la présente thèse permettent de repérer un champ commun de recherches qui fait référence au « comme si ». Ce domaine concerne la relation entre la fiction et la vérité à travers une illusion qui se révèle paradoxalement vraie, porteuse d’une vérité particulière, celle du sujet. Sont approfondis en particulier deux aspects: la valeur heuristique de connaissance du « comme si » et sa possibilité de permettre une rencontre inédite avec l’Autre. Sur la dimension centrale de cette rencontre avec l’altérité qui se révèle constitutive du sujet convergent non seulement la psychanalyse, le théâtre, mais également les récentes études en neurosciences. Les intersections entre ces disciplines permettent à l’auteur de dessiner les coordonnées d’un domaine transdisciplinaire fondé précisément sur le « comme si en présence ». Ce champ de recherche permet d’apporter de nouveaux éléments au modèle théorique concernant l'utilisation du dispositif « comme si » théâtral dans la médiation thérapeutique, en mettant en évidence certains facteurs thérapeutiques spécifiques à cet art qui trouvent un appui scientifique dans les neurosciences. La possibilité d’utiliser le « comme si en présence» du théâtre comme médium serait susceptible de relancer une dynamique invocante dans « un espace et un temps potentiel de résonance » permettant d’aller à la rencontre de l’autre. Le jeu de la présence de l’art théâtral est enfin envisagé dans un cadre thérapeutique comme une « traversée protégée » de l’intersubjectivité à l’Altérité, du geste à la parole, de l’Imaginaire au Symbolique pour effleurer le Réel. / The links between dramatic art and psychoanalitic art highlighted in this thesis allow us to find a common field of research which refers to the « as if ». This area concerns the relationship between fiction and truth, through an illusion that turns out to be paradoxically true, in that is bearer of a particular truth, the one of the subject. In particular, two aspects were examined: the heuristic value of the « as if » knowledge and its ability to allow an original encounter with the Other. Not only psychoanalysis, drama, but also the recent studies in neuroscience converge on the central dimension of this encounter with otherness that turns out to be constitutive of the subject. The intersections between these disciplines allow the author to trace the coordinates of a transdisciplinary field, precisely based on the « as - if - in - the presence ». This research field allows us to bring new elements to the theoretical model concerning the use of the « as if » dramatic device in therapeutic mediation, highlighting some therapeutic factors specific to this art that find a scientific support in neuroscience. The possibility to use the « as if in the presence » of drama as a medium would be liable to restore invoking dynamics in « a potential space and time of resonance » allowing us to go towards the encounter with the other. The game of the presence of dramatic art is finally considered in therapeutic field as a « protected crossing » from intersubjectivity to Otherness, from gesture to speech, from Imaginary to Symbolic to lightly touch the Real.

There has been much discussion in the literature in the past decade as boards of directors worldwide have faced increasing stakeholder demands for accountability. The conventional wisdom that stakeholders were passive players, who ceded responsibility for the company to the board, has gone and been replaced by a growing sensitivity to the risk of corporate liability. It is still not widely understood that business enterprise is as much a moral act as an economic one. In the 1980's, boardroom behaviour was perceived as unresponsive, mercenary, formal, guarded, ritualistic and legalistic. However, we know little about the culture of these 'managerial elites' (Pettigrew and McNulty, 1995) but one approach is to adopt a psychoanalytic perspective. Psychoanalytic theory is, inter alia, a method of understanding group processes. Bion (1959) and Bridger (1986) postulated that rationality in groups could be compromised by the activity of 'basic assumptions' or unconscious mechanisms that, in turn, can impact upon the formation of the group as a social institution (Fenichel, 1945). The search for deep, underlying structures has been continuously advocated by Geertz (1973), an anthropologist, and the need to distinguish between 'thin' and 'thick' description; the former relating to what is merely observable and the latter to an interpretive, iterative process that seeks out the basic significance of events. The psychoanalytic model, with its premise of not taking for granted what is directly observable, presents an opportunity to examine the power of unconscious group processes in the construction of boardroom decisions. This research aims to demonstrate that the application of clinical concepts to the analysis of boardroom relationships can produce an enriching effect on more traditional theories of organisational functioning.