This Thesis deals with the problem of selfhood and otherhood, or selfhood vs otherhood from the point of view of contemporary postmodern, structuralist, psychoanalytic and developmentalist theories. In the first chapter, Jean Baudrillard and Jacques Lacan are examples of theories of exteriority. In chapter II, Sigmund Freud and Melanie Klein present arguments for theories of interiority. In the third and final chapter, Daniel Stern' s analysis allows for a reconciliation of the two opposing points of view about the nature of the Subject. His work is significant in that it offers a synthetic view of the Self and its relationship to the Other.

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Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiv, 201 p.; also includes graphics (some col.). Includes bibliographical references (p. 127-140). Available online via OhioLINK's ETD Center

Thesis (Ph.D.)--University of Adelaide, Dept. of Psychiatry, 2005. / "November, 2004" Includes bibliographical references (p. 358-391). Also available electronically as part of the Australian Digital Theses Program.

Thesis (Ph.D.)--University of Adelaide, Dept. of Psychiatry, 2005. / "November, 2004" Title from screen page; viewed 30 Aug. 2005. Includes bibliographical references. Also available in print format.

Thesis (M. Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 130-149).

Thesis (M.Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 130-149). Also available in print.

Thesis (M.A.)--University of Delaware, 2007. / Principal faculty advisor: Bernard L. Herman, Dept. of Art History. Includes bibliographical references.

This dissertation is a qualitative case study within an interpretive epistemology that explores the construction and engagement of the informal curriculum and the subsequent interaction with rationalized systems of knowledge by four young autodidactics between the ages of 9 and 15. The analyses of these constructions, engagement and interactions coalesced into three themes. Theme one establishes autonomy as the penultimate emic feature of autodidaxy through its relations with commitment to endeavors, connections along the experiential continuum, and perceived confidence in abilities to learn and to organize the social environment for further learning. Theme two entails the inherent connection participants conceive between interests and progressive, challenging goals. Theme three focuses on how interests are initiated through the exploratory stance of the participants as they purposefully seek out experiential problems from their environment, as well as the control of habitual patterns of pursuit and moments of interest assessment. These themes in relation to the research focus on the informal curriculum and interactions with rationalized systems of knowledge result in three findings. First, rigor is found to operate at multiple levels within autodidactic endeavors; secondly, relevance functions as initial questions arising out of productive boredom tether knowledge to experience and results in persistence and versatility of interest; and finally, the finding of autonomy operates as a process of choice which frames interests with future orientations that afford challenging experiences resulting in joy and the progression of knowledge and skills associated with the interest. Data analysis throughout the themes and findings discussed above culminate in three implications. First, while not engaging all of the disciplines traditionally associated with formal schooling, the informal curriculum does afford opportunities for the rigorous interaction with rationalized systems of knowledge. Second, the informal curriculum also allows for distinct processes by which connections are made along the experiential continuum resulting in relevance. Finally, in order to facilitate the use of the informal curriculum in formal educational institutions, research is needed in which the informal curriculum is operative to varying degrees in contexts with differential affordances of autonomy, most critically with learners form a variety of lived experiences. / text

Two potential developmental costs of high self-esteem were investigated. One was that high self-esteem leads children to act on antisocial cognitions (the disposition activating hypothesis). The other was that high self-esteem leads children to rationalize antisocial conduct (the disposition-rationalizing hypothesis). Both hypotheses were explored in two longitudinal studies with preadolescents. In Study 1 (N = 189) the antisocial behavior was aggression; in Study 2 (N = 407) the antisocial behavior under focus was avoidance of the mother. There was little evidence for the disposition-activating hypothesis in either study but considerable support for the disposition-rationalizing hypothesis in both studies. Over time, aggressive children with high self-esteem increasingly valued the rewards that aggression offers and belittled their victims, and avoidant children with high self-esteem increasingly viewed their mother as harassing and uninvolved. Results therefore suggest that for antisocial children, high self-esteem carries costs, for both themselves and others. / by Madhavi Menon. / Vita. / Thesis (Ph. D.)--Florida Atlantic University, 2007. / Includes bibliography. / Also available in print. / Electronic reproduction. Boca Raton, FL : 2007 Mode of access: World Wide Web.