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Enactivism builds on the “embodied turn” in cognitive science to firmly establish the close connection between mind and life, exemplified in the work of Evan Thompson. The more recent “interactive turn” emphasizes that individuals’ mental and cognitive processes are shaped by social interactions with other cognitive agents. Regarding personal identity, Miriam Kyselo argues that it remains unclear how and to what extent the self is individuated by these processes, and whether or not social relations are necessary for self-persistence. Further, it remains unclear how the self of simple biological organisms is continuous with the much more complicated personal identity of human beings, who are subject not only to the forces of the natural world, but also to forces that arise only in their uniquely symbolic and sociocultural milieu. I contend that we can come to understand how evaluations dependent on the individual’s needs and desires, what Charles Taylor refers to as “weak evaluations,” are continuous with “strong evaluations,” whose validity are independent of the individual’s needs and desires, by recognizing that some organisms not only create value, but respond to values already present in their environment. The general notion of selfhood that results is one of axiological organization. I argue that what we are really referring to with the term “self” is the organization of evaluations that organisms make in regard to environmental affordances, a system which, over time, comes to take on definitive traits and characteristics. The self, regardless of the particular context in which it is situated, becomes individuated by the evaluations it makes, and is experienced as persistent because evaluative activity is an on-going process, ending only in death. The self is further experienced as persistent because these evaluations are made in accordance with a critical standard which itself rarely, and the overall axiological organization retains a high degree of stability. / Thesis / Master of Philosophy (MA) / The aim of this thesis is to provide a conception of selfhood and personal identity capable of accounting for the both the “embodied turn” and the “interactive turn” in cognitive science. It seeks to explain the persistence and individuation of selves both biologically, as living systems, and socially, as members that participate in or distinguish themselves from social groups. The first chapter explores selfhood from the perspective of Evan Thompson’s work on the definition of living systems as self-producing and self-organizing. Chapter two introduces Charles Taylor’s work on the necessity of moral frameworks for personal identity, a view which initially appears difficult to reconcile with the approach outlined in the first chapter. The third chapter attempts to combine these approaches by demonstrating that selfhood is best conceived of as axiological organization – the way living beings evaluate and prioritize possible actions in their environment.

This study examines what growing old names for the older women's sense of self-identity. Some gerontological argue that old age constitutes a period of role loss with detrimental impact on identity. A sizable body of data do not support this assumption. The underlying assumption of this study is that identity emerges and is sustained through social interaction. Thus the research focuses on (1) the meaning of 'being old' as defined by older women and (2) the extent to which a positive identity can be retained through social network involvement with family, friends and community leisure activities. Instead of focusing on what is lost, the emphasis was on determining what role relationships are retained and established in old age, and the extent to which these serve to maintain a positive self-image. The research is based on interviews with 142 women over age 65 living in the town of Bridgewater, Nova Scotia. The principle component of this sample comprised 101 women living in their own home or apartments (i.e. community dwelling). Most of the analysis is based on this sample. However, where comparative analysis is useful, these data are supplemented with information from interviews with 31 residents of senior citizens apartment complexes and 10 residents of nursing homes. The findings indicate that the elderly women studied here generally do not view themselves as 'elderly' or 'old'. Age identity is found to be largely situational and more relevant to some interactions than others. The majority have managed to retain a positive identity which is deeply embedded within their informal role involvements and social network ties. As a result, the loss of more formal role relationships had only limited impact on identity. The findings also indicate that a relatively stable small community appears to offer advantages for identity management in old age. / Thesis / Doctor of Philosophy (PhD)

Fractures indicate how an individual has moved through the world. Yet, how an individual navigates their world is also dependent on variables such as age and gender, and the intersection of such variables. This was never more true than during the Roman period, where how one lived was contingent on a number of variables such as class, gender, and age. The current project analyzed data from 1121 individuals to examine whether one’s age, gender, burial treatment and the confluence of these variables related to one’s fractures. To capture the diversity of the Roman Empire, the project examined three large settlements: Winchester, UK; Lisieux Michelet, France; and Barcelona, Spain, as well as two smaller settlements: Godmanchester, UK; and Vagnari, Italy. Temporally, the settlements span from the 1st-8th c. CE, the height of the Roman Empire to the Merovingian period. The results of the current study found that when variables are treated in isolation, there were distinct gendered lifeways at most settlements, with males having more fractures. When the variables are considered together, fractures reflect more complex dynamics of temporal stress, age, and labour within burial communities at the three larger settlements. When settlements were compared to one another, the absence of differences in fracture prevalence between settlements suggest than rather than simple urban/rural divides, settlements are shaped by their economies and lifeways. Further, odds ratios suggest that fracture risk differed for men and women, young and old. The current study represents the first study to examine multiple large and small settlements outside of Roman Britain, as well as the first to consider fractures in relation to burial treatment. By cross cutting variables, this study expands the current understanding of small, complex communities within cemeteries, and contributes to the discussion on the confluence of identities in the Roman and Merovingian periods. / Thesis / Master of Arts (MA)

The purpose of this study was to describe the role private colleges in Appalachia play in shaping the region's identity using a descriptive case study method of inquiry. Private colleges have served a vital role in Appalachia in that they have allowed many students in the region the opportunity to attain a college degree. Consequently, these institutions have afforded students in the Appalachian region the chance for a higher quality of life than many of their parents or grandparents (Lloyd, 1969; Neal, 1983; Searles, 1995).However, these same colleges have also served as interveners in Appalachia, and thus been involved in the formation of the region's identity with both positive and negative consequences (Ashworth, 1913; McNeil, 1995; Whisnant, 1994). This study explored Grant College's impact on Appalachian identity by seeking an emic characterization of the institution's role in the region from faculty, staff and students, and the institution's public proclamations. Additionally, this research provided insights into the historic and evolving role of private colleges in the Appalachian region as well as the influence of higher education on regional identity. The findings of this study indicated that Grant College is not engaged in systematic cultural intervention in Appalachia; however, this study does not conclude this is necessarily the case at other institutions in the region.Further exploration of this topic might yield different findings and expand upon the research produced in this study. / Ph. D.

This sequential, mixed methods study explored students' attitudes towards collaborative learning and their responses to collaborative learning problems in relation to their identity salience. Identities are motivators of human actions that impact an individual's self-esteem and behavioral tendencies (Stryker, 1968). An individual has three identity aspects that are related to different behavioral tendencies: individual, relational, and collective aspects. The identity aspect that an individual acts out across a variety of situations is their identity salience. Implied by the identity salience theory, students' behaviors may be detrimental or beneficial to the effectiveness of collaborative learning based on their identity salience. Results of the study revealed a possible relationship between students' identity salience and their attitudes, prior experiences, working preferences, and priorities in collaborative learning. In addition, results of the study also disclosed students' behavioral tendencies in dealing with collaborative learning problems including group tension, the free-rider effect, and role taking in relation to students' identity salience. Findings of this study can be used to support further investigations on personalized student grouping for effective collaborative learning. / Ph. D.