A temática sobre a aporia da memória do esquecimento, no livro X das Confissões, busca a compreensão do fio condutor do pensamento de Agostinho. O foco central da discussão aponta para o desenvolvimento sobre a memória em inter-relação com a vontade no discurso da interioridade. Ao mesmo tempo, coloca como problema chave no livro X a memória de si mesma e a imagem, que mostra a vontade no próprio espírito como causa da dispersão e aproximação do conhecimento de si em busca da felicidade. / The study of the aporia of the memory of forgetfulness, from the Confessions Book X, seeks for the understanding of the conducting line of Augustines thinking. The main focus of the discussion aims the development of the memory inter-related with the will on the subject of the interiority, treating as a key problem the memory of memory itself and the image, showing will on owns soul as a cause for dispersion and closeness of self-knowledge in search for happiness.

Orientador: Ana Angélica Medeiros Albano / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T14:38:08Z (GMT). No. of bitstreams: 1 Brigatto_AgdaCristina_M.pdf: 8601888 bytes, checksum: 9d28886e8f9d4e2e3a46327307bf729f (MD5) Previous issue date: 2014 / Resumo: Esse trabalho trata da relação que se estabelece entre o professor/artista e seus alunos, durante as aulas de artes na escola, de forma a possibilitar o cultivo de um ambiente criativo que estimule a expressão da própria voz. Quatro experiências ocorridas na Escola Estadual Professora Rosina Frazatto dos Santos, Campinas-SP, com crianças de primeiro ao quinto ano do Ensino Fundamental, foram selecionadas para compor o material de análise dessa dissertação. O clima afetivo, a intuição, os sentimentos, as sensações, o corpo subjetivo, os elementos inconscientes, a intensa mobilização criativa e a inspiração mútua identificada entre os sujeitos envolvidos nessas aulas, são aspectos percebidos durante a análise das vivências pautadas na ideia de campo simbólico que caracterizam esse ambiente. Pensando o professor/artista como autor das suas aulas, esse trabalho também aproxima a elaboração das atividades à produção artística, utilizando concepções de criatividade. Durante o desenvolvimento das narrativas outros aspectos pessoais (memórias, sonhos, impressões, reflexões) foram agregando-se ao material de análise e construindo o retrato da professora que sou. Assim, esse trabalho indica um possível caminho para a qualificação da prática docente considerando o autoconhecimento do professor que registra e reflete sobre si e sobre suas aulas, estimulando os alunos à expressão autêntica. Por fim, no desenvolvimento dessa pesquisa, depois de um período de seis anos lecionando, percebo que na tentativa de me compreender na docência, percorri um caminho em busca da professora que sou e, nesse percurso, reencontrei a artista e a expressão da minha voz / Abstract: This work deals with relations established between teacher-artist and his students, during art classes at school, so as to enable the fostering of a creative environment that stimulates one¿s expressive voice. Four experiences that took place at "Professora Rosina Frazatto dos Santos State School", in Campinas-SP, with Elementary School¿s first to fifth grade children, have been selected to integrate this dissertation¿s material for analysis. The atmosphere of affection, intuition, feelings, sensations, the subjective body, unconscious elements, intense creative mobilization and mutual inspiration identified in the people involved in these lessons are aspects seen during the analysis of experiences based on the idea of symbolic field that characterizes this environment. Considering the teacher-artist as an author of his lessons, this work also establishes a parallel between the elaboration of class activities and artistic production, using concepts of creativity. During the development of narratives, other personal aspects (memories, dreams, impressions and reflections) were added to the material under analysis, building the picture of the teacher that I am. Thus, this work indicates possible ways for the qualification of teaching praxis, considering the self-knowledge acquired from the teacher that register and reflects upon himself and his classes, stimulating the students to autentic expression. Lastly, in this reaserch's development, after a six-year teaching period, I realize that, in the attempt to comprehend myself in teaching, I traveled a path in search of the teacher that I am, and, in this path, renewed my encounter with the artist that I am and the expression of my voice / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestra em Educação

D.Litt. et Phil. / The research aim of this study was to develop a self-knowledge program for career counselling practitioners based on psychological type, and to evaluate the program in practice. The theory of psychological type, based on the work of Jung, McCaully, Murphy, Myers and Briggs, and Quenk, presents a practical communication model for the career counselling interview. The theory builds a basic structure of how the individual perceives and process information and how he or she evaluates and makes decisions with this information. It gives an understanding of the communication process in the career counselling interview with regard to the psychological types of both the client and the practitioner. A design and development research model was applied to develop and evaluate the self-knowledge development program. The four phases of the model are problem analysis and project planning, design, development, and evaluation. During the phase of problem analysis, the relevant literature in the field of psychology and related fields were researched. It was concluded that there was a need for a self-development program for career counsellors based on psychological type, and the project was planned. During the development phase, a practice model, role descriptions and specific skills of career counselling, were extended with regard to psychological type. This served as an explanatory model to develop the tentative self-development program. During the development phase the program was used in two pilot studies, with final year counselling students, in a workshop format. Data generated during the pilot studies was used to refine the program. For the final evaluation phase, the format was adapted to a workbook format that could be used by the individual practitioner.

I deliver an account of 'practical knowledge'; the knowledge we have of our own intentional actions. Part One introduces the target notion by describing three philosophically interesting features it appears to have (Ch. 1) and dismisses two broad approaches to understanding it - a 'consciousness-based' and an 'inferentialist' approach (Ch. 2). A third approach is thus motivated: 'Intentionalist' accounts of practical knowledge see practical knowledge as somehow constituted by the agent's intention. Part Two considers and rejects a version of Intentionalism which I call Cognitivist Intentionalism - CI. Cognitivist Intentionalists think of intentions as a kind of belief. Practical knowledge is constituted by intention in whatever way ordinary knowledge is constituted by belief, but it is a special kind of knowledge because its constituting attitude is special. I dismiss two versions of CI, showing them to be internally problematic (Ch. 3). I then argue that intentions are not propositional attitudes (Ch. 4), thus ruling out any version of CI - if intentions were beliefs they would have to be propositional attitudes. Part Three considers the remaining options for Intentionalism. According to Non-Cognitivist Intentionalism - NCI - practical knowledge is constituted by intentions, which are not a kind of belief, just in case they are executed. NCI happily accommodates practical knowledge's philosophically interesting features. But it is hard to see why executing an intention should constitute knowing, and how a kind of propositional knowledge could be constituted by a non-propositional attitude, which Chapter Four argued intentions to be. Chapter Six develops NCI into the stronger NPI - Non-Propositionalist Intentionalism. In NPI the non-propositional character of intentions is central. Practical knowledge is a kind of propositional knowledge which is constituted by a non-propositional attitude; a kind of knowledge which is not constituted by belief. I explain how this can be.

n recent years, self-knowledge and optimism have been considered phenomena helping men succeed. The diploma thesis was aimed at investigating whether selected successful managers possess self-knowledge and optimism, and whether these phenomena might help them be successful. The subjects were the finalists of the competition Manager of the Year 2014. Semi-structured interviews were used as a method in the research. The diploma thesis concludes that the selected managers possess high levels of self-knowledge in certain areas. They use methods for raising self-knowledge such as experience, behavior reflections, or raising self-knowledge through other people. The managers find self-knowledge important for reasons such as: setting a direction in life, setting goals, managing people, or developing self-control. The data analysis included the comparison of the managers in areas of self-knowledge, optimism and mindset.

A journey in metaxis explores the facilitation of drama workshops using an adaptation of Theatre of the Oppressed, a participatory drama process used with high school students, teachers and others in the community. New possibilities of engagement open up as knowing emerges through a variety o f forms of dramatic action which are simultaneously the medium, subject and re-presentation of research. As a theatre pedagogue I explore how knowing and meaning emerge through theatre and in the interplay between my life and my work. Writing, then reading, narratives of my practice engages me in a conversation that helps me draw attention to my practice. Diverse roles and points of view of the drama facilitator begin to become apparent as these narratives speak through a spiralling process of shared experiences. Commentaries on these experiences lead to discussions of the implications of this inquiry for other forms of reflective leadership practice in drama and in education. Particular attention is placed on the role of the body and mind (bodymind) of facilitator and participants as they journey into an increasing awareness of senses, histories, the landscapes worked in, and the relationships that intertwine through the constant ebb and flow of the drama workshop. Using a framework that parallels the drama workshop I facilitate, I play with forms of texts, languages and styles to enter into the text(ure) of the worlds of facilitation so that we may come face to face with kinaesthetic and discursive experiences remembered and reconsidered. Writing my body into this exploration enables me to become mindfully aware of, and extends and transforms, my practice. I re-awaken the memory of my senses and re-connect with them in the moments of "performing" my teaching. Such poetic and expressive writing enables an evocation of the world of drama. Writing from and through a sensing body means that reflection on practice becomes not merely reporting experiences, but also celebrating and expressing the multi-vocal, multi-layered events that develop drama facilitation skills. Writing, then reading, about this process of coming to know my identity-in-process as a drama facilitator enables the interpretation, interrogation and transformation of how one becomes facilitator, "making the way as we go," (re)writing/performing our presence. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

M.A. / 1. Introduction Internationally there has been a paradigm shift towards a developmental and preventative approach in social work. Also, the cost-effectiveness of programs aimed at community development has been noted. 2. Goal of the study The main aim of the study was to evaluate the impact of a life skills program aimed at personal / community enrichment through the extension of self-knowledge according to the themes of temperament, early childhood experiences, transactional analysis, self-presentation and cognitive reconstruction and presented according to experiential instruction methods. 3. Objectives of the study In order to come to a conclusion regarding the impact of the abovementioned program, the following objectives were identified: - Has the program empowered the respondents to enhance their self-knowledge; - Has the program led the respondents to a better understanding of others; - Has the knowledge created a willingness to undertake necessary adjustments; - Respondents’ impressions of the program and the presentation thereof. 4. Methodology A qualitative grounded evaluative research design was used for the study. An availability sampling method was used: In this case the attendants at a workshop where the abovementioned program was implemented. 5. Data collection methods The following methods of data gathering were implemented: - The respondents had to give feedback on what they have realized or learned about each theme. - The theme on self-presentation was introduced by a brainstorming session on which aspects the respondents regarded as important aspects by which first impressions are formed. - Each respondent had to complete a questionnaire (enclosed as annexure 3) at the end of the workshop. - The results were compared with the literature overview. 6. Limitations of study - The researcher had no control over whether the faxed invitations to the workshop (enclosed as annexure 1) actually reached the intended population or not. - Although the invitation was intended for adults as well as teenagers, eventually only one teenager and nine adults were included in the sample. - The category: “Other”, was not included to the biographic questions. Because it was a small group which was known to the researcher, the question on marital status could be rectified and: “Divorced and remarried”, could be included for analysis. - The fact that some of the open ended questions in the questionnaire (annexure 3) didn’t require the respondents to motivate their answers, left a gap in the interpretation of those answers. - After the respondents named so many aspects attributing to first impressions, the researcher assumed that the topic was known so well, that the theoretic information wasn’t presented in full. When the results were analyzed, this seemed to be a wrong assumption, as more discussion was requested on this topic. - Despite the small sample, the results have been confirmed by the literature overview, which means that literature based on Western research also apply to the Afrikaans speaking case sample. 7. Goal achievements The abovementioned goals were conclusively achieved and can be summarized as follows: The life skills program for personal / community development presented according to experiential instruction methods and aiming at the extension of self-knowledge according to the themes of temperament, early childhood experiences, transactional analysis, self-presentation and cognitive reconstruction, has indeed: - Led to the enhancement of the respondents’ self-knowledge; - Created a better understanding for others; - Created a willingness to make adjustments; - As a whole been evaluated positively: As a dynamic, organized, understandable and effective presentation. 8. Recommendations The following recommendations were made: 8.1. Methodology - The program can be marketed as a personal-, marriage- family- or community enrichment program, and even as an employee assistance program (EAP). - Personal invitations, preparation and screening are recommended. - The questionnaire for completion at the end of the program, should be adapted to eliminate the limitations that were identified. 8.2 Program content and presentation - The program content can be perceived as effective for enhancing self-knowledge, to create a better understanding for others, as well as creating a willingness for change and adaptations. - Experiential instruction methods contribute to the success of the program and should be retained. - Do not deviate from the intended theory included in the program. - The participant manual (annexure 2) is a resourceful device which is also useful for future reference. - Permanent transparencies can be added to the program to enhance the efficiency thereof. - The five themes lend itself for presentation during five group sessions. 8.3 With regards to social work profession - This study proved that the case sample were more inclined to change and for adaptations once they got to know themselves better. Thus the social worker should experience less resentment or poor/lack of co-operation with helping programs. Indeed, the more the client gets to know himself, the more inclined should he be to accept responsibility for his own growth as a person in his social environment. - It would be unethical to leave a client who is ready for change and growth without further directions. Therefore the social worker should be capable to either present follow-up programs or to refer appropriately. / Prof. W.A. Mitchell

This thesis examines he areas of consciousness and language that are implemented within the oral teaching tradition of the spiritual lineage of Ramana Maharshi. It examines how language is used by the teacher's consciousness to assist their student's development towards their own enlightened state of consciousness.

Objective: To describe the psychological mechanisms that underlie biased self-assessment and suggest pedagogical techniques to counter them. Findings: Since the psychological mechanisms that underlie bias self-assessment occur below awareness, strategies that attempt to address bias directly are unlikely to succeed. A more effective approach may be to structure students’ learning experiences in ways that prevent the unconscious biasing mechanisms from operating efficiently. Summary: Given the importance of accurate self-knowledge for professional students and clinicians, as well as its difficulty to attain, an understanding of the psychological mechanisms that contribute the most common forms of biased self-assessment is essential for creating and implementing effective mitigation strategies.

Female sexual offenders have recently become the subject of increased medical, legal and public attention. However, the medical and legal systems insist that female sex crimes are rare regardless of the fact that when sexual victimization experiences are surveyed, the incidence of female perpetrated sex crimes is often higher than expected. Additionally, lay discourses concerning female sexual perpetration remain charged with expressions of disbelief and the vast majority of attention on sexual crimes therefore remains focused on male offenders. As a result, female sexual offenders are understood and treated differently to their male counterparts in the media and medico-legal contexts. In light of the continued denial of female sexual perpetration, this research explored how such beliefs around female sexuality shape the self-knowledge of female sexual offenders. By doing so, this investigation aimed to illuminate how disciplinary power acts to produce self-knowledge that, in turn, leads to the discursive coordinates by which female sexual offenders come to define themselves. This was achieved by interviewing female sexual perpetrators and thereafter drawing on critical discourse analysis in order to interpret the transcriptions of these interviews. The results demonstrated that the participants’ subjective experiences as agents and non-agents in the perpetration of sex crimes relied on social constructions of men, women, motherhood, sexuality and religion. All of the offenders constructed themselves as characteristically female- maternal, passive, vulnerable, victimised and innately virtuous. Their responses drew discernibly on rationalising discourse, gendered discourse, inversions of their femaleness, perceptions of the legal and correctional systems, institutionalised discourse, discourse on rehabilitation and expressions of morality and docility. Most of these discursive patterns, as both instruments and effects of power, simultaneously replicate and reproduce broader social discursive practices that imply that women are harmless, nurturing and incapable of female sexual perpetration. The availability of medical, academic and legal discourse on gender and sexuality allowed the participants to draw on victim discourse, histories of abuse and claims of psychological ailments to justify their crimes. These rationalisations also worked in conjunction with gendered discursive strategies that implied that men are aggressive perpetrators whilst women are harmless victims. As such, the perceived responsibility for the participants’ crimes was most often displaced onto their male accomplices. In this way, the participants upheld their subjective innocence as well as assisted in the maintenance of the construction of the female sexual perpetrator as an unfathomable and impossible construct. This was further emphasised by the fact that not a single participant believed she was guilty of a crime. Such a belief is in line with gendered constructions of criminality as a predominantly male activity. As such, the participants’ reproductions of traditional sexual scripts foreclosed alternative understandings of female sexual perpetration. While dominant patriarchal structures utilise discourse as a means to transmit, produce and reinforce power, this study drew on discourse as a means to resist traditional gendered understandings of sexual offending and to create new configurations of knowledge power by offering counter-knowledge of sex crimes. In doing so, academics, policy makers and the general public have access to a different and novel understanding of female sexuality in light of sexual offending. This has practical implications for the acknowledgement and awareness of female sexual perpetration as well as for future preventative efforts.