This dissertation consists in a defence of the claim that belief is a state on which its bearer can reflect only deliberatively. That partial characterization of the concept is intended to throw light on the status of belief as a rational phenomenon. I defend it by appeal to features of our actual and imagined practices of ascribing belief linguistically, both to others and ourselves. Having set out the characterization in the first of four chapters, in the second chapter I survey the ways of learning from words: evidentially, by report, and by belief-expression. I go on to propose that where a person’s words afford belief of his belief, they do so through the belief-expressive character of assertoric speech. In the third chapter, I defend that claim as it applies to the case of ascribing belief to another. I argue that my characterization best explains the fact that we do not ordinarily report our beliefs or invite others to do so. I explain our ordinarily ascribing belief from the expressive character of assertoric speech by appeal to the relation between assertion and belief. In the fourth chapter, I turn to the prospect of ascribing oneself belief based on one’s own words. I argue that self-ascribing belief through the expressive character of words is alone consistent with the self-ascriber’s basic psychological and linguistic integrity. I recommend my characterization of belief for its capacity to explain the disintegrating effects of self-ascribing belief by one’s own report. I again appeal to the relation between assertoric speech and belief to explain the feasibility of self-ascribing belief through the expressive character of one’s words.

This dissertation consists in a defence of the claim that belief is a state on which its bearer can reflect only deliberatively. That partial characterization of the concept is intended to throw light on the status of belief as a rational phenomenon. I defend it by appeal to features of our actual and imagined practices of ascribing belief linguistically, both to others and ourselves. Having set out the characterization in the first of four chapters, in the second chapter I survey the ways of learning from words: evidentially, by report, and by belief-expression. I go on to propose that where a person’s words afford belief of his belief, they do so through the belief-expressive character of assertoric speech. In the third chapter, I defend that claim as it applies to the case of ascribing belief to another. I argue that my characterization best explains the fact that we do not ordinarily report our beliefs or invite others to do so. I explain our ordinarily ascribing belief from the expressive character of assertoric speech by appeal to the relation between assertion and belief. In the fourth chapter, I turn to the prospect of ascribing oneself belief based on one’s own words. I argue that self-ascribing belief through the expressive character of words is alone consistent with the self-ascriber’s basic psychological and linguistic integrity. I recommend my characterization of belief for its capacity to explain the disintegrating effects of self-ascribing belief by one’s own report. I again appeal to the relation between assertoric speech and belief to explain the feasibility of self-ascribing belief through the expressive character of one’s words.

It is widely believed that we have immediate, introspective access to the content of our own thoughts. This access is assumed to be privileged in a way that our access to the thought content of others is not. It is also widely believed that, in many cases, thought content is individuated according to properties that are external to the thinker's head. I will refer to these theses as privileged access and content externalism, respectively. Though both are widely held to be true, various arguments have been put forth to the effect that they are incompatible. This charge of incompatibilism has been met with a variety of compatibilist responses, each of which has received its own share of criticism. In this thesis, I will argue that a contrastive account of self-knowledge is a novel compatibilist response that shows significant promise.

Qu’est-ce que l’être humain ? La question se pose depuis plusieurs millénaires. Platon n’y échappe pas et il suit l’inscription du temple de Delphes, le fameux « connais-toi toi-même », lorsqu’il cherche à mieux cerner l’homme dans ses écrits. Cette quête de l’essence de l’homme est présente à plusieurs moments de l’œuvre de Platon, mais nous sommes d’avis qu’il ne suggère jamais de définition de l’homme aussi claire que dans l’Alcibiade. Toute la fin de ce dialogue se consacre à cette question et l’on y trouve un Socrate avide de partager sa propre pensée sur le sujet. Les commentateurs de ce dialogue ne s’entendent pourtant pas sur la signification que l’on doit donner à ce développement parfois obscur sur l’essence de l’homme. Plusieurs affirment que l’homme y est présenté comme étant essentiellement son âme, d’aucuns que l’homme y est la réunion du corps et de l’âme, et d’autres encore que l’homme y est plutôt présenté comme étant la partie rationnelle de son âme. Les trois chapitres de ce mémoire présentent et analysent les arguments principaux de chaque camp dans le but de trancher la question. Il y est défendu que dans l’Alcibiade l’homme est, de manière approximative, son âme, mais que de manière plus précise, il correspond à la partie en lui qui domine, soit sa raison. Il y est également suggéré que cette conception de la nature humaine est reprise ailleurs dans le corpus platonicien. / What does it mean to be human? Plato is one of many to have pondered the eternal question and followed the famous Temple of Delphi inscription, “Know thyself.” While the quest for the essence of humanity is present in many of Plato’s writings, I believe that the Alcibiades gives us his clearest definition. Indeed, the entire ending of the dialogue is devoted to it, with Socrates enthusiastically offering his thoughts on the matter. Scholars are of different minds as to the proper interpretation of this somewhat obscure passage on the essence of human nature. Some argue that Plato is portraying man as primarily defined by his soul, others that the body and soul are both part of the definition of man, and others still, that man is the rational part of his soul. The three chapters of this thesis outline and analyze the main arguments of each school of thought in the hopes of resolving this contentious question. The argument will be made that in the Alcibiades, man is defined broadly as his soul, but more specifically as the dominant part of himself, his reason in other words. It will also be suggested that a similar portrayal of humanity is found in other works by Plato.

The purpose of this study was to develop an economic career choice instrument for grade 121earners, which conforms with the requirements of cultural fairness, validity and reliability. The various facets of adolescent development were analysed from the literature. Self-knowledge (identity) and career knowledge were analysed from various theoretical perspectives. The various facets of adolescent development had a direct influence on the career choice of learners. These facets served as a basis for the development of the different sections for the career choice instrument. In the empirical study a survey was conducted involving 321 grade 12 learners randomly selected from secondary schools in the Potchefstroom region. These learners completed the newly developed instrument. The reliability of the career choice instrument was determined by using the Cronbach Alpha Coefficient. Factor analysis were used to determine the validity of each section of the instrument. In order to determine whether the career choice instrument was culturally fair, a series of one-way ANOVAS, followed by Tukey tests were performed, whereafter effect sizes were determined. In the study good reliability indices were obtained for all sections of the measuring instrument. The reliability indices obtained from the Cronbach Alpha Coefficients, coincided relatively well with the reliability indices obtained for the MB-10 (Meyer Interest Questionnaire), the Jung Personality questionnaire and the LISRES-Y. Concerning the cultural aspect, the different race groups, white, black and coloured learners, differed significantly in respect of social development and values. Recommendations for further research for the use of the instrument in teaching practice are formulated from the research results, in particular with reference to the designing of a career choice instrument. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2001

The purpose of this study was to develop an economic career choice instrument for grade 121earners, which conforms with the requirements of cultural fairness, validity and reliability. The various facets of adolescent development were analysed from the literature. Self-knowledge (identity) and career knowledge were analysed from various theoretical perspectives. The various facets of adolescent development had a direct influence on the career choice of learners. These facets served as a basis for the development of the different sections for the career choice instrument. In the empirical study a survey was conducted involving 321 grade 12 learners randomly selected from secondary schools in the Potchefstroom region. These learners completed the newly developed instrument. The reliability of the career choice instrument was determined by using the Cronbach Alpha Coefficient. Factor analysis were used to determine the validity of each section of the instrument. In order to determine whether the career choice instrument was culturally fair, a series of one-way ANOVAS, followed by Tukey tests were performed, whereafter effect sizes were determined. In the study good reliability indices were obtained for all sections of the measuring instrument. The reliability indices obtained from the Cronbach Alpha Coefficients, coincided relatively well with the reliability indices obtained for the MB-10 (Meyer Interest Questionnaire), the Jung Personality questionnaire and the LISRES-Y. Concerning the cultural aspect, the different race groups, white, black and coloured learners, differed significantly in respect of social development and values. Recommendations for further research for the use of the instrument in teaching practice are formulated from the research results, in particular with reference to the designing of a career choice instrument. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2001

Thesis (M.A.)--Wake Forest University. Dept. of English, 2005. / Vita. Includes bibliographical references (leaves 140-145)

The objective of this work is to analyze the relation of a literary text to one's identity, to its understanding and to its formation through the written language. The relation between man and the world founded on the awareness of one's own visibility serves as the basis for this analysis. Further, the analysis draws on a hypothesis that one's own visibility within the world is perceived as both a threat and as something inauthentic. Thus, human beings make considerable effort to form themselves according to their own principles or to become someone else with the help of literary text, to take on various disguises and masks, but also to use language as a tool enabling them to uncover their own authenticity. On the onset, such approach was represented by Stendhal's work that is considered as the founding stone of literary egotism. The reason is that, in his work, Stendhal focuses exclusively on himself, which is manifested by a double gesture: self-analysis and self-construction. Both these gestures, performed by the means of language, have a number of successors in various literatures, including Czech literature and the work of Jakub Deml. In Deml's texts, too, the double gesture of self-analysis and self-construction can be recognized. By modifying his own identity, mainly through the inclusion of other...

Made available in DSpace on 2016-08-03T12:20:57Z (GMT). No. of bitstreams: 1 tese_-_revisada_-_Suelma_Moraes_compativel_word_2003_PDF.pdf: 1062497 bytes, checksum: 283e29e64243a3ed65c0e5dc0fcb2b57 (MD5) Previous issue date: 2009-09-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Self knowledge and knowledge of God are tightly interwoven in Augustines Confessions. In Book X of this work, various narratives have a key role in the dialectical movement between self knowledge and knowledge of God, whose most important perspective is that of memory as giving form to the existential cogito. It is thus examined, in Augustine‟s narrative, the relationship between the interpretation of the Scriptures and the becoming of the self. One finds in this relationship aspects of the inner discourse and of an identity-narrative approach of the narrative theory. The coming-to-be of the self relies on an internal dialectical movement of the character, which balances self acknowledgement against self denial, thus presenting mans immanence as a personal feature and, simultaneously, mens desire for transcending what they value as their most intimate relationship to God. This thesis examines the tension created by the vision man has of self knowledge and the vision man has of God in his search for happiness.(AU) / O conhecimento de si e o conhecimento de Deus estabelecem uma relação fundamental na obra mais conhecida de Agostinho, Confissões. O livro X das Confissões contém as narrativas centrais para a análise da dialética entre o conhecimento de si e o conhecimento de Deus, que tem como chave de leitura a memória para a constituição do cogito existencial. É examinada a relação que existe, no texto narrativo de Agostinho, entre a interpretação da Escritura e a constituição do si, em que há aspectos do discurso interior e abordagem no quadro da teoria narrativa que é dada a partir do conceito de identidade narrativa. A constituição do si é desenvolvida na dialética interna do personagem entre a afirmação de si e a negação de si, que apresenta a imanência do homem como característica pessoal e, ao mesmo tempo, o desejo de transcendência daquilo que o ser humano tem de mais íntimo em relação a Deus. Esta é uma análise da tensão existente entre a visão que o ser humano tem da consciência de si e a que ele tem de Deus, na busca pela felicidade.(AU)

Ao identificar a existência de uma procura significativa pela prática do teatro, através da qual um número expressivo de pessoas objetiva o reencontro consigo e com a vida ao invés da preparação do ator e montagem de espetáculo, passei a considerar a possibilidade de o Jogo Teatral constituir-se uma alternativa terapêutica que possa responder a esta expectativa. Ao buscar referências que pudessem somar à minha própria experiência como professor e oficineiro de teatro, encontrei em algumas Práticas Corporais Alternativas, especialmente, na Formação Pessoal, material e estímulo para esta investigação. De certa maneira, aspectos como as interações, a espontaneidade, a criatividade e a expressividade, entre outros, são comuns ao Jogo Teatral e à Formação Pessoal. No Brasil, são poucos os teóricos e estudiosos do teatro que se debruçam sobre esta possibilidade terapêutica do teatro, além de Augusto Boal. Entretanto, em razão das características empregadas nesta investigação, usei como suporte teórico não somente o pensamento de Boal, como os de Koudela e Spolin sobre o Jogo Teatral. Outros autores como Santin, Bertherat, Ceccin, Stanislawski, Arendt, Chekhov, Barba, Negrine, Paín e Mariotti serviram-me muito com seus estudos sobre o teatro, a corporeidade, o lúdico, as interações e entrelaçamentos do ser humano com o outro e com o mundo, levando-me a reflexões e inquietações profundas. A partir destes referenciais teóricos e da experiência prévia, esta investigação definiu-se como descritiva, interpretativa e de corte qualitativo. A metodologia da investigação envolveu a criação de dois grupos de trabalho em caráter livre e voluntário, integrados por participantes vinculados por suas sensações de prazer e desprazer durante as vivências. O primeiro grupo reuniu-se durante quatro meses, duas vezes por semana. O segundo grupo reuniu-se durante um mês e meio, uma vez por semana. Em função das características específicas, selecionei 12 integrantes do 1º grupo e 6 integrantes do 2º grupo para objeto da coleta e análise das informações. As características fundamentais dos encontros foram as vivências e as práticas dos jogos e exercícios teatrais realizadas em dinâmicas individuais, em pequenos grupos e no grande grupo. Em razão disso, os instrumentos de coleta de informações utilizados devem refletir, da melhor maneira possível, estas mesmas vivências e práticas por parte dos participantes. Assim, a observação, o memorial descritivo, a verbalização e a entrevista semi-estruturada são os principais instrumentos empregados. Soma-se à criação dos dois grupos, a experiência no Estágio Docente que realizei com três turmas da graduação durante a investigação e que me serviu como fonte complementar de coleta de informações em uma experiência diferenciada. Impulsionado pelas reflexões teóricas dos diversos autores e pelas experiências prévias e similares, através desta investigação, procurei desvendar um caminho que o indivíduo pudesse lançar-se a abrir, em trocas permanentes com o outro, em busca da consciência do “eu”, do outro e de sua inserção no mundo através do Jogo Teatral. / When identifying the existence of a significant search for the practice of the theater, through the one which an expressive number of people aim the find of yourself and with the life instead of the actor's preparation and assembly of show, I started to consider the possibility of the Theatrical Game to constitute a therapeutic alternative that can answer to this expectation. When looking for references that could add to my own experience as theater teacher, found in some practices corporal alternatives, especially, in the Personal Formation, material and incentive for this investigation. In a certain way, aspects as the interactions, the spontaneity, the creativity and the expressiveness, among other, are common to the Theatrical Game and to the Personal Formation. They are few the theoretical and studious of the theater that bend on this therapeutic possibility of the theater, besides Augusto Boal. However, in reason of the characteristics used in this investigation, I used as theoretical support not only the thought of Boal, like the one of Koudela and Spolin about the Theatrical Game. Other authors as Santin, Bertherat, Ceccin, Stanislawski, Arendt, Chekhov, Beard, Negrine, Paín and Mariotti served me a lot with its studies about the theater, the corporality, the ludic, the interactions and the human being interlacement with the other and with the world, taking me to reflections and deep inquietudes. From these theoretical referential and of the previous experience, this investigation was defined as, descriptive, interpretative and of qualitative cut. The methodology of the investigation involved the creation of two work groups in free and voluntary character, integrated by participants linked by its pleasure sensations and displeasure during the existences. The first group met for four months, twice a week. The second group met during one and a half month, once a week. In function of the specific characteristics, I selected 12 components of the 1st group and 6 components of the 2nd group for object of the collection and analysis of the information. The fundamental characteristics of the encounters were the existences and the practices of the games and theatrical exercises accomplished in individual dynamics, in small groups and in the great group. In reason of that, the used instruments of collection of information should contemplate, of the best possible way, these same existences and practices on the part of the participants. Thus, the observation, the descriptive memorial, the verbalization and the semi-structured interview are the main instruments employees. It is added to the creation of the two groups, the experience in the Educational Apprenticeship that accomplished with three groups of the graduation during the investigation and that served me as complementary source of collection of information in a differentiated experience. Impelled by the theoretical reflections of several authors and for the previous and similar experiences, through this investigation, I tried to unmask a way that the individual could rush to open, in permanent changes with the other, in search of the conscience of the " self ", of the other and of its insertion in the world through the Theatrical Game.