PHENOMENOLOGY OF THE UNAPPARENT: HEIDEGGER ON PARMENIDES
description- – When asked in his Zahringen seminar of 1973 to approach the question of Being via mediation on the phenomenology of Husserl ("Seminare de Zahringen,"in Questions IV, Paris: Gallimard, 1974), Martin Heidegger eventually turns the focus of the discussion toward Parmenides' now classical tautology: Being is, (epsilon)(sigma)(tau)(iota)(' )(gamma)(alpha)(rho)(' )(epsilon)(iota)(nu)(alpha)(iota). To inquire phenomenologically is to take as one's theme that identity (the(' )(alpha)(upsilon)(tau)(omicron)) of Being(' )((epsilon)(iota)(nu)(alpha)(iota)) and thinking (or Dasein,(' )(nu)(omicron)(epsilon)(iota)(nu)) which Parmenides announces in his poem,"The Way of Truth and the Way of Seeming."The original meaning of phenomenology for Heidegger, as a possibility for thought rather than as an actual philosophical movement, is as"tautological thinking."Moreover, to the extent that Parmenides achieves for the first time a direct access to Being through the examination of that privileged being (Dasein) which is to be conceived in its relationship to Being, and to the extent that this access is gained neither through a derivation of Being through a table of judgment (Kant) nor through a"categorial intuition"which models this Seinsverstandnis in sensibility and its intuition (Husserl), to this extent a return to Parmenides can aid the phenomenologist in recovering that experience of Being which is direct, originary, and unprejudiced by the accumulated strata of traditional metaphysics. Given this connection between Parmenides, Husserl, phenomenology, and the Seinsfrage, we ask in this text the following question: What role of Heidegger's reading of the Parmenides poem play in the formation of his early idea of phenomenology? To address this question, we have followed the outline below: (1) An exposition of the Zahringen seminar in order to arrive at the clues necessary for placing the Parmenides interpretation within the proper phenomenological context. (2) The interpretation of Heidegger's three pivotal works of 1927 in which we hear the most extensive treatment on phenomenology: his draft for Husserl's article"Phenomenology"for the Encyclopedia Britannica, his Marburg lectures entitled Die Grundprobleme der Phanomenologie, and his best known work, Sein und Zeit. From these we reach a more complete idea of the foundations of this phenomenological method. (3) An examination and interpretation of the explicit references to Parmenides in the three texts, and their exposition as relevant in the discussion of the idea of phenomenology. (4) A reconstruction of the Parmenides poem along the lines provided by the examination of phenomenology so as to recreate as much as possible the importance of pharmenides' contribution as a whole to the formation of Heidegger's thought in the early years.
- – 1981-01-01
THE PERCEPTION CONTRAST OF THE SOCRATIC THEORY OF RECOLLECTION WITH THE IDEAS OF HUSSERL'S PHENOMENOLOGY: A HISTORICAL INTERPRETATION
description- – This work represents a philosophical attempt to examine and trace the possible grounds for viewing the Socratic idea of 'recollection' as a theory of human perception with western philosophy's idea of 'imagination' perception as the fundamental essence of perception in man. An examination is done of the philosophical problems of perception in the early Pre-Socratic ideas of the Milesian School, the Pythagoreans School and the philosophical thoughts of Heraclitus and Parmenides. Slight reference is made to the perception philosophy of Xenophanes. Second, contrast is made between the possible philosophical intentions of the Socratic idea of 'recollection' with what is referred to as the Platonic 'participation' claims of perception. Aristotle's treatment of the real distinction between 'reminiscence' and 'memory' is descriptively examined to show further the problem of human perception after Socrates and Plato. Third, being ever mindful of the Socratic idea of 'recollection' perception, a critical examination is offered of the problem of perception in the modern philosophies of Descartes, Kant, and Jean-Paul Sartre. Evidence is shown of the movement of these philosophers' thoughts towards the contrast of the 'imagination' theory of perception with the Socratic theory of 'recollection'. Last, a tripartite analysis is done of the possible operation of the Socratic idea of 'recollection' perception with a critical look at basic tenets of Edmund Husserl's Phenomenological Philosophy. In sum, a more originary look at the early Socratic idea of 'recollection' as an act or faculty of human perception prior to that of the act or faculty of 'imagination' perception is called forth in opening up new grounds for arguing for a fresh look at the treatment of human perception in the history of western philosophy.
- – 1981-01-01
A STUDY OF THE PERCEPTIONS OF CATHOLIC SCHOOLS BY DIOCESAN PRIESTS OF THE ARCHDIOCESE OF BOSTON
description- – Catholic schools have undergone dramatic changes in the last fifteen years. However, they still remain, for the most part, tied to traditional parish structures. Such an arrangement keeps the pastor as the most influential person in the overall structure of parish school management. In such a leadership position, he can maintain the parish school or begin a process for closing it. This position remains solidly established in Canon Law, tradition and Civil Law. The major purpose of this study was to identify and to compare the perceptions of pastors and pastors-to-be in the Archdiocese of Boston concerning the (1) value, (2) effectiveness, (3) financial viability, and (4) future structure of Catholic schools. Data for this study were generated from completed questionnaires returned by 72% of the total sample of diocesan priests of the Archdiocese of Boston. Statistical Analysis included frequency distribution analysis of each item. After examining the distribution of the variables, the data were further analyzed by means of cross tabulation. A chi-square treatment was applied to test the statistical significance between the observed and expected frequencies. The minimal level of significance was set at .05. The study concluded that a sizable minority of priests do not agree with the value that the American Bishops have placed on Catholic schools today in the mission of the Church in their pastoral statements, To Teach As Jesus Did (1972) and Teach Them (1976). While there was substantial agreement from priests on the value of Catholic schools in terms of general need in the mission of the Church, there was less substantial agreement on the value of Catholic schools in terms of specific needs in the mission of the Church today, namely, evangelization, integration, and education for justice. Priests did perceive that Catholic elementary and secondary schools in their area were better than the public elementary and secondary schools, and were also more effective in training young Catholics than the CCD programs. They were hesitant, however, in affirming the lay teachers' contribution to the quality of the educational programs in Catholic schools. Length of time ordained, as well as years of service in a parish with a school, had a positive impact on priests' perception of the value and effectiveness of Catholic schools. The greatest degree of disagreement and indecision on the value and effectiveness of Catholic schools was given by the priests ordained 11 to 20 years. Although priests indicated a reluctance to close Catholic schools, or to support the establishment of new Catholic schools, they perceived the present Catholic schools as using a disproportionate amount of parish revenue. While mixed perceptions surround the alternatives dealing with the future structure for Catholic schools, priests strongly supported the concept of regionalization with surrounding parishes bearing some responsibility for the financial support. Lastly, and perhaps most important for the future structure of parish school management, the priest respondents strongly agreed that the primary role of the pastor, in relationship to the school, should be that of spiritual leader while they barely agreed that the single most influential person in the structure of parish school management in the Archdiocese of Boston is the pastor.
- – 1981-01-01
STUDYING THE HOLOCAUST AND HUMAN BEHAVIOR: EFFECTS ON EARLY ADOLESCENT SELF-ESTEEM, LOCUS OF CONTROL, ACCEPTANCE OF SELF AND OTHERS, AND PHILOSOPHY OF HUMAN NATURE
description- – Many psychologists and educators have examined the developmental needs of children and adolescents and the relationship of those needs to education. Schools have been criticized for attending only to cognitive issues at the expense of the affective and for a"general failure to promote positive and healthy personal and social development"(Mosher and Sprinthall, 1970, p.911). The purpose of this study was to examine whether a curriculum deliberately designed to be developmentally appropriate for early adolescents could promote personal and social growth through its effect on students' attitudes toward themselves and others. This study investigated the impact on attitudes toward self as one reflection of personal development and attitudes toward others as a manifestation of social development of a newly developed social studies curriculum entitled"Facing History and Ourselves: Holocaust and Human Behavior"(Strom and Parsons, 1978). The theoretical framework for this study evolved from the literature encompassing several areas: (1) developmental psychology which describes early adolescence as a unique stage with tasks and needs peculiar to this period of development; (2) psychological education which relates development to education; (3) educational psychology which addresses how children learn cognitively and affectively; and (4) social psychology which details the nature and development of attitudes and adolescent political socialization. The subjects for this study were members of six eighth grade classes from three public schools of a large suburban Boston multicultural community. The quasi-experimental non-equivalent control group design was used since groups were not randomly assigned but constituted already formed classes. Variables examined were self-esteem, internal/external locus of control, philosophy of human nature and acceptance of self and others. IQ and pre-test level of performance were expected to be sources of variance and were controlled for statistically. Experimental subjects were administrated four scales pre- and post- studying"Facing History and Ourselves"(FHAO). The comparison group was pre- and post-tested around another unit. Scales administered included the Self-Esteem Inventory (Coopersmith, 1967); the Locus of Control Scale for Children (Nowicki-Strickland, 1972); Philosophy of Human Nature (Wrightsman, 1964); and the Acceptance of Self and Others Inventory (Fey, 1955). Analysis of covariance was employed to study the relationship between post-test mean scores of the experimental and comparison groups on the twelve variables of the scales and subscales examined. The unit focuses on questions of individual responsibility in and for society, the complexity of human motivation, issues of power, authority and obedience, group pressure, stereotyping and prejudice, conflict resolution and decision-making. Analysis of the data indicated that there was no significantly greater increase in the treatment group than in the comparison group on 11 of the 12 variables as evidenced by difference between adjusted post-test means on the scales and subscales administered. The one exception, Complexity (of human nature), may be attributed to chance. Several possibilities exist to explain the lack of significant results between groups. Primary is the difficulty in accurately measuring attitudes and attitude change. Instruments may have been too insensitive or change may have been too slight to detect. Two of the instruments did not allow for much growth for these subjects, producing a"ceiling effect". Long-term effects are unknown. Change in attitude structure rather than direction may have occurred. Anecdotal data are included to provide qualitative insight into early adolescent perceptions of self and others. While significant difference between groups did not occur, individuals within both groups changed.
- – 1981-01-01
WOMEN'S STUDIES VERSUS BEAUTY CULTURE PROGRAMS AS THERAPEUTIC EDUCATIONAL APPROACHES FOR ADOLESCENT GIRLS WHO HAVE EMOTIONAL AND ADJUSTMENT PROBLEMS
description- – This investigation explored the effects of two types of psychoeducational interventions on the ego identity development, sex-role identity, and attitudes toward women of maladjusted and emotionally troubled adolescent girls. A comparison was made between the effects of a traditional beauty culture course and a developmental, non-traditional, women's studies course. The subjects of this quasi-experimental study were 64 adolescent girls who were attending six special and alternative schools. In all, there were four groups of girls assigned to women's studies (N=24), three groups of girls assigned to beauty culture (N=20), and three groups of girls who did not receive any special intervention, but were tested for comparison purposes (N=20). Each of the girls was given three tests: an adapted version of the Ego Identity Scale (EIS) (Rasmussen, 1964), the short version of the Spence-Helmreich Attitudes Toward Women Scale (AWS) (1973), and the Bem Sex-Role Inventory (BSRI) (1974). The girls were also asked to draw a picture of"a woman doing something". Both interventions were conducted by Saint Louis County Department of Human Resources women with the assistance of many women guests. Classes were held two hours a week for six weeks. Girls in the beauty culture classes learned about make-up, hair styles, skin care, figure control, fashion, and poise. Girls in the women's studies classes learned about themselves and other women; they discussed problematic situations which are of concern to teenage girls and they interviewed women of various ages and women in non-traditional jobs. Other topics included women in the arts, sex-role stereotyping, and affirmative action. After six weeks all of the girls were retested on the same three measures and drawing of a women. On the basis of the statistical analysis of the data, the following results were obtained: (1) The maladjusted girls in this study scored lower in ego identity development than"normal", well-adjusted teenagers and scored more psychologically masculine than"normal"young women. (2) Using t tests for independent samples, it was found that the mean posttest score of the women's studies participants was significantly different from, and higher than, the mean posttest score of the beauty culture participants on the EIS (p<.012). (3) When t tests for correlated data were used, it was found that the mean posttest scores of the women's studies participants were significantly different from, and higher than, their mean pretest scores on the EIS (p<.047), and AWS (p<.001). (4) Contrary to expectation, the mean posttest scores of the beauty culture participants were significantly different from, and higher than, their mean pretest scores on both the masculinity scale and instrumental/agenic scale taken from the BSRI. It had been expected that the beauty culture group would make gains in femininity, not masculinity. (5) Examination of the posttest drawings showed that approximately two-thirds of the women's studies participants, but only one-third of the beauty culture participants, portrayed women doing activities appropriate for adults not children. Because of the quasi-experimental design and the many limitations of this study, the results should be interpreted with caution. The results suggest that a developmental, feminist, women's studies intervention can provide more therapeutic benefits for maladjusted girls than a traditional beauty culture intervention. The results suggest that participation in women's studies classes can lead to ego identity development, more liberal attitudes toward women, and imagery of women as being mature, adult persons.
- – 1980-01-01
AN INVESTIGATION OF CURRICULUM COMPONENTS FOR A GRADUATE CLINICAL SPECIALIZATION PROGRAM IN PEDIATRIC NURSING EMPHASIZING THE CHILD WITH DEVELOPMENTAL DISABILITIES
description- – The purpose of the dissertation was to identify curriculum components for a graduate clinical specialization program in pediatric nursing emphasizing the child with certain developmental disabilities. A review of literature indicated that there was no specific curriculum content that had been
- – 1980-01-01
THE PHENOMENOLOGY OF FEELING: A CRITICAL DEVELOPMENT OF THE THEORIES OF FEELING IN HUSSERL, SCHELER, AND SARTRE
collectiondate- – 1977-01-01
IMPORTED VS. POLICY-INDUCED PRICES AND PAYMENTS IN THE DOMINICAN EQUILIBRIUM
collectiondate- – 1977-01-01
AN ANALYSIS OF THE DIFFERENCES IN INTERPERSONAL VALUES COMPARING SEVENTH GRADE STUDENTS WITH NINTH GRADE STUDENTS AT ONE SUBURBAN JUNIOR HIGH SCHOOL
collectiondate- – 1975-01-01
THE PHENOMENOLOGY OF ALFRED SCHUTZ: TOWARD A PHILOSOPHY OF THE SOCIAL SCIENCES
collectiondate- – 1975-01-01
A COMPARATIVE STUDY OF THE FINANCIAL SECTORS OF AUSTRALIA AND CEYLON
collectiondate- – 1974-01-01
THE HISTORY OF THE PUBLIC SCHOOL MOVEMENT IN THE STATE OF RHODE ISLAND AND PROVIDENCE PLANTATIONS FROM 1827 TO 1857
collectiondate- – 1969-01-01
Interdependent administrative linkages between the diocesan education office and diocesan schools
description- – Catholic school superintendents serve according to the mandate of the bishop and how he defines the roles of superintendent, diocesan school board, central education office and diocesan school principal. Personnel of the diocesan superintendency exercise leadership more by persuasion, encouragement, coordination, and stimulation than by control, supervision, and regulation. Catholic school principals generally enjoy greater autonomy in the administration of their respective schools. Nonetheless, there exists a distinct juridical and interdependent relationship between central and local levels which allows for the possibility of overlapping administrative tasks. The current study investigated this interdependent relationship by measuring the actual perceptions and ideal expectations for six administrative task areas: Catholicity, finance, personnel, curriculum-instruction, governance-government, and development. Specific hypothesis were formulated to determine perceptional differences and interactions in the locus-of-responsibility between the two reference groups. Data were collected using an 80-item survey questionnaire, pre-tested for validity and reliability. Superintendency personnel (n = 52) and principals (n = 112) from 20 dioceses were surveyed using a five-point semantic differential scale with central office and diocesan schools as the polarities on the continuum. Item and task area mean scores were calculated for actual and ideal perceptions of the two groups. Hypotheses were analyzed using the t-test and three-way ANOVA with repeated measures. The outcomes of the current study indicated that central office and diocesan school administrators have, in general, opted for an interdependent leadership model involving the mutual sharing of responsibility for the administration of diocesan schools. Both groups perceive the ideal locus of responsibility for the Catholic dimension, finances, development and personnel as one best served by mutual collaboration. While there is agreement that governance and governmental matters are best handled at the central level, the two groups fundamentally differ regarding responsibility for curriculum and instruction--for principals: their basic responsibility; for central office staff: a greater participatory role. Overall, there is a shift (between current and ideal perceptions) in the level of administration responsibility from primarily a local level concern toward greater involvement of, and collaboration with, the central office.
- – 1989-01-01
The problem of freedom in the political philosophy of Rousseau
description- – The concept of freedom is the core of Rousseau's thought and its fundamental enigma. Rousseau suggests paradoxically that men have a natural inclination toward freedom, and that it might be necessary to force them to be free. Furthermore, while freedom is the essence of humanity, its locus classicus is the prehuman natural condition;"humanity"is an historical acquisition. It appears that society simultaneously dehumanizes man by destroying his freedom, and humanizes him by compelling the acquisition of those characteristics which separate him from the animals. I try to dissolve these paradoxes by recovering the essential meaning of freedom as independence. Rousseau's problem was to preserve this fact of nature in the unnatural condition of society. His unusual and perplexing political project is subordinate to that end. I challenge the prevailing view that Rousseau vindicates the autonomy of the political against the bourgeoisification of life accomplished by liberal theory and practice. Rousseauian democracy is curiously antipolitical. Withdrawn from genuine deliberation into an attitude of moral asceticism, the citizen is almost solipsistic as he contemplates the general will. Democratic citizenship is passive and defensive. Rousseau desired to structure political relations so as to import the independence of the solitary and natural condition into the social and civil condition. Human conventions might be artfully designed to maintain freedom, rather than left haphazardly to destroy it. No literal recreation of the state of nature is possible, but its structure is replicable on the plane of Political Right. At the center of Rousseau's design is a social contract which will leave each man as free as he was before the onset of social relations, while attending to the enlarged requirements of his preservation. Its achievement would relieve the tension between independence and community that has bedeviled modern political thought. The gulf between Rousseau and us concerns whether this tension can be dissipated, or merely managed. The latter view is reasonable only if one denies what Rousseau asserts: that the tension is unbearable. Rousseau warns that we are condemned to unhappiness so long as the freedom we enjoyed outside community remains unavailable within.
- – 1989-01-01
Family environment and creative families: Associations and interactions between social climate and four types of creativity
description- – This study tested relationships between 10 family environmental factors (cohesion and sense of support, encouragement to self-express, disharmony, encouragement toward independence, pressure to achieve, intellectual-cultural interests, active-recreational pursuits, need to plan tasks, rules and regulations, and concordance by family members on the presence of these factors) and four types of creativity (figural, semantic, symbolic, social) in 25 families where one parent or child was known to be highly creative, using independent ratings of creative productivity and achievement. Children younger than 10 or older than 22 were excluded, as were adults not specifically involved in parenting, thus leaving 92 study participants. All but one of the social climate factors significantly associated with one or more types of creativity in one or more of the groupings used (all, fathers, mothers, children). Encouragement toward independence was not significant. Family environmental factors positively associated with creativity were (a) degree of commitment, help, and support members provided each other, (b) extent parents felt members were encouraged to act openly and express feelings directly, (c) degree children perceived openly expressed hostility and anger, (d) extent fathers and daughters perceived member participation in social and recreational activities, and (e) difference in members' reports about their family's environment. The more family members were found to be creative, the more these traits were present. The factor negatively associated with creativity was the degree families had cast work, school, and recreational activities into an achievement oriented and competitive framework. Factors with mixed associations were (a) the importance clear structure and organization had in planning family activities, and (b) need for set rules and procedures to run family life. Subgroup differences in these two factors might underscore the developmental nature of creative potential, the differential nature of creativity, and the effect status, age, gender, and experience has on perception. Conclusions about the role families play in fostering and inhibiting creative achievement are made, and implications for future research are drawn.
- – 1987-01-01
0-20 of 1999 | next
![[x]](/static/imgs/cross.gif)