EXPRESS: Yes! I love my mother as much as myself!!! Self and mother-association effects in an Indian sample.

2021 ◽  
pp. 174702182110331
Author(s):  
Ark Verma ◽  
Anuj Jain ◽  
Narayanan Srinivasan
Keyword(s):  
Information Processing ◽  
Signal Detection ◽  
Cultural Differences ◽  
Category Label ◽  
The Self ◽  
The Other ◽  
Matching Task ◽  
Perceptual Information ◽  
Category Labels ◽  
The Way

Information associated with the self is preferentially processed compared to others. However, cultural differences appear to exist in the way information is processed about those close to us like our mothers. In eastern compared to western cultures, information about mother seems to be processed as well as our self. However, it is not clear whether this lack of difference is due to familiarity or would extend to processing arbitrary perceptual information associated with different categorical labels. The current study employs a perceptual association paradigm in which category labels like self, mother and none are associated with arbitrary shapes to study self vs mother processing in an Indian sample. We hypothesized that there would be no difference between self and mother processing given the familial and collectivistic tendencies in India. Participants performed a matching task between shape and a pre-assigned category label, with self, mother, and none as categories in Experiment 1A and self, friend, and none as categories in Experiment 1B. Analysis of RT, accuracies and signal detection theoretic measures showed that information about mother is processed as well as self in Experiment 1A, but this effect is not present with friend in Experiment 1B. Moreover, participants’ processing for the self-associated information gets attenuated depending upon the other close person category used in the task (friend vs mother) indicating that self-information processing is dynamically dependent on the categorical contexts in which such processing takes place. Our findings have implications for understanding the processing of self-associated information across cultures and contexts.

Kierkegaard, Metaphysics, and Love

2013 ◽  
Vol 2013 (1) ◽  
Author(s):  
George Pattison
Keyword(s):  
Sense Of Self ◽  
The Self ◽  
The Other ◽  
Gabriel Marcel ◽  
The Core ◽  
The Dead ◽  
Alternative Reading ◽  
The Way

AbstractNoting Heidegger’s critique of Kierkegaard’s way of relating time and eternity, the paper offers an alternative reading of Kierkegaard that suggests Heidegger has overlooked crucial elements in the Kierkegaardian account. Gabriel Marcel and Sharon Krishek are used to counter Heidegger’s minimizing of the deaths of others and to show how the deaths of others may become integral to our sense of self. This prepares the way for revisiting Kierkegaard’s discourse on the work of love in remembering the dead. Against the criticism that this reveals the absence of the other in Kierkegaardian love, the paper argues that, on the contrary, it shows how Kierkegaard conceives the self as inseparable from the core relationships of love that, despite of death, constitute it as the self that it is.

scholarly journals Computer Gameplay and the Aesthetic Practices of the Self: Game Studies and the Late Work of Michel Foucault

2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Feng Zhu
Keyword(s):  
Michel Foucault ◽  
Computer Games ◽  
The Self ◽  
Game Studies ◽  
The Other ◽  
Late Work ◽  
Practices Of The Self ◽  
The Aesthetic ◽  
The One ◽  
The Way

This paper aims to critically introduce the applicability of Foucault’s late work, on the practices of the self, to the scholarship of contemporary computer games. I argue that the gameplay tasks that we set ourselves, and the patterns of action that they produce, can be understood as a form of ‘work on the self’, and that this work is ambivalent between, on the one hand, an aesthetic transformation of the self – as articulated by Foucault in relation to the care or practices of the self – in which we break from the dominant subjectivities imposed upon us, and on the other, a closer tethering of ourselves through our own playful impulses, to a neoliberal subjectivity centred around instrumentally-driven selfimprovement. Game studies’ concern with the effects that computer games have on us stands to gain from an examination of Foucault’s late work for the purposes of analysing and disambiguating between the nature of the transformations at stake. Further, Foucault’s tripartite analysis of ‘power-knowledge-subject’, which might be applied here as ‘game-discourse-player’, foregrounds the imbrication of our gameplay practices – the extent to which they are due to us and the way in which our own volitions make us subject to power, which is particularly pertinent in the domain of play.

Crossing the European boundary: The conjoined figures of colonizer and migrant in Zama (Martel, 2017) and The Other Side of Hope (Kaurismäki, 2017)

2020 ◽  
Vol 18 (1) ◽  
pp. 25-38
Author(s):  
Ali Rıza Taşkale ◽  
Erdoğan H. Şima
Keyword(s):  
The Self ◽  
The Other ◽  
Boundary Crossing ◽  
European Identity ◽  
Symbiotic Relationship ◽  
European Cinema ◽  
The Way

Abstract Caught between the seemingly contradictory imageries of particularity and universality, 'European identity' could in fact be presumed but as a shorthand for ontological anxiety. The ('euro-') centric ontology that it denotes is marked by an ongoing ambivalence that both recoils from and accepts the superfluousness of boundaries. The obverse of this ambivalent concern with boundaries, we suggest, are the narrative efforts to consign it to the singular agency of the 'impossible' boundary crossing. Cinematographically speaking, the otherwise mute ontological anxiety is contained in the precariousness of the figures of colonizer and migrant. The way a 'European' cinema relates to these figures becomes all the more significant where 'Europe' denotes a challenging relationship, and not a 'thing'. It is in view of the ways in which they respond to this challenge that we examine Zama (Martel, 2017) and The Other Side of Hope (Kaurismäki, 2017). The focus, in other words, is on what nevertheless escapes their efforts: while Zama's out-of-place 'colonizer' obscures the inherent placelessness of colonial agency, Hope's symbiotic relationship between the self and the other withholds the reversibility of the 'self/other' dualism. In the instrumental visibility of their singular figures, we hope to show, both films contribute to the incidental visibility of the 'European' claim to transcend its own dualisms. The figures of colonizer and migrant are in fact the relatively visible symptoms of a cinematic labour whose ambivalences remain otherwise invisible.

scholarly journals Self and other in critical international theory: assimilation, incommensurability and the paradox of critique

2010 ◽  
Vol 37 (1) ◽  
pp. 121-140 ◽  
Author(s):  
VASSILIOS PAIPAIS
Keyword(s):  
International Relations ◽  
The Self ◽  
The Other ◽  
Self And Other ◽  
International Theory ◽  
Critical Edge ◽  
Critical Approaches ◽  
And Function ◽  
The Way

AbstractThis article is principally concerned with the way some sophisticated critical approaches in International Relations (IR) tend to compromise their critical edge in their engagement with the self/other problematique. Critical approaches that understand critique as total non-violence towards, or unreflective affirmation of, alterity risk falling back into precritical paths. That is, either a particularistic, assimilative universalism with pretensions of true universality or a radical incommensurability and the impossibility of communication with the other. This is what this article understands as the paradox of the politics of critique. Instead, what is more important than seeking a final overcoming or dismissal of the self/other opposition is to gain the insight that it is the perpetual striving to preserve the tension and ambivalence between self and other that rescues both critique's authority and function.

scholarly journals Fremdsprachendidaktik anhand von Literatur: Reflexion über Stereotype

2016 ◽  
Vol 79 (5) ◽  
Author(s):  
Gesa Singer
Keyword(s):  
Foreign Language ◽  
Empirical Studies ◽  
The Self ◽  
The Other ◽  
Foreign Languages ◽  
Model Concept ◽  
Teaching Literature ◽  
Productive Work ◽  
The Way

Stereotypes are often based on concepts of mentalities and ‘images of the self’ and the ‘other’. This is the way they appear in language. In modern didactics of foreign language the focus is mostly set on cultural contrast. Meanwhile a more profound analysis and reflexion on stereotypes is lacking. This piece of work intends to illustrate, based on practical examples (in German as a foreign language), how the use of literature can contribute to a critical and productive work and discussion on stereotypes. Recent research on intercultural didactics of foreign languages as well as empirical studies are applied in this part of a model concept of teaching literature through dialogue and interaction. Students learn to comment thoughtfully on ‘self’ and ‘foreign’ imagery. It is, from here on, a didactical proposal for different intercultural settings.

scholarly journals En/countering the New Language of Exile in Uche Nduka's The Bremen Poems

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Obododimma Oha
Keyword(s):  
The Self ◽  
The Other ◽  
African Countries ◽  
Cultural Space ◽  
Literary Style ◽  
European Context ◽  
Discourse Patterns ◽  
African Writers ◽  
Textual Politics ◽  
The Way

Many African writers have been very critical of Europe in their works, especially in relation to racism and the experience of colonization. Yet, with the conditions in African countries becoming unfriendly to the careers of these writers, many of them have had to seek refuge in Europe. The New European context of African writing (which means an entry into the space of the Other) raises a number of issues about literary style in the exilic/migrant text, especially with regard to the use of literature as a means of recreating the self and articulating the way the self experiences a new cultural space. To what extent does this entry into the space of the Other imply dialogism and transformation? The present paper discusses the stylistic and discourse patterns utilized by the Nigerian poet, Uche Nduka, who has been in self-exile in Germany, in his The Bremen Poems. It analyses the images that are enlisted in the textual politics of re/identification in the poems, especially in the articulation of Europe/Germany as a productive space. It analyses the images that are enlisted in the textual politics of re/identification in the poems, especially in the articulation of Europe/Germany as a productive space.

Notes on the Philosophy of Childhood and the Politics of Subjectivity

1998 ◽  
pp. 12-19
Author(s):  
David Kennedy
Keyword(s):  
Power Relations ◽  
The Self ◽  
The Other ◽  
The Subject ◽  
The Way

The Western onto-theological tradition has long been preoccupied with two symbolizations of childhood. One conceives of it as an original unity of being and knowing, an exemplar of completed identity. The other conceives of childhood as deficit and danger, an exemplar of the untamed appetite and the uncontrolled will. In the economy of Plato and Aristotle’s tripartite self, the child is ontogenetically out of balance. She is incapable of bringing the three parts of the self into a right hierarchal relation based on the domination of reason. In other words, attaining adulthood means eradicating the child. Freud’s reformulation of the Platonic community of self combines the two symbolizations. His model creates an opening for shifting power relations between the elements of the self. He opens the way toward what Kristeva calls the "subject-in-process," a pluralism of relationships rather than an organization constituted by exclusions and hierarchies. After Freud, the child comes to stand for the inexpugnable demands of desire. Through dialogue with this child, the postmodern adult undergoes the dismantling of the notion of subjectivity based on domination, and moves toward the continuous reconstruction of the subject-in-process.

Face to Face, Hand to Hand: Relations of Exchange in Hamlet

2019 ◽  
pp. 109-131
Author(s):  
Emily Shortslef
Keyword(s):  
The Self ◽  
The Other ◽  
Ethical Relation ◽  
Face To Face ◽  
Mutual Awareness ◽  
The Face ◽  
Sense And Respond ◽  
The Way

In this essay, Emily Shortslef reads three linked encounters between Hamlet and Laertes in Act 5 of Hamlet—their fight at Ophelia’s grave, Hamlet’s recollection of this event in his subsequent expression of remorse, and their fatal duel before Claudius—in relationship to Levinas’s conceptualization of the face-to-face encounter as the ethical relation. She shows how Levinas’s notion of the self as constituted through the encounter with irreducible and unknowable alterity makes these scenes visible as moments in which the self is called into question by the other. At the same time, in contrast to Levinas’s famously asymmetrical concept of relationality and responsibility, the relationality that emerges in these scenes—one generated by the risk inherent in fighting on stage—necessitates mutual awareness of the other’s presence, careful attunement to movement, and reciprocal gestures of provocation and response. Each character discloses himself through the way that their facing bodies sense and respond to the other’s motion. In these antagonistic but collaborative encounters between Hamlet and Laertes, Shakespeare stages a relation of exchange that at the end of the play will also enable an exchange of forgiveness.

Enhancing Masculinity by Slandering Homosexuals

2011 ◽  
Vol 37 (12) ◽  
pp. 1655-1665 ◽  
Author(s):  
Andrea Carnaghi ◽  
Anne Maass ◽  
Fabio Fasoli
Keyword(s):  
Gender Identity ◽  
Regional Identity ◽  
Category Label ◽  
The Self ◽  
Self Perception ◽  
Traditional Beliefs ◽  
Heterosexual Identity ◽  
Heterosexual Male ◽  
Category Labels ◽  
And Gender

The current studies investigate the effects of homophobic labels on the self-perception of heterosexual males, hypothesizing that when exposed to homophobic epithets, they are motivated to underline their masculinity and claim a distinctly heterosexual identity by taking distance from homosexuals and, to a lesser degree, from women. Heterosexual male participants were subliminally (Study 1) and supraliminally (Study 2) primed either by a homophobic epithet or by a category label, and completed the Traditional Beliefs About Gender and Gender Identity scale. Participants stressed their heterosexual identity, but not their gender distinctiveness, when exposed to homophobic epithets, compared to category labels. Study 2 demonstrated that the relation between the homophobic label and the participants’ heterosexual identity was mediated by how negatively they reacted to the antigay label. Heterosexual identity was enhanced in reaction to homophobic labels but not to an equally derogatory label referring to regional identity. Results are discussed within an intergroup framework.

scholarly journals Introducción a las fracciones en textos escolares de educación básica ¿figuras representaciones estáticas o dinámicas? -Introduction to fractions in textbook of Basic Education. Figures Dinamic or static representations?

2016 ◽  
Vol 3 (23) ◽  
pp. 43
Author(s):  
Gustavo Adolfo Marmolejo-Avenia ◽  
Lucy Yudy Guzmán ◽  
Ana Lucia Insuaty
Keyword(s):  
Information Processing ◽  
Basic Education ◽  
The Other ◽  
The South ◽  
Geometric Shapes ◽  
Learning And Teaching ◽  
South West ◽  
Other Hand ◽  
Teaching Of Mathematics ◽  
The Way

La visualización desempeña un papel determinante en la comprensión de los fenómenos que subyacen al aprendizaje y enseñanza de las matemáticas, sin embargo, no es un asunto de constatación inmediata y simple, por el contrario, es una cuestión de tratamiento de información cuya complejidad debe ser descrita. En este artículo se explora el rol que juega la visualización asociada a las figuras geométricas en la manera en que algunos textos escolares de mayor uso en el sur-occidente colombiano introducen la enseñanza de las fracciones en los primeros ciclos de la educación básica. Se observó en los libros de texto analizados un desequilibrio entre el número de actividades que privilegian roles potentes a nivel visual y aquellas cuya potencia es moderada o inexistente.Introduction to fractions in textbook of Basic Education. Figures Dinamic or static representations?ABSTRACTVisualization plays an important role to understand the phenomena that underlie the learning and teaching of mathematics, however, it is not a matter for immediate and easy verification, on the other hand, it is a matter of information processing that describes complexity. This article explores the role that plays the visualization associated with the geometric shapes on the way in which some textbooks that are most widely used in the South-West of Colombia, are in charge of introducing the teaching of fractions during the first levels of basic education. It was observed in the analyzed textbooks an imbalance between the number of activities that promote visually powerful roles and those which power is controlled or non-existent.Introdução às frações em textos escolares da educação básica, figuras estáticas ou dinâmicas?RESUMOVisualization desempenha um papel fundamental na compreensão dos fenômenos que fundamentam a aprendizagem e ensino de matemática, no entanto, não é uma questão de observação imediata e simples, no entanto, é uma questão de processamento de informações cuja complexidade deve ser descrito. Este artigo descreve o papel desempenhado pela exposição associada às figuras geométricas sobre como alguns livros didáticos mais utilizados no sudoeste da Colômbia introduziu o ensino de frações no primeiro ciclo do ensino básico é explorado. Observou-se em livros de texto analisado um desequilíbrio entre o número de actividades que enfatizam visualmente funções potentes e aqueles cuja energia é moderada ou inexistente.

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