scholarly journals Desire for the other and the Iterable Identity in the Social Context: A Postmodern Reading of Tennessee Williams’ A Streetcar Named Desire

2014 ◽  
Vol 11 (1) ◽  
pp. 86-97
Author(s):  
Noorbakhsh Hooti ◽  
Ali Salehi
Keyword(s):  
Social Context ◽  
Social Contexts ◽  
The Self ◽  
The Other ◽  
Tennessee Williams ◽  
Multiple Features ◽  
The Social ◽  
Streetcar Named Desire ◽  
A Streetcar Named Desire ◽  
The Mind

Abstract In postmodern outlook, the boundary between the different divisions made inside the mind is blurred. It is the Other of one’s self that indirectly defines the identity of a character or makes it abject. The purpose of this study is to recognize the adjustment identity of Blanche in “The Streetcar Named Desire” in diverse social contexts. The identity of Blanche is under surveillance through some key elements in the postmodern bedrock. The chains of signifiers that are produced by the considered character distinguish the mayhem of the mind that is trying to find a new identity in the altered social context. The study aims to unravel the desire for the Other or the hidden alter that is trying to adapt itself to the new environment while the character is unraveled as abject for the others in the special context. The dangling state of Blanche’s mind is exposed through multiple features of the concepts to embody the blurring border between the Other and the self.

scholarly journals Tennessee Williams’ Awareness of Feminist Issues in A Streetcar Named Desire —From Readers to Ideal Readers

2018 ◽  
Vol 5 (2) ◽  
pp. 106
Author(s):  
Yan HUANG
Keyword(s):  
Reader Response ◽  
Personal Experience ◽  
The Other ◽  
Tennessee Williams ◽  
Deep Sympathy ◽  
Streetcar Named Desire ◽  
The One ◽  
A Streetcar Named Desire ◽  
Reader Response Criticism ◽  
The Ideal

On the one side, as a male, Tennessee Williams showed a strong awareness on feminist issues because of his special personal experience, which can be proved by his many plays portraying women. On the other side, he expressed admiration to the muscular beauty of men. A Streetcar Named Desire can be seen as a play to display the conflict in Williams’ mind and to demonstrate his deep sympathy to women. By constructing the confrontation between hero and heroine, Tennessee succeeded guiding readers to the ideal readers to share what in his mind. In this thesis, the author will use the theory of Reader-Response Criticism to explore Tennessee’s awareness on feminist issues, and display how he converted the real readers to the ideal ones step by step.

Why Economic, Health, Legal, and Immigration Policy Should Consider Dehumanization

2014 ◽  
Vol 1 (1) ◽  
pp. 144-150
Author(s):  
Lasana T. Harris
Keyword(s):  
Social Psychology ◽  
Social Context ◽  
Labor Markets ◽  
Immigration Policy ◽  
Social Contexts ◽  
The Other ◽  
Ordinary People ◽  
Policy Makers ◽  
The Social ◽  
Initial Research

People spontaneously think about the minds of other people, aiding social interaction. Such cognitions recognize the other person as a full human being, deserving empathy and protection. Social psychology and neuroscience evidence also demonstrate the opposite— dehumanized perception—a failure to spontaneously think about the minds of others. Although initial research focused on extreme out-groups (e.g., the homeless) as targets of dehumanized perception, more recent research documents dehumanized perception toward ordinary people in everyday contexts. Therefore, dehumanized perception is not reserved only for extreme out-groups, or committed by sociopaths; any person can be dehumanized, and some social contexts enable any person to dehumanize others. For instance, people dehumanize others in economic contexts where people are traded as commodities (such as labor markets), when expecting to interact with someone suffering, and when thinking about an out-group previously oppressed by the in-group. Because policy makers shape the social context, they can promote dehumanized perception or not.

Providing Freshmen with a Good “Starting-Block”

2019 ◽  
Vol 78 (1-2) ◽  
pp. 69-75 ◽  
Author(s):  
Mikaël De Clercq ◽  
Charlotte Michel ◽  
Sophie Remy ◽  
Benoît Galand
Keyword(s):  
The Self ◽  
The Other ◽  
Student Adjustment ◽  
Social Psychological ◽  
Pivotal Phase ◽  
Study Program ◽  
Study Task ◽  
The Social ◽  
Social Belonging ◽  
Intention To Persist

Abstract. Grounded in social-psychological literature, this experimental study assessed the effects of two so-called “wise” interventions implemented in a student study program. The interventions took place during the very first week at university, a presumed pivotal phase of transition. A group of 375 freshmen in psychology were randomly assigned to three conditions: control, social belonging, and self-affirmation. Following the intervention, students in the social-belonging condition expressed less social apprehension, a higher social integration, and a stronger intention to persist one month later than the other participants. They also relied more on peers as a source of support when confronted with a study task. Students in the self-affirmation condition felt more self-affirmed at the end of the intervention but didn’t benefit from other lasting effects. The results suggest that some well-timed and well-targeted “wise” interventions could provide lasting positive consequences for student adjustment. The respective merits of social-belonging and self-affirmation interventions are also discussed.

scholarly journals Individual behavioural traits not social context affects learning about novel objects in archerfish

2021 ◽  
Vol 75 (3) ◽  
Author(s):  
Nick A. R. Jones ◽  
Helen C. Spence-Jones ◽  
Mike Webster ◽  
Luke Rendell
Keyword(s):  
Social Context ◽  
Social Environment ◽  
Social Contexts ◽  
Negative Effects ◽  
Behavioural Phenotype ◽  
Social Species ◽  
The Social ◽  
Social Animals ◽  
Novel Objects ◽  
The Individual

Abstract Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning. Significance statement Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.

Mentalising and Epistemic Trust

2021 ◽  
Author(s):  
Robbie Duschinsky ◽  
Sarah Foster
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Social Context ◽  
The Self ◽  
Disorganized Attachment ◽  
Mental Health And Illness ◽  
Epistemic Trust ◽  
The Social ◽  
Health And Illness ◽  
P Factor

The theory of mentalizing and epistemic trust introduced by Peter Fonagy and colleagues at the Anna Freud Centre has been an important perspective on mental health and illness. This book is the first comprehensive account and evaluation of this perspective. The book explores 20 primary concepts that organize the contributions of Fonagy and colleagues: adaptation, aggression, the alien self, culture, disorganized attachment, epistemic trust, hypermentalizing, reflective function, the p-factor, pretend mode, the primary unconscious, psychic equivalence, mental illness, mentalizing, mentalization-based therapy, non-mentalizing, the self, sexuality, the social environment, and teleological mode. The biographical and social context of the development of these ideas is examined. The book also specifies the current strengths and limitations of the theory of mentalizing and epistemic trust, with attention to the implications for both clinicians and researchers.

Post-Yugoslav Serbian Literature and Its Roots in the Social and Political Changes

2018 ◽  
Vol 14 (1) ◽  
pp. 101-118
Author(s):  
Milan Orlić
Keyword(s):  
Social Context ◽  
The Other ◽  
Cultural Discourse ◽  
World Language ◽  
Cultural Paradigms ◽  
The Social ◽  
Post Modernism ◽  
The World ◽  
Socialist Realist ◽  
The One

Post-Yugoslav literature and culture came out of the stylistic formations of Yugoslav modernism and postmodernism, in the context of European cultural discourse. Yugoslav literature, which spans the existence of “two” Yugoslavias, the “first” Yugoslavia (1928–1941) and the “second” socialist Yugoslavia (1945–1990), is the foundation of various national literary and cultural paradigms, which shared the same or similar historical, philosophical and aesthetic roots. These were fed, on the one hand, by a phenomenological understanding of the world, language, style and culture, and on the other, by an acceptance of or resistance to the socialist realist aesthetics and ideological values of socialist Yugoslav society. In selected examples of contemporary Serbian prose, the author explores the social context, which has shaped contemporary Serbian literature, focusing on its roots in Serbian and Yugoslav 20th century (post)modernism.

Embodiment of emotion and its situated nature

2018 ◽  
pp. 528-552
Author(s):  
Evan W. Carr ◽  
Anne Kever ◽  
Piotr Winkielman
Keyword(s):  
Social Contexts ◽  
Cognitive Networks ◽  
Grounded Cognition ◽  
Affective Processing ◽  
Emotional Information ◽  
Situational Cues ◽  
The Social ◽  
The Mind ◽  
Emotional Concepts ◽  
Emotion Concepts

Social functioning requires emotion. We must be able to recognize, interpret, and generate emotions across a variety of social contexts. But how are emotions conceptually represented in the mind? Embodiment (or grounded cognition) theories propose that processing of emotional concepts is partly based in one’s own perceptual, motor, and somatosensory systems. We review evidence for this account across a variety of domains, including facial expression perception, interpretation of emotional language, somatic involvement in affective processing, and “mirroring” of others’ actions. We also contrast embodiment theories with more traditional “amodal” frameworks, which represent emotional information as abstract language-like symbols in cognitive networks. Overall, we argue that a comprehensive account of emotion concepts requires considering their embodiment. Simultaneously, we highlight that embodiment is flexible and dynamic, especially within the social environment. This means that when and how emotion concepts are embodied critically depends on situational cues and current representational needs.

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