Exploring Cath Maige Tuired through the Concept of Hybridity

2021 ◽  
Author(s):  
Ina Tuomala
Keyword(s):  
Historical Context ◽  
The Self ◽  
The Other ◽  
Cultural Identities ◽  
Viking Age ◽  
Cultural Hybridization ◽  
Social Reactions ◽  
Narrative Representations ◽  
Irish Identity ◽  
Transitional Era

This chapter examines the contemporary Irish identity and social reactions to the process of cultural hybridization, as they are depicted in the late Viking-Age narrative Cath Maige Tuired. The tale is a product of a transitional era whose preoccupations and prejudices are reflected in the narrative representations of the Fomoiri and the Tuatha Dé Danann. This chapter considers Cath Maige Tuired within its historical context as a narrative of hybridity in which the pivotal cultural identities are built on an ongoing comparison between the tale’s representations of the Self and the Other. At the same time the narrative illustrates a number of other cultural concerns at the forefront of the collective intellectual consciousness.

scholarly journals The History, Landscapes, Metaphors and Ghosts Around the Concept of Specificity

2021 ◽  
Vol 12 ◽  
Author(s):  
Tania Romo-González ◽  
Carlos Larralde ◽  
Abraham Puga-Olguín ◽  
Enrique Vargas-Madrazo
Keyword(s):  
Immune System ◽  
Historical Context ◽  
Species Specificity ◽  
The Self ◽  
The Other ◽  
Epistemological Problem ◽  
Theoretical Entity ◽  
Perceived Reality ◽  
The Individual

The confusion between objects/processes and the language which describes them, leads to theories of doubtful verisimilitude about reality, inappropriate in time and even false, which distance us from the knowledge of perceived reality. In biology there are many examples of this kind of epistemological problem. Here we examine those related with specificity: a theoretical entity of enormous importance for biology and science in general.  It sinks its roots beneath the evolutionary duality species-specificity, associated with the Linnean-Darwinist tradition that explains organized life in a discrete and hierarchical way.  It conceptualizes the individual as an isolated agent fighting for survival as the foundation of a warrior vision of the immune system.  Microorganisms are understood as inferior beings which should be eliminated in accordance with the self/not-self distinction. The use of these metaphors outside of historical context traces a map that guides the recognition of the Self and of the other according to the dialectic of Western biopolitics.

scholarly journals The importance of being Irish

Pragmatics ◽  
2008 ◽  
Vol 18 (2) ◽  
pp. 253-276 ◽  
Author(s):  
Jennifer N. Garland
Keyword(s):  
United States ◽  
The United States ◽  
Cultural Authority ◽  
The Other ◽  
Cultural Identities ◽  
Irish Language ◽  
Language Class ◽  
Irish Identity ◽  
Identity Based

This paper examines how orientation to cultural identities in an Irish language class in the United States is used to negotiate issues of authenticity and linguistic and cultural authority. The data were recorded in a beginning level Irish language class in Southern Califomia, in which the teacher and all but one student were American. The Irish identity of the remaining student was highly salient to the other students and to the teacher, conferring authenticity and linguistic authority on him. The teacher’s evaluations of the students ascribe authenticity and linguistic authority to the Irish student based on perceptions about his identity, in spite of his rejection of such authority. Thus, even when participants do not claim identity based statuses, they may be imposed by others in a way that is consequential for interaction.

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.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

Don’t Put Me in This Group

2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Information ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

From Container to Claustrum: Projective Identification in Couples

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Tamara Feldman
Keyword(s):  
Psychological Health ◽  
Projective Identification ◽  
The Self ◽  
The Other ◽  
Intimate Partners ◽  
And Control ◽  
The Relationship ◽  
As If

This paper is a contribution to the growing literature on the role of projective identification in understanding couples' dynamics. Projective identification as a defence is well suited to couples, as intimate partners provide an ideal location to deposit unwanted parts of the self. This paper illustrates how projective identification functions differently depending on the psychological health of the couple. It elucidates how healthier couples use projective identification more as a form of communication, whereas disturbed couples are inclined to employ it to invade and control the other, as captured by Meltzer's concept of "intrusive identification". These different uses of projective identification affect couples' capacities to provide what Bion called "containment". In disturbed couples, partners serve as what Meltzer termed "claustrums" whereby projections are not contained, but imprisoned or entombed in the other. Applying the concept of claustrum helps illuminate common feelings these couples express, such as feeling suffocated, stifled, trapped, held hostage, or feeling as if the relationship is killing them. Finally, this paper presents treatment challenges in working with more disturbed couples.

NEUROTIC SYMPTOMATICS RELATED TO PERSONAL CHARACTERISTICS IN YOUTH

2019 ◽  
pp. 2014-2019
Author(s):  
Milen Dimov
Keyword(s):  
Personal Characteristics ◽  
The Self ◽  
The Other ◽  
Social Responsiveness ◽  
Training Process ◽  
Self Assessment ◽  
School Year ◽  
Real Behavior ◽  
Low Levels ◽  
The Ideal

The present study traces the dynamics of personal characteristics in youth and the manifested neurotic symptoms in the training process. These facts are the reason for the low levels of school results in the context of the existing theoretical statements of the problem and the empirical research conducted among the trained teenagers. We suggest that the indicators of neurotic symptomatology in youth – aggression, anxiety, and neuroticism, are the most demonstrated, compared to the other studied indicators of neurotic symptomatology. Studies have proved that there is a difference in the act of neurotic symptoms when tested in different situations, both in terms of expression and content. At the beginning of the school year, neurotic symptoms, more demonstrated in some aspects of aggressiveness, while at the end of school year, psychotism is more demonstrated. The presented summarized results indicate that at the beginning of the school year, neurotic symptoms are strongly associated with aggression. There is a tendency towards a lower level of social responsiveness, both in the self-assessment of real behavior and in the ideal “I”-image of students in the last year of their studies. The neurotic symptomatology, more demonstrated due to specific conditions in the life of young people and in relation to the characteristics of age.

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