Hacia una nueva fenomenología metafísica: El proyecto de Jan Patočka

El objetivo de este ensayo es presentar las líneas principales del pensamiento de Jan Patočka que conducen a una fenomenología metafísica. Su intento de revisión fenomenológica conduce al proyecto de una historia de la ontología de la sujetividad. Si dentro de este escenario se puede hablar de una apertura del ser y del mundo, esta apertura se produce también en el sujeto maduro que encuentra el absoluto en el interior de sí mismo. La intencionalidad permanece siempre como motor de la comprensión fenomenológica que en Patočka se abre a todos los elementos naturales asumiendo los caracteres de una universalización teórica. La nueva fenomenología metafísica pensada por Patočka transmite tres leitmotiv comunes: apertura, posibilidad y libertad.The aim of this essay is to present the main features of Jan Patočka’s thought which lead to a metaphysical phenomenology. His phenomenological revision realizes an history of subject’s ontology. Inside this scenario an open-ing of being and world happens and the same opening could be found in the adult subject who encounters the absolute inside himself. Intentionality remains the key of phenomenological comprehension which in Patočka includes all natural elements and assumes the character of a theoretical universalization. The new metaphysical phenomenology suggested by Patočka conveys three leitmotiv: opening, possibility and freedom.

CLIENT CENTERED THERAPY UNTUK SUBJEK DEWASA DENGAN GANGGUAN DEPRESI BERAT

ABSTRACT : CLIENT CENTERED THERAPY FOR ADULT CLIENT WITH SEVERE DEPRESSION DISORDERThis study aims to determine the effectiveness of Client centered therapy in adult subject who have depression disorder Subject in this study was a 22 years old woman, undergraduate. Measuring instruments used in this study were depression scale namely BDI. Client centered therapy done in 5 intervention session. The results of the BDI pre-test were 32. After the interventionwas given, the results of the BDI post-test were 13 in the mild category. These results indicate that there was a decrease in subject’s depression after being given the Centered Client Therapy intervention. Keywords: Client centered therapy, depression, adult subject Penelitian ini bertujuan untuk mengetahui efektifitas Client centered therapy pada subjek dewasa yang mengalami depresi. Subjek dalam penelitian ini adalah seorang perempuan berusia 22 tahun yang sedang menempuh pendidikan Strata 1. Alat ukur yang digunakan dalam penelitian ini adalah alat ukur skala depresi yaitu BDI. Terapi client centered dilakukan dalam 5 sesi intervensi. Hasil tes BDI prates yaitu 32 artinya subjek mengalami gangguan depresi yang berada pada kategori berat. Setelah diberikan intervensi, hasil tes BDI pascates yaitu berada pada skor 13 yang berada pada kategori ringan. Hasil tersebut menunjukkan bahwa ada penuruan depresi pada subjek setelah diberi intervensi Client centered therapy. Kata kunci : Client centered therapy, depresi, subjek dewasa

O desenvolvimento adulto do sujeito deficiente intelectual e a relação com a Educação para Jovens e Adultos (EJA): uma análise, a partir da perspectiva docente

Este artigo analisa a partir de perspectiva docente a influência das práticas pedagógicas inclusivas em uma escola de Educação para Jovens e Adultos (EJA), para o desenvolvimento do aluno adulto com Deficiência Intelectual Leve ou Moderada. O estudo se deu a partir de pesquisa bibliográfica e de pesquisa de campo junto a docentes que atuam nos anos finais do Ensino Fundamental e do Ensino Médio da EJA. Sustenta-se na Teoria Histórico- Cultural de Vygotsky, entendendo o sujeito adulto como um ser constituído socialmente, passível de desenvolvimento e influências do meio. Os dados apontam que a escola está buscando atuar sob os princípios da Educação Inclusiva, onde as práticas pedagógicas tendem a contribuir com o desenvolvimento social do sujeito adulto deficiente intelectual, sob uma abordagem da reconstrução do direito de estudar. No entanto, evidenciam a necessidade de conscientização do aluno e de seu grupo familiar para a vivência da adultez, e da efetiva atuação das redes que dão suporte às famílias. O estudo também suscita possibilidades para contrapontos e aprofundamento de estudos considerando o atendimento ao aluno com Deficiência Intelectual Leve ou Moderada que está na EJA e a vivência efetiva da cidadania, sobrepondo-se às acomodações históricas observadas socialmente na relação com a deficiência. Palavras- chave: Educação; Deficiência; desenvolvimento. ABSTRACT: This article analyzes from a teaching perspective the influence of inclusive pedagogical practices in a school for youth and adult education (EJA), for the development of the adult student with light or moderate intellectual disability. The study was made starting from a bibliographic and field research along with the faculty that act in the final years of middle and high school at EJA. It holds itself in the Cultural-Historical Theory of Vygotky, that understands the adult subject as a living being socially constituted, susceptible of environ mental development influences. The data points that the school is trying to act under the principles of inclusive education, where the pedagogical practice tend to contribute to the social development of the intellectual deficient adult subject, under a reconstruction of the right to study approach. However, they evidenced the need for the student awareness and his/her family group for the experience of adulthood, and the effective acting of the networks that give support to the families. The study also raises possibilities for counterpoints and deepening of the studies considering that it’s at EJA and effective experience of citizenship, overlapping the historical accommodations socially observed in the relation with disability.Key words: Education; Disability; Development. RESUMEN: Este artículo analiza desde perspectiva docente la influencia de las prácticas pedagógicas inclusivas en una escuela de Educación para Jóvenes y Adultos (EJA), para el desarrollo del alumno adulto con Deficiencia Intelectual Ligera o Moderada. El estudio se dio a partir de investigación bibliográfica y de investigación de campo junto a docentes que actúan en los años finales de la Enseñanza Fundamental y de la Enseñanza Media de la EJA. Se sustenta en la Teoría Histórico-Cultural de Vygotsky, entendiendo al sujeto adulto como un ser constituido socialmente, pasible de desarrollo e influencias del medio. Los datos apuntan que la escuela está buscando actuar bajo los principios de la Educación Inclusiva, donde las prácticas pedagógicas tienden a contribuir con el desarrollo social del sujeto adulto discapacitado intelectual, bajo un enfoque de la reconstrucción del derecho de estudiar. Sin embargo, evidencian la necesidad de concientización del alumno y de su grupo familiar para la vivencia de la adultez, y de la efectiva actuación de las redes que dan soporte a las familias. El estudio también suscita posibilidades para contrapuntos y profundización de estudios considerando la atención al alumno con Deficiencia Intelectual Ligera o Moderada que está en la EJA y la vivencia efectiva de la ciudadanía, sobreponiéndose a las acomodaciones históricas observadas socialmente en la relación con la discapacidad

Beyond Mastery

The final chapter turns to Henry James, often hailed as the “Master” and the only mature American novelist, and yet, James’s fiction actually unsettles the notion of adulthood, complicating rather than consolidating this category. In What Maisie Knew (1897), James exposes the various inflections that compromise the autonomy of the adult subject, suggesting that age alone does not produce independence, rationality, or maturity. Indeed, the notion of adulthood as an epoch of independence and self-determination may be a fiction not unlike that of childhood innocence. His work highlights how adulthood derives much of its cultural authority through an enduring association with independence, particularly financial independence, and suggests that interdependence and caregiving may entail forms of maturity that are not rewarded, sanctioned, or made legible in a culture that confuses coming-of-age with class assent and individualism.

Understanding the features of thinking in a psychotic subject through understanding a strategy of forming thinking in a child

The article rises up a question about opportunity of understanding the peculiarities of thinking of a psychotic subject through an understanding of the strategy of thinking in a child relying on a psychodynamic approach (J. Lacan, Z. Freud) on the one hand, and the sociocultural approach (L.S. Vygotsky) on the other hand. Considering the differences in speech of an adult subject that based on abstract concepts and a child whose thinking has the character of pseudoconcepts, the authors came to the conclusion that such a feature of the child's thinking is related to the thinking of the psychotic subject, where, through the process of participation psychotic combines several different concepts on the basis of a primitive link as identical to each other. Therefore, we can say that the basis of thinking of both the child and the psychotic subject is common at the point where complex thinking is born, thanks to which the psychotic reduces words to the level of the thing.

Whole-Genome Sequence of a Megasphaera elsdenii Strain Isolated from the Gut of a Healthy Indian Adult Subject

ABSTRACT Megasphaera elsdenii has been previously reported in the gut of ruminating animals. Its role as an animal probiotic is being investigated, specifically from the perspective of enhancing animal productivity. Herein, we report the draft genome sequence of M. elsdenii strain indica isolated from the stool sample of a healthy Indian subject.