This collection of essays on selected texts in literature, film and the media is driven by a shared theme of contesting the binary thinking in respect of gender and sexuality. The three parts of this book – “contesting norms”, “performing selves” and “blurring the lines” – delineate the queer celebration of difference and deviance. They pinpoint the limitation of assumed norms and subverting them, revel in the fluid and ambiguous self that springs from the contestation of those norms, and then repeatedly transgress and, as a result, obscure the limits that separate the normal from the abnormal. The variety of texts included in the collection ranges from a discussion of queer subjects represented in film, television and literature to that of the representations of other non-normative figures (including a madwoman, a freak or a prostitute) and to gender-role contestation and gender-bending practicing evidenced in the press, theatre, film, literature and popular culture.
This collection of essays on selected texts in literature, film and the media is driven by a shared theme of contesting the binary thinking in respect of gender and sexuality. The three parts of this book â " â oecontesting normsâ , â oeperforming selvesâ and â oeblurring the linesâ â " delineate the queer celebration of difference and deviance. They pinpoint the limitation of assumed norms and subverting them, revel in the fluid and ambiguous self that springs from the contestation of those norms, and then repeatedly transgress and, as a result, obscure the limits that separate the normal from the abnormal. The variety of texts included in the collection ranges from a discussion of queer subjects represented in film, television and literature to that of the representations of other non-normative figures (including a madwoman, a freak or a prostitute) and to gender-role contestation and gender-bending practicing evidenced in the press, theatre, film, literature and popular culture.
Research shows that the ability to "read others" or to make sense of the signs and symbols evident in human communication has an influence on children's self-conceptions and their social interactions in childhood and adolescence. Given that psychological explanations play a key role in teaching and learning, further research is required, particularly on adolescents within the school context. This book investigates which aspects of these discourse experiences foster the growth of understanding of spirit, emotion, and mind in adolescence. Accordingly, from a co-relational approach to the development of understanding mind and education, this book builds on past and current research by investigating the social and emotional antecedents and consequences of psychological understanding in early adolescence. Specifically, this book explores the question: How do adolescents use their ability to understand other minds to navigate their relationships with themselves and their peers within the culture of ambiguity? To address this question, this book critically examines research on adolescents’ ability to understand mind, emotion, and spirit, and how they use this ability to help them navigate their relationships within the school setting. This book might appeal to a variety of educators and researchers, ranging from early childhood educators/researchers to university professors specializing in socioemotional and spiritual/moral worlds of adolescents. Sandra Leanne Bosacki completed her PhD in Education at the Ontario Institute for Studies in Education of the University of Toronto, Canada. Currently an Associate Professor in the Graduate and Undergraduate Department of Education at Brock University, St. Catharines, Ontario, Canada, she teaches graduate courses in Developmental Educational Psychology and Educational Research. Her teaching and research interests include sociocognitive, emotional, moral, and spiritual development within diverse cultural and educational contexts. She is a contributing associate editor of the International Journal of Children’s Spirituality and is the author books The Culture of Classroom Silence and the Emotional Lives of Children (2005; 2008, Peter Lang). She has published research papers in the Journal of Educational Psychology, the Journal of Early Adolescence, Social Development, and Gender Roles: A Journal of Research. She currently resides in Hamilton, Ontario, Canada.
Become a Better Leader by Improving Your Emotional Intelligence Bestselling author DANIEL GOLEMAN first brought the concept of emotional intelligence (EI) to the forefront of business through his articles in Harvard Business Review, establishing EI as an indispensable trait for leaders. The Emotionally Intelligent Leader brings together three of Goleman's bestselling HBR articles. In "What Makes a Leader?" Goleman explores research that found that truly effective leaders are distinguished by high levels of self-awareness and sharp social skills. In "The Focused Leader," Goleman explains neuroscience research that proves that "being focused" is more than filtering out distractions while concentrating on one thing. In "Leadership That Gets Results," Goleman draws on research to outline six distinct leadership styles, each one springing from different components of emotional intelligence. Together, these three articles guide leaders to recognize the direct ties between EI and measurable business results.
This collection comprises essays from various interdisciplinary perspectives – e.g. literary scholarship, intermediality, art history, psychoanalysis, philosophy, and medicine – to analyze and interpret the fictional and non-fictional works by Siri Hustvedt, an author whose reputation and public presence have been growing steadily in the 21st century and who is recognized as one of the most widely read and appreciated contemporary American writers. In her significance and stature as a public intellectual, she is not merely an American writer but a transnational, cosmopolitan author, who develops new forms not only of literary narrative but of interdisciplinary thought and writing, bringing together otherwise separated genres and branches of knowledge in a broad spectrum between literature and philosophy, historiography and art, psychoanalysis and neuroscience, narrative and medicine. The present volume is structured into the parts “Literary Creation and Communication,” Psychoanalysis and Philosophy,” “Medicine and Narrative,” “Vision, Perception, and Power,” and “Trauma, Memory, and the Ambiguities of Self” and closes with an interview of Siri Hustvedt by Susanne Becker in which Hustvedt elucidates her personal conception of her own creative processes of writing.
Ambiguity in the Western Mind includes a collection of essays by internationally renowned scholars such as John D. Caputo, Camille Paglia, Jaroslav Pelikan and Roland Teske along with a preface by Joseph Margolis, all taking up the question of the significance of ambiguity in Western thought. This engaging topic will be of interest to scholars and students alike from across the disciplines. Tracing the conceptual relevance of ambiguity historically and through some of the great books that have formed Western consciousness, this volume is a major contribution to the contemporary discussion surrounding this controversial notion, especially as a hermeneutical concept for interpreting the classics.
Sutton-Smith focuses on play theories rooted in seven distinct "rhetorics"--The ancient discourses of fate, power, communal identity, and frivolity and the modern discourses of progress, the imaginary, and the self. In a sweeping analysis that moves from the question of play in child development to the implications of play for the Western work ethic, he explores the values, historical sources, and interests that have dictated the terms and forms of play put forth in each discourse's "objective" theory
Nominated for the 2019 Gradiva® Award for Best Book by the National Association for the Advancement of Psychoanalysis (NAAP) For Want of Ambiguity investigates how the dialogue between psychoanalysis and neuroscience can shed light on the transformational capacity of contemporary art. Through neuroscienfitic and psychoanalytic exploration of the work of Diamante Faraldo, Ai Weiwei, Ida Barbarigo, Xavier Le Roy, Bill T. Jones, Cindy Sherman, Francis Bacon, Agnes Martin, and others, For Want of Ambiguity offers a new perspective on how insight is achieved and on how art opens us up to new ways of being.
This book highlights the importance of individual learner differences in learning English as a foreign language and reports the findings of a study which investigated the impact of two personality traits, which are, openness to experience and ambiguity tolerance, on target language attainment among Polish secondary school students. The book provides an exhaustive overview of the theoretical issues and existing research related to personality, emphasizing the two traits under investigation, openness, and ambiguity tolerance, which are the focus of the empirical study reported later in the book. The empirical investigation explored relationships between openness to experience and ambiguity tolerance, as well as their impact on attainment in learning English as a foreign language. Moreover, it also aimed to shed light on the link between these traits and students’ assessments (i.e., self-assessment and school grades). The findings of the study provide a basis for proposing specific profiles of foreign language learners with different levels of openness and ambiguity tolerance.
The Ambiguity of Justice consists of a collection of essays that address difficulties and potential contradictions in thinking justice by focussing on Ricoeur's theory of justice and on the major thinkers that were influential for it.
