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TABLE OF CONTENTS: 1. heterogeneities of self in everyday life 2. a language of successive selves 3. multiplicity through dissociation 4. succession and recurrence outside dissociative disorder 5. From abnormal psychology to metaphysics: a methodological preamble 6. memory, responsibility, and contrition 7. purposes and discourses of responsibility ascription 8. multiplicity and legal culpability 9. paternalistic intervention 10. responsibilities over oneself in the future of one's future selves 11. a mataphysics of successive selves 12. the normative tug of individualism 13. therapeutic goals for a liberal culture 14. continuity sufficient for individualism 15. the divided minds of mental disorder 16. the grammar of disownership.
Amartya Sen argues that most of the conflicts in the contemporary world arise from individuals' notions of who they are, and which groups they belong to - local, national, religious - which define themselves in opposition to others.
'Identity' and 'selfhood' are terms routinely used throughout the human sciences that seek to analyze and describe the character of everyday life and experience. Yet these terms are seldom defined or used with any precision, and scant regard is paid to the historical and cultural context in which they arose, or to which they are applied. This innovative book provides fresh historical insights in terms of the emergence, development, and interrelationship of specific and varied notions of identity and selfhood, and outlines a new sociological framework for analyzing it. This is the first historical/sociological framework for discussion of issues which have until now, generally been treated as 'philosophy' or 'psychology', and as such it is essential reading for those undergraduates and postgraduates of sociology, philosophy and history and cultural studies interested in the concepts of identity and self. It covers a broader range of material than is usual in this style of text, and includes a survey of relevant literature and precise analysis of key concepts written in a student-friendly style.
The Challenge of Bewilderment treats the epistemology of representation in major works by Henry James, Joseph Conrad, and Ford Madox Ford, attempting to explain how the novel turned away from its traditional concern with realistic representation and toward self-consciousness about the relation between knowing and narration. Paul B. Armstrong here addresses the pivotal thematic experience of "bewilderment," an experience that challenges the reader’s very sense of reality and that shows it to have no more certainty or stability than an interpretative construct. Through readings of The Sacred Fount and The Ambassadors by James, Lord Jim and Nostromo by Conrad, and The Good Soldier and Parade’s End by Ford, Armstrong examines how each writer dramatizes his understanding of the act of knowing. Armstrong demonstrates how the novelists’ attitudes toward the process of knowing inform experiments with representation, through which they thematize the relation between the understanding of a fictional world and everyday habits of perception. Finally, he considers how these experiments with the strategies of narration produce a heightened awareness of the process of interpretation.
Self-concept and coping behaviour are important aspects of development in adolescence. Despite their developmental significance, however, the two areas have rarely been considered in relation to each other. This book is the first in which the two areas are brought together; it suggests that this interaction can open the way to new possibilities for further research and to new implications for applied work with adolescents. Two separate chapters review research carried out in each of the areas. These are followed by a series of more empirically focussed chapters in which issues such as changes in relationship patterns, difficult school situations, leaving school, use of leisure, anxiety and suicidal behaviour are examined in the context of self-concept and coping. The final chapter seeks to identify some of the central themes emerging from this work and discusses possible research and applied implications.
A faith-based response in tricky and anxiety-provoking times.
Hear what the Bible says about how to be true to yourself. Our culture tells us that the way to be happy is to "be true to yourself". It’s posted on social media, promoted in adverts, taught in schools and, even, expressed in churches. But what does that mean, and does it actually work? Matt Fuller explores how true happiness, wholeness and freedom can be found not by turning inwards and listening to our fluctuating feelings, but by listening to our creator and allowing ourselves to be shaped by who the Bible says we are. In the process, this book draws on a broad range of fascinating research and examples to give us a fresh biblical take on some of today's biggest hot-button issues. By cutting through the confusion and showing us what the Bible says, this is a book to help every Christian live with confidence in today's culture.
First published in 1969, The Elusive Mind argues that the mental processes are of a quite different nature from physical ones and belong to an entity which is elusive in the sense that it can only be known, in the first instance, by each person in his own case in the course of having any kind of experience. This ‘elusive’ self is much involved with the body in any conditions we know, but it could also survive the dissolution of the body. The views of thinkers like Ryle, Hampshire, Malcolm, Feigl, and Ayer are subjected to an exceptionally close and critical scrutiny. In presenting these views, the author offers us the substance of the first series of Gifford Lectures he delivered in the University of Edinburgh; and, in what he says on such topics as dreaming; mysticism; and the ‘I-Thou’ relation and on Christian Theology. This book will be an essential read for scholars and researchers of philosophy, philosophy of mind, ethics, and religion.
This volume highlights the effects of self-concept on L2 learning and teaching by considering a wide range of theories as well as their practical application. The book includes chapters discussing various approaches related to self-concept; empirical studies related to the selves of the learners; research from the teachers' perspective on students' self-concept and L2 motivational intervention studies associated with the development of self-concept of language learners.