An examination of Simone de Beauvoir's theme of situated embodiment

Abstract This thesis is an examination of Simone de Beauvoir's theme of situated embodiment. The aim of the thesis is to demonstrate that the theme of situated embodiment was a concern of Beauvoir's since early childhood and that it was this interest which was the impetus for Beauvoir's later philosophical notion of authentic embodiment. Through the examination of Beauvoir's autobiographies it becomes evident that Beauvoir consistently demonstrates an early awareness that one's situation will be expressed through one's body. This idea is also present in Beauvoir's novels. In the novels it is shown that many of the characters are struggling within authentic embodiment. Beauvoir also fictionalizes many of her own experiences in the novels. These novels are used as concrete examples of Beauvoir's philosophy. Through Beauvoir's philosophical works it becomes evident that authentic embodiment will include the notions of freedom, ambiguity, and reciprocity. All are crucial when trying to live an authentic existence. Beauvoir's philosophy also focuses on marginalized groups who are in the position ofthe Other. One of the marginalized groups studied are women, and this thesis investigates Beauvoir's understanding of why woman is in the position of the Other. This thesis also addresses two feminist criticisms of Beauvoir's study on women. These criticisms are argued against in an effort to defend the notion ofauthentic situated embodiment as delineated in the first three chapters. Overall it is established that Beauvoir's early experiences allowed for her to form the philosophical idea of situated embodiment that lies at the core of her philosophy.

Riffing on a Theme: Faculty Experiences With Service-Learning in a Food Security Research Network in Ontario

While service-learning is often said to be beneficial for all those involved—students, community members, higher education institutions, and faculty members—there are relatively few studies of the attraction to, and effect of, service-learning on faculty members. Existing studies have tended to use a survey design, and to be based in the United States. There is a lack of information on faculty experiences with service-learning in Ontario or Canada. This qualitative case study of faculty experiences with service-learning was framed through an Appreciative Inquiry social constructionist approach. The data were drawn from interviews with 18 faculty members who belong to a Food Security Research Network (FSRN) at a university in northern Ontario, reports submitted by the network, and personal observation of a selection of network-related events. This dissertation study revealed how involvement with service-learning created opportunities for faculty learning and growth. The focus on food security and a commitment to the sustainability of local food production was found to be an ongoing attraction to service-learning and a means to engage in and integrate research and teaching on matters of personal and professional importance to these faculty members. The dissertation concludes with a discussion of the FSRN’s model and the perceived value of a themed, transdisciplinary approach to service-learning. This study highlights promising practices for involving faculty in service-learning and, in keeping with an Appreciative Inquiry approach, depicts a view of faculty work at its best.