The naked self: Kierkegaard and personal identity

The Naked Self explores Kierkegaard's understanding of selfhood by situating his work in relation to central problems in contemporary philosophy of personal identity: the role of memory in selfhood, the relationship between the notional and actual subjects of memory and anticipation, the phenomenology of diachronic self-experience, affective alienation from our past and future, psychological continuity, practical and narrative approaches to identity, and the intelligibility of posthumous survival. By bringing his thought into dialogue with major living and recent philosophers of identity (such as Derek Parfit, Galen Strawson, Bernard Williams, J. David Velleman, Marya Schechtman, Mark Johnston, and others), Stokes reveals Kierkegaard as a philosopher with a significant--if challenging--contribution to make to philosophy of self and identity.

Is narrative identity four-dimensionalist?

The claim that selves are narratively constituted has attained considerable currency in both analytic and continental philosophy. However, a set of increasingly standard objections to narrative identity are also emerging. In this paper, I focus on metaphysically realist versions of narrative identity theory, showing how they both build on and differ from their neo-Lockean counterparts. But I also argue that narrative realism is implicitly committed to a four-dimensionalist, temporal-parts ontology of persons. That exposes narrative realism to the charge that the narratively constituted self, on the one hand, and the self that is the object of much of our everyday self-reference and self-experience, on the other, can’t be the same thing. This conclusion may well force narrativists to abandon metaphysical realism about narrative selves — which, in turn, may leave the invocation of ‘narrativity’ as identity-constituting somewhat under-motivated.

What’s missing in episodic selfhood? A Kierkegaardian response to Galen Strawson

Galen Strawson has articulated a spectrum of 'temporal temperaments' populated at one end by 'Diachronics,' who experience their selves (understood as a 'present mental entity') as persisting across time, and at the other end by 'Episodics', who lack this sense of temporal extension. Strawson provides lucid descriptions of Episodic self-experience, and further argues that nothing normatively significant depends upon Diachronicity. Thus, neither temperament is inherently preferable. However, this last claim requires a non-reductive phenomenology of Diachronicity that Strawson does not supply. I offer Kierkegaard's account of 'contemporaneity' as a candidate for this missing phenomenology of Diachronic self-experience. Kierkegaard offers a compelling description of Diachronic self-experience that offers more parsimonious explanations for certain puzzling features of Episodicity than Strawson's account does. Yet Kierkegaard's account is irreducibly normative in character; if Strawsonians reject this account of Diachronicity, they must either provide another, normatively-neutral one, or abandon neutrality between Episodicity and Diachronicity.

Emotional intelligence and teacher self efficacy : the contribution of teacher status and length of experience

Practicing teachers and principals in selected Government schools in Victoria provided data on their levels of emotional intelligence and teacher efficacy beliefs. The data supported the theoretical expectation of a linkage between emotional intelligence and teacher self efficacy. Regression analyses showed that neither gender nor age moderated this relationship. However length of teaching experience and current status add significant direct effects on predicting teacher self efficacy but did not moderate the relationship between emotional intelligence and teacher self efficacy. These findings are significant as this now demonstrates a relationship between levels of emotional intelligence in teachers, their self efficacy beliefs and teacher effectiveness.

Is this a meaningful learning experience? Interactive critical self-inquiry as investigation

What conditions enable educators to engage in meaningful learning experiences with peers and beginning practitioners? This article documents a self-study on our actions-in-practice in a peer mentoring project. The investigation involved an iterative process to improve our knowledge as teacher educators, reflective practitioners, and researchers. Data sets included: video-stimulated reflections; audiotaped reflexive dialogue; individual and shared reflective writings. Data analyzed through the iterative process revealed competing tensions that were not addressed by the triad, leading to a less than meaningful learning experience. We sought to name the dilemmas and document how they impeded meaningful learning; identifying tensions proved useful in data interpretation. The research led us to focus on the tension between collegiality and criticality. Managing this tension requires being authentic with and accepting of the other and working with cognitive dissonances. Collegiality and criticality together promote reflexivity and increase growth, leading to new professional knowledge.

Self-reported racism and experience of toothache among pregnant Aboriginal Australians: the role of perceived stress, sense of control, and social support

Objectives We hypothesized that the psychosocial factors perceived stress and sense of personal control mediated the relationship between self-reported racism and experience of toothache. We hypothesized that social support moderated this relationship. Methods Data from 365 pregnant Aboriginal Australian women were used to evaluate experience of toothache, socio-demographic factors, psychosocial factors, general health, risk behaviors, and self-reported racism exposure. Hierarchical logistic regression models estimated odds ratios (ORs) and 95 percent confidence intervals (CIs) for experience of toothache. Perceived stress and sense of personal control were examined as mediators of the association between self-reported racism and experience of toothache. Social support was examined as a moderator. Results Self-reported racism persisted as a risk indicator for experience of toothache (OR 1.99, 95 percent CI 1.07-3.72) after controlling for age, level of education, and difficulty paying a $100 dental bill. The relationship between self-reported racism and experience of toothache was mediated by sense of control. The direct effect of self-reported racism on experience of toothache became only marginally significant, and the indirect effect was significant (β coefficient-=-0.04, bias-corrected 95 percent CI 0.004-0.105, 21.2 percent of effect mediated). Stress was insignificant as a mediator. Social support was insignificant as a moderator. Conclusions The findings indicate that high levels of self-reported racism were associated with experience of toothache and that sense of control, but not perceived stress, mediated the association between self-reported racism and experience of toothache among this sample of pregnant Aboriginal Australian women. Social support did not moderate the association between self-reported racism and experience of toothache.

Self-reported access to and quality of healthcare for diabetes : Do the severely obese experience equal access?

Background: Given reported pejorative views that health professionals have about patients who are severely obese, we examined the self-reported views of the quality and availability of diabetes care from the perspective of adults with type 2 diabetes (T2DM), stratified by body mass index (BMI). Methods: 1795 respondents to the Diabetes MILES - Australia national survey had T2DM. Of these, 530 (30%) were severely obese (BMI ≥35 kg/m2) and these participants were matched with 530 controls (BMI <35 kg/m2). Data regarding participants' self-reported interactions with health practitioners and services were compared. Results: Over 70% of participants reported that their general practitioner was the professional they relied on most for diabetes care. There were no betweengroup differences in patient-reported availability of health services, quality of interaction with health practitioners, resources and support for selfmanagement, or access to almost all diabetes services. Discussion: Participants who were severely obese did not generally report greater difficulty in accessing diabetes care.

Does body satisfaction influence self-esteem in adolescents' daily lives? An experience sampling study

This study examined, within the context of the Contingencies of Self-Worth model, state-based associations between self-esteem and body satisfaction using the experience sampling method. One hundred and forty-four adolescent girls (mean age = 14.28 years) completed up to 6 assessments per day for one week using Palm Digital Assistants, in addition to baseline measures of trait body satisfaction and self-esteem. Results showed considerable variation in both state-based constructs within days, and evidence of effects of body satisfaction on self-esteem, but not vice versa. Although these state-based associations were small in size and weakened as the time lag between assessments increased for the sample as a whole, individual differences in the magnitude of these effects were observed and predicted by trait self-esteem and body satisfaction. Collectively, these findings offer support for key tenets of the Contingencies of Self-Worth model.

Self-reported substance use and intervention experience of prisoners with intellectual disability

Background It has been increasingly recognised that many offenders with intellectual disability (ID) have substance use issues, yet surprisingly little is known about the treatment needs of this population.Method In order to explore pre-sentence patterns of substance use, the role of substance use in offending behaviour, and experience with substance treatment programs, interviews were conducted with 33 sentenced prisoners.Results The findings of this study identified hazardous and harmful rates of alcohol use and high rates of substance use among prisoners with ID. Most participants reported being intoxicated at the time of their offence. Participants experience of substance intervention programs varied. Although many reported a positive experience, others reported significant participation barriers.Conclusions This study supports the increasingly recognised link between substance use and offending behaviour among prisoners with ID and highlights the importance of tailored and coordinated treatment initiatives, both within corrections facilities and the community.

“Intrinsic time” and the minimal self: reflections on the methodological and metaphysical significance of temporal experience

This book investigates the complex, sometimes fraught relationship between phenomenology and the natural sciences. The contributors attempt to subvert and complicate the divide that has historically tended to characterize the relationship between the two fields. Phenomenology has traditionally been understood as methodologically distinct from scientific practice, and thus removed from any claim that philosophy is strictly continuous with science. There is some substance to this thinking, which has dominated consideration of the relationship between phenomenology and science throughout the twentieth century. However, there are also emerging trends within both phenomenology and empirical science that complicate this too stark opposition, and call for more systematic consideration of the inter-relation between the two fields. These essays explore such issues, either by directly examining meta-philosophical and methodological matters, or by looking at particular topics that seem to require the resources of each, including imagination, cognition, temporality, affect, imagery, language, and perception.

Collaborative reflective experience and practice in education explored through self-study and arts-based research

Eight teacher educators used self-study methodology to engage in reflective practice to overcome their isolation as individual teachers and researchers, and to facilitate professional development. Their research question asked: How can we continue to develop our teaching practice to ensure we are high quality, contemporary teacher educators? They contributed collaboratively in one overarching research project as well as through several focussed projects that explored issues in their individual teaching practices including: sustainability, creativity, curriculum design, pedagogy, assessment, and the learning experiences for students. This paper explores the outcomes from collaborative inquiry that five of the eight educator/researchers engaged in during a research-writing retreat. It documents their experience using arts-based strategies in which drawings were created about their experiences of engaging in a collaborative project and smaller focussed self-study projects. Analysis involved inquiring into each other’s drawings through recorded conversation. The metaphoric representations found through analysing the drawings provided insight into participants’ teaching practices and identities as teacher educators. Six months later when the participants had developed their projects further and used other artsbased methods to understand these experiences, they reflected on the key issues for their teaching practices that had arisen from undertaking this Collaborative Reflective Experience and Practice in Education research. Arts-based inquiries and reflective analysis over six months, constitute this paper. The experiences and analyses are shared to show how creating and sharing metaphoric meaning of visual representations is useful in self-study research to drill down into the real issues. Importantly, this in-depth sharing provides authentic interdisciplinary links when individual educators share their own approaches to teaching in their disciplined area. Findings suggest that gaining new insights into each other’s discipline-based approaches to teacher education through these methods, revealed different responses to pedagogical challenges and allowed for new possibilities for understanding the landscape of teacher education.

To keep me safe from harm? Transgender prisoners and the experience of imprisonment

The experience of imprisonment for a transgender person is often a terrifying one. He or she is extremely vulnerable in such an environment from sexual violence from other prisoners. In addition, he or she may be exposed to inadequate or inappropriate medical care. Consequently transgender prisoners are often denied the protection offered by role of law. A significant reason for this treatment is the erasure of the transgender experience in informing the nature of the prison regime. In particular, the failure to give sufficient weight to gender self identification by transgender prisoners exposes them to risks which other prisoners do not have to endure. It is suggested that the only way to reduce such harm is through the cultivation of a prison regime based upon the lives of transgender prisoners.

Mood and self-esteem of persons with multiple sclerosis following an exacerbation

ObjectiveThis study was designed to determine the impact of an exacerbation in the symptoms of multiple sclerosis (MS) on the mood and self-esteem of persons with MS over an 18-month period.MethodsParticipants were 243 (80 males and 163 females) persons with MS and 184 (56 males and 128 female) persons from the general population. Information was obtained about coping styles, mood, and self-esteem among all respondents at Time 1, Time 2 (6 months later), and Time 3 (18 months later).ResultsThe results demonstrated that both groups of persons with MS experienced poorer mood levels than the general population, with the exacerbation group showing the highest levels of anxiety and confusion. Coping strategies did not predict mood in either of the MS groups.ConclusionThe findings of this study demonstrate that persons with MS experience significant problems with their mood states. However, respondents need to be tracked over a longer period to further explore the role of coping strategies in the adjustment of persons with MS

Conceptualizing the ιnfluence of the self-service technology context on consumer voice

The self-service technology (SST) context is characterized by consumer participation in service production and delivery, independent of service personnel; a lack of interpersonal interaction between consumers and service personnel; and consumers being required tointerface and interact with technology. With these features of the SST context in mind, in situations where SSTs fail to perform as promised, some challenges arise: consumers who are dissatisfied do not have the security or reassurance of service personnel to assist them; service personnel do not have the opportunity to prompt consumers to voice their dissatisfaction; and consumers need to initiate their own complaint response. If consumers fail to report their dissatisfaction directly to the organization, organizations will not know that a problem exists and may experience negative consequences such as consumer switching behavior. As reports of consumer dissatisfaction with SSTs become increasingly common, it is important, therefore, to investigate how organizations with SST-based offerings can encourage consumers to voice their dissatisfaction directly to the organization. Although the antecedents of consumer voice are well documented in the interpersonal services context, in the context of SSTs they have been subject to very little conceptual or empirical scrutiny. This paper argues that voice needs to be revisited with respect to SSTs due to their unique characteristics compared to interpersonal services, and presents a conceptual model of the antecedents of consumers' voice behavior in the context of SSTs.