FCHS (DCPC) - Teses de Doutoramento
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Browsing FCHS (DCPC) - Teses de Doutoramento by advisor "Berger, Eve"
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- L’émouvoir comme support de la sensibilité: contribution théorique et phénoménologique à la compréhension de la dimension de l’émotion et de l’affectivité dans le paradigme du SensiblePublication . Humpich, Jean; Josso, Marie-Christine; Berger, EveMy research is about the emotional dimension and affectivity experienced in perceptual pedagogy as theorized within the paradigm of Somatic awareness.1 Today, emotions and affectivity are increasingly valued as research topics in human and social sciences, however semantic concerns persist when it comes to naming these experiences. One the central features in the practice of perceptual pedagogy is the intimate relationship with one's self within the singularity of one's own body; an intimacy touched (Maine de Biran) because contacted literally and figuratively, and touching because the one who is contacting is moved by it. This thesis aims at establishing links between the emotional dimension and affectivity as discussed in different areas of research and in people's lived experiences. In this study, I hope to find a language adjusted to affectivity in a plural reality. My research is based on extensive theoretical exploration within the fields of classical and contemporary research interested in emotion and affectivity on the one hand, and within the field of phenomenology on the other. It also relies on the empirical-theoretical corpus specific to perceptual psychopedagogy. These three corpuses allow me to establish a kind of map of a comprehensive territory of emotion and affectivity, from which, through resonances, I can go back and forth between my personal experiences, other studies carried out in the CERAP laboratories and my meetings with authors. Through intuitive inspirations, a hundred or so personal graphic illustrations were a way of passage to integrating the complexity of my research topic. Along the way of my explorations and interactions, I chronicled the evolution of my comprehension of my research topic, particularly in resonance with the phenomenological approach of emotion and affectivity. The dialogical dynamic at work is an involved posture which I named the posture of a moved-researcher-practitioner because of the manner in which I invite myself to be moved when in contact with my data, whichever form it takes. "The moved man", this eloquent expression presents itself as a gateway to a reality at the heart of my research. Through a succession of resonances, four phenomenological narratives enrich the discussion on the possible links between the Sensory awareness, the affective nature of the experience it carries and a phenomenological understanding of the emotional dimension and affectivity. In favor of questioning the tight weave between the "sensitive man" and "the moved man", the qualitative research presented here leads to a reflexion on the "moved" as it supports the "sensitive".
- La Pédagogie Perceptive et la présence des leaders: etude théorique croisée et enquête de faisabilité auprès de vingt dirigeants ayant suivi un dispositif de cinq séancesPublication . Devoghel, Betsy; Berger, EveThis research aims to study the possibility of applying the Perceptive Pedagogical principles in the development of the presence of leaders. At this end, after focussing on the multidimensional character of leadership, and consulting the international and multidisciplinary literature on leaders’ presence, I was able to stress the importance of the development of the presence of leaders in their overall performance and especially in the organisational development. This rather broad theoretical field was the object of a summary and resulted in a categorisation of the different dimensions of presence: the intrapersonal, the interpersonal and the transpersonal dimension. The scientific literature study clearly shows that the human body is rarely elaborated upon in the theoretical and practical approaches of presence and leadership in general. Numerous elements however plead for a specific attention and focus on the human body. This research aims to rehabilitate the place of the human body in the development or the learning process of presence of leaders, thus making the body itself an important source for leaders. In the following chapter I presented the theory and practice of the Perceptive Pedagogy and more in particular the concept of the Full Presence. This term, which refers to the quality of the presence in the different approaches of the Perceptive Pedagogy, covers three dimensions: the intrapersonal, the interpersonal and the transpersonal dimension. The theoretical crossover between the Perceptive Pedagogy and the different approaches on the presence of leaders generates a better insight into their convergence, their peculiarity and their complementarity. The research methodology consisted of two main parts. One part being the theoretical exploration of the international literature, which resulted in a better knowledge of the fields of leadership in general, of the concept of presence and of the role of the human body. The other part being a qualitative and comprehensive survey, which was developed for and done by a population of 40 leaders who followed courses on Perceptive Pedagogy. In the course of this research a set of insights was generated. Among them the clarification of the concept of presence as well as a careful argumentation in favour of the Perceptive Pedagogy as a practical guiding instrument in the development and deployment of the presence of leaders.
- Pédagogie Perceptive et transition professionnelle: etude des apports d’un dispositif d’accompagnement en Pédagogie Perceptive auprès de personnes ayant vécu un licenciementPublication . Marchand, Hélène; Berger, EveThe research, from the perspective of a researcher-practitioner, investigates the benefits of a support system using perceptual psychoeducation on a population undergoing professional transition following lay-off. The thesis analyzes social issues such as identity and relationships that impact professional transition and joblessness at a particular moment in a career transition. It then shows how and in what ways the conceptual and practical field of perceptual psychoeducation appears relevant in the support of individuals facing the difficulties and challenges of job loss. A qualitative approach is applied to semi-structured interviews of 11 participants who followed this support system. It included individual manual therapy sessions and sensorial gymnastics classes. The analysis produced 11 phenomenological accounts that reveal the benefits of this support system and the ongoing process of change for each person. A hermeneutical analysis brings to light how participants acknowledged coming into more conscious relationship with their bodily interiority, a process that improved recovery from lay-off. This analysis also highlights how perceptual psychoeducation within this support system successfully met the specific issues of professional transition, such as identity realignment, the construction of self-awareness, capacity building, and the deployment of a stance valuing one’s personhood. The results provide innovative perspectives in the field of social intervention, based on the development of perceptual resources and the adaptive abilities of the individual.