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Relevant bibliographies by topics / I-Thou relationship

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Academic literature on the topic 'I-Thou relationship'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "I-Thou relationship"

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Frykberg, Elizabeth A. "The Child as Solution: The Problem of the Superordinate-Subordinate Ordering of the Male-Female Relation in Barth's Theology." Scottish Journal of Theology 47, no. 3 (1994): 327–54. http://dx.doi.org/10.1017/s0036930600046226.

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In examining the similarities and differences between God and humanity in his analogia relalionis, Karl Barth correlates three I-Thou relations: God to Godself in similarity and difference (Father, Son, and Holy Spirit); humans to humans in similarity and difference (male and female); God to humanity and humanity to God in similarity and difference. For all three, Jesus Christ is the master analogue. Christ relates to God in a God-God ‘I-Thou’ relationship, to humanity in a human-human ‘I-Thou’ relationship, and God to humanity and humanity to God in a God-human ‘I-Thou’ relationship.

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Bragan, Ken. "I and Thou: An Examination of Empathy." Australian & New Zealand Journal of Psychiatry 21, no. 4 (1987): 575–79. http://dx.doi.org/10.3109/00048678709158926.

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Empathy is introduced as an important current issue in psychoanalysis and in psychotherapy in general. Kohut's contribution to this is examined and placed in the context of the relationship world of Buber. Similarities between Kohut's empathic relatedness and Buber's I-Thou are demonstrated as well as some congruence in their clinical views. The significance of this apparent accord, both for psychoanalysis and psychotherapeutic practice, is considered.

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Knapp, Clifford E. "The “I – Thou” Relationship, Place-Based Education, and Aldo Leopold." Journal of Experiential Education 27, no. 3 (2005): 277–85. http://dx.doi.org/10.1177/105382590502700307.

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This article describes a new educational field labeled “place-based education ” and relates it to experiential learning. This term has appeared in the educational literature over the last 10 years and illustrates a concern for providing participants with quality experiences in local settings. After defining and describing the term, one aspect of Aldo Leopold's life is examined through selected quotations. His pedagogy of place and how he related to the outdoors is explained. Leopold was a philosopher, writer, ecologist, and educator who died in 1948. This article explores some ways that he established an I – Thou relationship with nature at his Wisconsin shack. The story of his meanderings on the land is graphically told in the collection of essays titled, A Sand County Almanac and Sketches Here and There (Leopold, 1949). To find out how Leopold related to the land, 10 of his discovery techniques were identified from the text. If experiential educators want to deepen their interaction with the natural and cultural environment, Aldo Leopold's field techniques and the writings of other naturalists may offer some clues for establishing a richer I – Thou relationship with places.

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Bellinger, W. H. "Psalm Xxvi: a Test of Method1." Vetus Testamentum 43, no. 4 (1993): 452–61. http://dx.doi.org/10.1163/156853393x00395.

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AbstractPs. xxvi is a lament, perhaps from a setting of accusation, and yet various persons could easily appropriate the prayer, persons who are part of a community of faith and who face a similar troubling circumstance. The text centers on the "I-Thou" relationship and on the protection Yahweh offers in the face of trouble. I draw the following theological conclusions: 1. In contrast to the death-giving company of evildoers, the I-Thou relationship between worshiper and Yahweh gives life. 2. This relationship has dimensions connected to the renewal found in the worshipping community and to the significant activity of social justice, "integrity" in Ps. xxvi. 3. An honest dialogue of faith nurtures the relationship between worshiper and Yahweh.

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Hadis Badewi, Muhammad. "RELASI ANTARMANUSIA DALAM NILAI-NILAI BUDAYA BUGIS: PERSPEKTIF FILSAFAT DIALOGIS MARTIN BUBER." Jurnal Filsafat 25, no. 1 (2016): 75. http://dx.doi.org/10.22146/jf.12615.

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This article analyzes the local wisdom of Bugisnese that guide the relationship among human which is highlighted in the Bugis ancient book, La Galigo. This article aims to explain concepts of the human relationship in the cultural values of Bugisnese and its relevance to the human rights development in Indonesia. Using Martin Buber's philosophical perspective, this article adopts three types of relationship known as I-It, I-Thou and I-Eternal Thou. In Bugisnese context, Buber's perspectives have been adopted and understood into the cultural concept/values for a long time. They practiced sipakasiri' which highlights a taboo relationship. They believed in sipassiriki as an ideal concept in human being relationship and contended that mappesona ri dewata seuwwae is the most crucial concept that exist among them. These shared Bugisnese values are relevant to the development of human rights in Indonesia.

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Dvorkin, I. "The Place of Hermann Cohen’s Ideas in the Philosophy of Dialogue." Kantian journal 39, no. 4 (2020): 62–94. http://dx.doi.org/10.5922/0207-6918-2020-4-3.

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My aim is to prove that Hermann Cohen was not only a philosopher of dialogue but has played an exceedingly important role in the history of that current of thought. His books Ethics of Pure Will (1904) and Religion of Reason out of the Sources of Judaism (1919) offer a detailed analysis of the relationships between I and Thou, I and It, I and We. In the first book these relationships are considered from the ethical-legal point of view and in the second from the viewpoint of religious anthropology. However, Cohen considers the problem of inter-personal relationships not in isolation, but as an important component of his entire philosophical system. Deduction of the concept of personality in Ethics of Pure Will is based on Cohen’s logic of the origin expounded in the first part of his system in The Logic of Pure Cognition. Cohen explains that the origin of the self-consciousness of I as a personality is not the external world, but another person, i.e. Thou. In turn, the partnership relationships between I and Thou create the community We which forms the basis of the law-governed state. The process of artistic creation in the framework of inter-personal relationship is explored in Aesthetics of Pure Feeling. Finally, Religion of Reason out of the Sources of Judaism formulates the conception of religion as the most complete realisation of inter-personal relationship. Thus, dialogism became an important dimension of Cohen’s entire philosophical system, a fact noted by Martin Buber. Franz Rosenzweig, in unfolding dialogical thinking, expressly appeals to all the elements of Cohen’s system. There are signs of his influence on Bakhtin’s doctrine. Thus, examining Cohen’s doctrine as part of the philosophy of dialogue gives insights into this entire trend as a coherent whole.

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Oribayo, Helen Chukwudi, Ayodele Olalekan Shotunde, and Godwin Ehi Azenabor. "A Critical Reflection of Martins Buber’s Philosophy of Education and its Relevance in the New-State." Filosofiya osvity. Philosophy of Education 25, no. 2 (2020): 114–26. http://dx.doi.org/10.31874/2309-1606-2019-25-2-6.

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The aim of this essay is to examine the relevance of I and Thou through the lens of Martins Buber’s philosophy of education. The fundamental problem is that the educational system in the new-states like Nigeria is in need of re-orientation. Owing to this, policy formulators and educational practitioners need to see education in relational terms with regards to its relevance, implementation and its methodology together with the ends which education wishes to serve to as a facilitator of societal development. The method of critical analysis is useful to facilitate the re-orientation exercise. Findings show that Buber’s philosophy of education as embedded in the idea of I and Thou encourages interaction among individuals which are integral to the flourishing of positive relationship between the educational system and the community. Consequently, the paper attempts to unveil how this value position could impact positively on the Nigerian educational system in a bid to avert its decline. Buber’s I-Thou (You) relationship opens avenue for encounter in which people could engage with each other fully through dialogue. The education is based on authentic relations between teachers and learners where knowledge that is not imposed by the teacher is the basis of true pedagogy. In Buber’s idea of “I and Thou (You)”, personal relation should tend beyond individualism and collectivism for the future generations. The knowledge of self should be first and foremost: learners must be taught to explore their two autonomous instincts: the originator and the communion. Buber explains that the goal of the learner is to turn objective knowledge into active knowledge which helps in self actualization in the relational world.

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DAVIS, CHRISTINE S. "A DIALOGIC FAREWELL: ENHANCING THE "I-THOU" QUALITY OF A PARENT-CHILD RELATIONSHIP." Journal of Loss and Trauma 8, no. 3 (2003): 201–15. http://dx.doi.org/10.1080/15325020305869.

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Oreshkina, Maria, and Katherine Greenberg. "Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students." Journal of Pedagogy / Pedagogický casopis 1, no. 2 (2010): 52–66. http://dx.doi.org/10.2478/v10159-010-0009-2.

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Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students This paper is based on phenomenological interviews with teachers who worked with underachieving students in South Africa, Russia, and the United States. It focuses on the analysis of meanings that teachers constructed while describing their relationship with underachieving students and how metaphors worked to construct such meanings. The researchers also used Buber's "I-Thou" concept as an interpretive lens to further understand the meanings of teacher-student relationships. The study concludes that the teacher-student relationship is one of the fundamental themes of the teaching experience and is common for teachers from different countries.

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PIETRANI, Elina Eunice M. "Saúde mental no trabalho: um convite ao dialógico." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 16, no. 1 (2010): 91–94. http://dx.doi.org/10.18065/rag.2010v16n1.11.

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The purpose of this article is to reflect on aspects that guide the work world today, more specifically on the high competitiveness between enterprises, affecting the internal environment of the organization, causing disturbances in behavior and mental health workers. These disorders that can range from a simple lack of motivation to depressive disorders, which affect the various spheres of their existence. By prioritizing technology and relationships geared solely to the achievement of performance goals, always unattainable, the companies put aside the worker, while human being. It is necessary to rethink these issues in light of the dialogical relationship and the alternation of the relationship I-Thou and I-it, championed by Martin Buber, in order to promote a more harmonious coexistence and balanced in that context.

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Dissertations / Theses on the topic "I-Thou relationship"

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Huang, Mei-lung, and 黃美龍. "An Investigation to the Relationship of Gadamer's Discussion about "Thou-I"." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/98275331405579823743.

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Rabbets, Catharina Elizabeth. "Diadiese gesteltspelterapie ten einde 'n I-Thou verhouding teussen 'n ouer en adolessent te bevorder." Diss., 2009. http://hdl.handle.net/10500/2842.

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Gestalt Therapy emphasises the importance of relationships and according to the I-Thou philosophy of Buber, people who form part of a relationship must become aware of each other’s uniqueness and the differences between them in order to act honestly and sincerely towards each other. Gestalt Play Therapy strives to reach such a relationship during the therapeutic relationship. The aim of this study was to explore the utilisation of dyadic Gestalt Play Therapy in order to enhance an I-Thou relationship between the parent and the adolescent. As an application of the qualitative applied research approach, a case study was done whereby the parent became part of the therapistadolescent relationship. The integration of the conclusions from the literature study and the empirical study contributed to the exploration and description of the way dyadic Gestalt Play Therapy can be utilized to enhance an I-Thou relationship between the parent and adolescent.<br>Social Work<br>M.Diac (Play therapy)

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Li, Chiu-yueh, and 林秋月. "A Discuss on the Harmonic Relationship of Marriage Between Different Cultures with Gadamers View of "I‐Thou"." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/33463231698576213900.

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Kroupová, Dana. "Vztah Já-Ty u Martina Bubera a jeho radikalizace u Emmanuela Lévinase." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329183.

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In this thesis I explore the relation in Buber's and Levinas's understanding. Both of these Jew philosophers endeavoured to describe an essence of genuine dialogue and both saw in dialogue the word that turns to a Thou, the primal deed of spirit. Nevertheless in spite of these similarities there are also a differences in their understanding of a dynamics within the genuine dialogue. Whereas Buber talks about a reciprocity in such a relation Levinas asserts that there is an asymmetry there and therefore he radicalizes Buber's conception and responsibility towards the other. In the first part of my thesis I focus on important influences on Buber's and Levinas' lives and introduce a "poetics" of their understanding of a genuine dialogue based particularly on their main piece of work: Buber's I and Thou and Levinas's Totality and Infinity. Although there was a communication between these two thinkers according to some philosophers it often exhibited a lack of dialogue and a failure to understand each other. Therefore I outline the similarities and differences in detail in the final chapters. Keywords Buber, Levinas, Rosenzweig, I - Thou relationship, face, reciprocity, asymmetry, responsibility, ethics, infinity

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ČERNÁ, Tereza. "Filosofie jako pneumatologie Ferdinanda Ebnera v díle "Das Wort und die geistigen Realitäten: Pneumatologische Fragmente"." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-152770.

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The thesis deals with a philosophical conception of an Austrian thinker of the 20th century Ferdinand Ebner in his life?s work ?Das Wort und die geistigen Realitäten: Pneumatologische Fragmente? (1921). Not only his life and the persons who influenced Ebner?s work were taken into account, but also the cultural-historical context of the period in which his original thoughts evolved. The heart of this paper lies in the introduction and explanation of the basic terms and theses that are crucial for Ebner?s philosophy, or more precisely his pneumatology. This part also contains Czech translation of some of the most important passages of Ebner?s work.

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Rosolová, Daniela. "Mezi monologem a dialogem: Rozbor Buberova spisu Já a Ty." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-312422.

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This paper is devoted to a critical analysis of the book I and Thou in the attempt to identify the main points of the dialogical philosophy as presented by Martin Buber. The introductory passages present the background of the book in terms of time (the era after WWI), cultural background (the influence of Hasidism), or the history of philosophy (an opposition to immanentism, monism, idealism, transcendental philosophy etc.). The main goal of the following interpretation is to try to understand man as a person in his complex existential situation, i.e. through his potential relationships or objectifying attitudes to the world. Being is described as a dual structure either of the basic pair of words I-Thou or of the basic pair of words I-It. As opposed to the usual use of the term, dialogue is defined as a specific interaction of man and the remaining world metaphorically expressible by the structure of addressing-responding. By this scheme, the characteristic reciprocity and direct continuity is expressed. The dialogue is also placed in the area "between" I and Thou, which mediates the genuine, immediate and transcendental knowledge constituting the reality. Finally, the dialogical attitude is compared and contrasted to the monological comprehension of the world. Key words: personalism, dialogical...

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Horn, Annamarie. "Movement in gestalt therapeutic intervention for adolescents with disruptive behavioural tendencies." Diss., 2004. http://hdl.handle.net/10500/2004.

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Movement in Gestalt therapeutic intervention, using structured activities and free improvisations, is a successful alternative to punishing adolescents with disruptive behavioural tendencies in the classroom. An overview of the existing literature regarding the therapeutic value of movement in Gestalt therapeutic intervention for adolescents with disruptive behavioural tendencies is firstly presented. Various techniques supporting the adolescent in his quest to achieve equilibrium, ultimately improving his relationships with others and his environment, are described. A case study, involving eight adolescents with disruptive behavioural tendencies in group therapy follows, which indicates that movement in Gestalt therapy is an alternative to punishment. In the light hereof it is suggested that movement in Gestalt therapy could be implemented successfully in the formal school environment. This form of intervention can contribute to the adolescent's growth, his ability to communicate and his relationships with self, others and the environment, culminating in improved behavioural tendencies.<br>Social Work<br>M. Diac. (Play Therapy)

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Book chapters on the topic "I-Thou relationship"

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Gross, Stephen. "The I-Thou Relationship." In Being and Relating in Psychotherapy. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-36827-0_4.

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Evans, Kenneth R., and Maria C. Gilbert. "Interpersonal focus — ‘I-Thou’ relationship." In An Introduction to Integrative Psychotherapy. Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-09233-5_8.

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Evans, Kenneth R., and Maria C. Gilbert. "‘I-Thou’ mutuality — the end of the relationship." In An Introduction to Integrative Psychotherapy. Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-09233-5_9.

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Stevenson, Leslie. "The Eternal Thou." In Eighteen Takes on God. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190066109.003.0015.

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Martin Buber presented a poetic account of the I-Thou relation that we can have with other people, though also with some animals or trees or works of art, and in his view with God, the eternal Thou. Buber says we can only speak of God in his personal relationship to humans, but that is paradoxical, for he also says the concept of person cannot encompass the essential being of God.

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Hordern, Joshua. "Epilogue." In Compassion in Healthcare. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198790860.003.0009.

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The Epilogue is a meditation on old age, combining further policy thinking on compassion and civic life with a reflection on how the terror of social death can be addressed through the life of the body politic and the body of Christ. The chapter sets an agenda for enquiring into three areas of urgent practical concern: (i) why and how the middle-aged and strong who are in government are investing across the different stages of the life-course; (ii) how growing old can be so consciously embedded as part of civic life’s self-understanding as to enable citizens to live in compassionate relationship to the end of their lives; and, (iii), how an innovative democratic professionalism will be important for the way policies and practices are reformed, especially with a view to collaborating with social movements such as churches in their work of diakonia. On this basis, the emphasis on the role of health professionals as innovators can, therefore, be expanded to include innovation in civic life. To the question of what narrative will bring healing and direction to wayfarers and pilgrims in the remains of their days, the response of the church has been a continual meditation on a particular second-person encounter of new birth amidst old age: Lord now lettest thou thy servant depart in peace.

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"Reconciliation, Banking Education, Problem Posing Education, the I-It and I-Thou Relationships, and the Teacher as Midwife." In Transcendent Teacher Learner Relationships. Brill | Sense, 2020. http://dx.doi.org/10.1163/9789004445321_012.

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Clark, Ian. "Strategy, the Services, and Weapon Systems (i): The V-Bombers, Thor, Blue Steel, and Air Defence." In Nuclear Diplomacy and the Special Relationship. Oxford University Press, 1994. http://dx.doi.org/10.1093/acprof:oso/9780198273707.003.0008.

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"When Poor Is Rich: Transformative Power of I-Thou Relationships in a Brazilian Favela." In Mending the World. Gestalt Press, 2016. http://dx.doi.org/10.4324/9781315538921-11.

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Wootten, William. "‘I Don’t Like Dramatizing Myself’." In The Alvarez Generation. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789627947.003.0013.

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This chapter considers the poetry of Thom Gunn. While discussing ‘The Gas Poker’ a poem from his last volume, 2000's Boss Cupid, Gunn remarked: ‘I don't like dramatizing myself. I don't want to be Sylvia Plath. The last person I want to be!’ The chapter examines the reasons behind this remark. It looks at ‘Expression’, a poem from his 1982 collection The Passages of Joy, suggesting that the lack of expression emanating from its mother and son has its correlative in the lack of direct expression in Gunn's verse of his relationship to his mother and to the manner of her death. Following a surfeit of histrionic emotionalism and suicide in early life, Gunn had little cause to seek it out in art and sought a mentor who would make poetic theory and practice a bulwark against them.

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