On the decidability of the existential theory of 𝔽_{𝕡}[[𝕥]]

10.1090/fic/033/05 â—˝  
2003 â—˝  
pp. 43-60 â—˝  
Author(s):  
Jan Denef â—˝  
Hans Schoutens
Keyword(s):  
Existential Theory

The Attempt to Author the World: How Intellectualism Denies the Individual

2012 â—˝  
Vol 8 â—˝  
Author(s):  
Elizabeth R. Wheelock
Keyword(s):  
Marxist Theory â—˝  
Personal Relationships â—˝  
Simone De Beauvoir â—˝  
Human Interactions â—˝  
Second Sex â—˝  
Existential Theory â—˝  
Feminist Scholar â—˝  
The World â—˝  
The Individual â—˝  
Existential Issues

Although primarily known as a feminist scholar and author of such works as She Came to Stay and The Second Sex, Simone de Beauvoir contributed heavily to French existential thought. The two writings upon which this paper focuses, The Ethics of Ambiguity and The Woman Destroyed, deal with the existential issues involved in human interactions and personal relationships. The Ethics of Ambiguity, famous as an exploration of the ethical code created by existential theory, begins with a criticism of Marxism and the ways in which it deviates from existentialism. Similarly, the first of the three short stories that make up de Beauvoir’s fictional work The Woman Destroyed follows the French intelligentsia and their similarities and digressions from Marxist and existential thought. In this paper, I seek to analyze Simone de Beauvoir’s criticism of Marxist theory in The Ethics of Ambiguity and its transformation into the critique of intellectualism found twenty years later in The Woman Destroyed. I will investigate Marxism’s alleged attempts to constrain the group it wishes to lead and the motivation behind these actions. Finally, I conclude with a discussion of the efficacy of fiction as a medium for de Beauvoir’s philosophy.

scholarly journals What is Existential Educational Encounter?

Paideusis â—˝  
10.7202/1071567ar â—˝  
2020 â—˝  
Vol 21 (2) â—˝  
pp. 71-80
Author(s):  
Jani Koskela â—˝  
Pauli Siljander
Keyword(s):  
Holistic View â—˝  
Analysis And Evaluation â—˝  
The Core â—˝  
Existential Theory â—˝  
Human Formation â—˝  
Educative Process â—˝  
Anglo American â—˝  
Maxine Greene â—˝  
Phenomenological View â—˝  
Made In

This paper aims to clarify the meaning of the pedagogical concept of encounter by providing an overview of its use from the historical foundations of the concept in Otto Friedrich Bollnow’s (1903 to 1991) philosophy to contemporary phenomenological readings by Maxine Greene, Donald Vandenberg and Robyn Harrison. The outcome is a critical analysis and evaluation of the significance of the concept in educational contexts. The aims of the paper are as follows: a) to articulate the educational significance of the concept of encounter, and b) to clarify its relationship to the humanistic concept of formation (or unfolding; Bildung), in order to establish the tension between Bildung-theory and the existential theory of human formation. The paper claims that, for a more elaborated understanding of the human educative process, the tension between the processes of encounter and Bildung should be seen as the core tension behind the holistic view of becoming human. Also, c) for an analysis of the Anglo-American reception of the concept, a phenomenological view of the encounter as a transcendental aspect of a learning process will be made in order to gain a wider view of the concept.

Erik H. Erikson, Young Man Luther: A Study in Psychoanalysis and History (1958)

2022 â—˝  
Vol 76 (1) â—˝  
pp. 61-75
Author(s):  
Hetty Zock
Keyword(s):  
Present Article â—˝  
Cultural Context â—˝  
Martin Luther â—˝  
Identity Crisis â—˝  
Late Medieval â—˝  
Content Type â—˝  
Modern Times â—˝  
Theory Of Religion â—˝  
Existential Theory

Abstract As part of NTT JTSR’s series on Key Texts, the present article discusses Erik H. Erikson’s interdisciplinary, psychohistorical study of the young Martin Luther, its reception, and its relevance for today. Erikson showed how Luther’s own identity crisis – emerging from the troubled relationship with his father – converged with a crisis in late medieval society and theology, and how being a talented homo religiosus helped Luther to solve both crises at the same time, presenting a “religiosity for the adult man” in accordance with the Renaissance need for autonomy. It is argued that during his psychosocial study of Luther and the latter’s cultural context, Erikson developed a general, existential theory of religion that is also relevant for an understanding of the search for identity and religion in modern times.

scholarly journals DECIDABLE ALGEBRAIC FIELDS

10.1017/jsl.2017.10 â—˝  
2017 â—˝  
Vol 82 (2) â—˝  
pp. 474-488
Author(s):  
MOSHE JARDEN â—˝  
ALEXANDRA SHLAPENTOKH
Keyword(s):  
Positive Integer â—˝  
Elementary Theory â—˝  
Algebraic Closure â—˝  
Profinite Group â—˝  
Algebraic Extension â—˝  
Existential Theory â—˝  
Free Profinite Group â—˝  
Image Position â—˝  
Algebraic Fields â—˝  
Primitive Recursive

AbstractWe discuss the connection between decidability of a theory of a large algebraic extensions of ${\Bbb Q}$ and the recursiveness of the field as a subset of a fixed algebraic closure. In particular, we prove that if an algebraic extension K of ${\Bbb Q}$ has a decidable existential theory, then within any fixed algebraic closure $\widetilde{\Bbb Q}$ of ${\Bbb Q}$, the field K must be conjugate over ${\Bbb Q}$ to a field which is recursive as a subset of the algebraic closure. We also show that for each positive integer e there are infinitely many e-tuples $\sigma \in {\text{Gal}}\left( {\Bbb Q} \right)^e $ such that the field $\widetilde{\Bbb Q}\left( \sigma \right)$ is primitive recursive in $\widetilde{\Bbb Q}$ and its elementary theory is primitive recursively decidable. Moreover, $\widetilde{\Bbb Q}\left( \sigma \right)$ is PAC and ${\text{Gal}}\left( {\widetilde{\Bbb Q}\left( \sigma \right)} \right)$ is isomorphic to the free profinite group on e generators.

TOWARD AN EXISTENTIAL THEORY OF DRUG DEPENDENCE

1974 â—˝  
Vol 159 (4) â—˝  
pp. 263-274 â—˝  
Author(s):  
GEORGE GREAVES
Keyword(s):  
Drug Dependence â—˝  
Existential Theory

Existential theory: Guidelines for practice in child therapy.

Psychotherapy â—˝  
10.1037/h0085732 â—˝  
1987 â—˝  
Vol 24 (3) â—˝  
pp. 404-413 â—˝  
Author(s):  
Margie K. Kitano â—˝  
Elaine S. LeVine
Keyword(s):  
Child Therapy â—˝  
Existential Theory

An Existential–Integrative Treatment of Anxious and Depressed Adolescents

2011 â—˝  
Vol 52 (4) â—˝  
pp. 375-400 â—˝  
Author(s):  
David Shumaker
Keyword(s):  
Internalizing Symptoms â—˝  
Cognitive Behavioral â—˝  
Integrative Treatment â—˝  
Mental Life â—˝  
Empirically Supported Treatments â—˝  
Existential Anxiety â—˝  
Integrative Therapy â—˝  
Empirically Supported â—˝  
Existential Theory â—˝  
Existential Concerns

Today’s generation of young clinicians appear unfamiliar with how to incorporate existential concepts when treating adolescents experiencing internalizing symptoms. Empirically validated treatments for this population, including cognitive–behavioral, interpersonal, and psychopharmacological approaches undoubtedly are clearly beneficial. Several core existential concepts, however, can be effectively integrated with these empirically supported treatments to enhance outcomes. The article begins with a discussion of Rank, Tillich, and May’s conceptualization of existential anxiety for those unfamiliar with existential theory. This is followed by an examination of evidence supporting the adolescent’s capacity to contemplate existential concerns as well as evidence indicating existential focus in adolescent mental life. Building on the therapeutic aims and implications of existential–integrative therapy outlined by Schneider, the article concludes with specific recommendations regarding how existential thinking can be incorporated into the treatment of many anxious and depressed adolescents.

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