Felt senses of self and no-self in therapy

Luczaj, Sarah (2015) Felt senses of self and no-self in therapy. Doctoral thesis, University of East Anglia.

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    The thesis develops Gendlin's concept of the felt sense in two directions, and
    introduces parallel concepts of self. It starts by examining western and eastern
    cultural contexts, neuroscientific conceptualisations and linguistic issues as
    they relate to self, using the lens of Gendlin's two ways of relating to the world
    ̶ interpreting according to the unit model and thinking beyond patterns, to
    point out conceptual confusions. Buddhist philosophy and practice are
    discussed as methods of undoing such conceptual confusions in order to
    relieve suffering, with self as an independent, stable, substantial entity being
    the primary example of such a confusion. Dualism is identified as the basic
    misconception from which suffering ensues. Non-duality is investigated as a
    spiritual endstate, an integral part of the goals of humanistic therapies and an
    intrinsic element in 'carrying forward', then compared with Gendlin's implicit
    intricacy, Sartre's Being-in-itself and intersubjective theories. A small
    qualitative study investigates what happens when felt senses of self are
    intentionally produced or accessed by focusing. A continuum of experiences is
    described, ranging from self to no-self, with trauma proving a major block to
    both self and no-self experiencings. The felt sense is re-defined in two ways, as
    an extending boundary and as a direct referent. A sense of self is also
    considered both as a boundary drawing exercise, and a direct referent. Self
    may function in either of these forms on a relative level, constructively or
    destructively, according to circumstances and conditions, while on an
    ontological level no such single entity may be proven to exist. The conclusion
    is drawn that self and no-self form a kind of twisting human thread, which
    shows, at any one moment, just one side of a duality. These sides are
    conceptually, rather than actually, distinct.

    Item Type: Thesis (Doctoral)
    Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
    Depositing User: Jackie Webb
    Date Deposited: 07 Jun 2016 10:50
    Last Modified: 07 Jun 2016 10:50
    URI: https://ueaeprints.uea.ac.uk/id/eprint/59247

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