Dissertations / Theses on the topic 'Autonomy'
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Jones, Dolores C. "Nurse Practitioner Professional Autonomy: Relationship Between Structural Autonomy and Attitudinal Autonomy." UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/149.
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The purpose of this study was to identify and describe the possible components of structural autonomy that influence Nurse Practitioners' (NPs) perceptions of independence in practice. The components identified were NP state regulatory practices, educational background, and managed care environment. The study explored the relationship between NP structural autonomy as it relates to the above components and attitudinal autonomy as it relates to perceptions of independence in practice. A conceptual framework derived from a review of the literature demonstrated the possible relationships.
The investigator employed a mail survey to collect data from certified NPs in six eastern and mid-eastern states. Current state regulations regarding advanced nursing practice were used to establish current state practice scores. The Nursing Autonomy Scale (Pankratz & Pankratz, 1974), the Index of Work Satisfaction (Stamps & Piedmonte, 1986), and the Professional Inventory (Hall, 1974) measured perceptions of autonomy. Additional information was collected to determine the NP demographic background, educational background, practice setting and managed care circumstances.
Of 300 surveys mailed, 227 participants responded. Data analysis included correlation analysis, t-tests, analysis of variance, and multiple regression procedures. Demographic information was summarized with descriptive statistics. The major findings of the study were: (1) State regulatory guidelines do not affect perceptions of autonomy as measured on the scales used. (2) Preceptor experience during NP education does not affect perceptions of autonomy as measured on the scales used. (3) Pharmacology preparedness does not affect perceptions of autonomy as measured on the scales used. (4) Managed care circumstances do not affect autonomy as measured on the scales used.
It was concluded that structural autonomy is a more complex and multi-dimensional experience than originally hypothesized. Many additional factors must be taken into consideration when exploring NPs' perceptions of autonomy. It may be that most NPs are practicing in an independent, yet collaborative role, which provides opportunity for autonomy. The investigator also concluded that NP educational programs do not adequately prepare NPs for independent prescriptive authority.
Variables related to NP autonomy were not determined in the study, yet it is evident that NPs' perceptions of autonomy are affected by many variables. Further study is needed to ascertain these variables.
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Kotavuopio, Olsson Riitta Anneli. "Beslutsfattning och kontroll : Rektors upplevda autonomi i Sverige och i Finland." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-373864.
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Mian, Emran. "Authority and autonomy." Thesis, University of Cambridge, 2002. https://www.repository.cam.ac.uk/handle/1810/251847.
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Phipps-Morgan, Ilona K. "Autonomy and Paternalism." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/58.
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I wish to determine when one is justified in paternalistic interferences that override a subject’s autonomy. In order to lay the groundwork for discussing paternalistic interferences with autonomous decisions, I first consider different conceptions of autonomy, welfare, and paternalism, and determine which I mean to use. In particular, I proceed with Dworkin’s characterization of autonomy as a combination of authenticity and self-determination; Nussbaum’s capabilities theory in order to determine welfare; and a definition of paternalism as being an interference with a subject’s liberty or autonomy that is motivated exclusively by consideration for that subject’s own good or welfare.
Once I have working definitions for autonomy, welfare, and paternalism, I consider arguments justifying paternalistic interferences. Because I especially wish to determine when paternalistic interferences that conflict with a subject’s autonomous decision are justified, I begin with Scoccia’s arguments for using hypothetical consent — which is based on what would maximize the subject’s welfare — to justify paternalistic acts. Using Scoccia’s argument, I consider a few cases in which concerns for welfare may justify paternalistic acts overriding the subject’s autonomy.
However, hypothetical consent does not go very far in justifying paternalistic acts. Therefore, I also consider arguments justifying paternalism in cases where the subject is not necessarily fully autonomous when making or acting upon a decision. For example, Carter argues that paternalistic acts are justified if autonomy has been waived through prior or subsequent consent. Additionally, I look at justifying paternalism when the subject’s autonomy is compromised through involuntariness or incompetence.
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Westwell-Roper, Yolande. "Autonomy and paternalism." Thesis, University of Oxford, 1985. http://ora.ox.ac.uk/objects/uuid:811ba39b-7535-4586-8089-91b8459c3bb5.
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The aim of the thesis is to develop a theory of autonomy-respecting paternalism which delineates an area of morally permissible paternalistic interference. Paternalism is defined as any infringement of a prima facie right to non-interference for the purpose of protecting or promoting the recipient's well-being. It is argued that autonomy involves not only liberty of action, but also the achievement of self-construction and self-control. The role of rational reflection in the achievement of self-construction is discussed at some length, and the importance of knowledge, including self-knowledge and moral sensitivity is emphasized. The right to non-interference is taken to be grounded in the intrinsic value of autonomy, and possession of a prima facie right to non-interference is extended to all beings with desires. This general right is discussed in terms of three rights of greater specificity: non-interference with actions, states, and opportunities. An account of the vehicle for alienation of the right to non-interference is developed in terms of a technical notion of subsequent approval. The principle of respect for autonomy is shown to be as applicable in paternalistic dealings with children as it is with adults, without this having counter-intuitive consequences in practice. It is also shown how far the paternalistic promotion of a recipient's well-being, understood as the satisfaction of informed desires, can be reconciled with the principle of respect for autonomy. Finally, the theory is applied to particular cases of paternalism in familial, medical, and legal contexts.
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Colburn, Ben Andrew. "Autonomy and liberalism." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612005.
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Clifford, Daniel. "Nietzsche's autonomy ideal." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/367322/.
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The aim of this thesis will be to give an elucidation of Nietzsche’s ideal of the post-moral autonomous individual: to give a picture of what Nietzsche takes such an individual to look like, and to show how this picture relates to some of Nietzsche’s most fundamental philosophical concerns. Overall, my argument will be that autonomy, or rather the degree of autonomy that a person possesses, is a function of the power of that person in relation to the other people and forces, and of their ability to extend their will over long periods of time. Moreover, the achievement of the highest degrees of autonomy, and by extension the achievement of the greatest levels of power, requires imposing (whether intentionally or not) an ethic upon one’s actions and one’s self. There are several features that this ethic must have if it is adequately to perform its function: it must be self-chosen rather than simply picked up from one’s surroundings, it must act to give unity to the most diverse collection of collection of drives and affects possible for the person who holds it, and it must be well tailored to fit their specific natural constitution. In order to establish this I will focus on four main issues: the significance of the sovereign individual of GM II: 2, the role of ethics/values in Nietzsche’s ideal of autonomy, the relation between Nietzsche’s deflationary account of consciousness and his views of freedom, and the notion of unity at play in Nietzsche’s writings. I will also offer some thoughts on the coherence of Nietzsche’s ideal of autonomy with his thoughts on life-affirmation.
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Estradas, Madeleine. "Perspectives on teacher autonomy : an investigation into teacher autonomy and its relationship with the development of learner autonomy." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438312.
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Moomaw, William Edward. "Teacher-perceived autonomy a construct validation of the teacher autonomy scale /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000027.
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Ryman, Johan, and Karin Söderström. "Varning - Klämrisk! : Lärares autonomi som ett multidimensionellt fenomen." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295748.
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Den här studien ämnar undersöka hur lärare uppfattar sin autonomi inom olika områden av deras yrke och fungerar som en förstudie till ett forskningsprojekt. Begreppet autonomi är mångfacetterat, men kontroll över yrket och inflytande över beslutsprocesser utgör en stor del av det. Uppsatsen fokuserar på lärare i grundskolan och gymnasiet. Tre forskningsfrågor formulerades för att fånga in begreppet autonomi. Dessa är: Hur uppfattar lärare sin professionella autonomi?, Hur skiljer sig lärares uppfattningar angående olika dimensioner av autonomi (olika nivåer och olika områden i yrkeslivet)? samt Hur väl korrelerar olika delar av lärares uppfattade autonomi med varandra?. Studiens empiri samlades in genom kvantitativ metod i form av en webbenkät vilken 93 personer svarade på. Merparten av lärarna svarade på enkäten via facebookgrupper även om flera olika kanaler användes för att nå ut till möjliga respondenter. Det teoretiska ramverket består i Frostensons tre nivåer av autonomi, LaCoes sex komponenter gällande lärares yrkesautonomi och Ballous individuella autonomi vilka tillsammans skapar en multidimensionell konstruktion. Tidigare forskning behandlar hur de senaste decenniernas skolreformer i Sverige omformat lärarprofessionen men består också i utländsk forskning gällande lärare och deras autonomi. Uppsatsens resultat visar att lärare uppfattar sin autonomi som både stor och liten beroende på vilket område av autonomi som åsyftas. Respondenterna anser sig ha litet inflytande gällande ekonomiska beslut vilka även visar sig vara de beslut de uppfattar är viktigast i skolans verksamhet. Vidare uppfattar lärarna som svarade på enkäten sin autonomi som hög vad gäller sådant som rör deras klassrumsmiljö och undervisning.This study serves as a pilot study for a research project and aims to investigate how teachers perceive their autonomy in different domains of their profession. Autonomy as a concept is multifaceted but control over the profession and influence in decision-making processes constitute a great part of it. The study focuses on primary, secondary and high school teachers. Three research questions were formed to capture the term autonomy. These are: How do teachers perceive their professional autonomy?, How do teachers perceptions differ in the various dimensions of autonomy (different levels and domains of the worklife)? and How well do various domains of teachers perceived autonomy correlate?. The data of the study was collected by quantitative method via a web-based questionnaire which was answered by 93 persons. The main part of the teachers answered the questionnaire through facebook groups despite having used several other different channels to reach out to possible respondents. The theoretical framework consists of Frostenson’s three different levels of autonomy, LaCoe’s six components of teacher autonomy and Ballou’s themes within individual autonomy which together create a multidimensional construction. Previous research discusses how school reforms of the recent decades in Sweden have reshaped the teaching profession but it also consists of foreign research of teachers and their autonomy. The results of the study indicates that teachers perceive their degree of autonomy as both high and low depending on what domain referred to. The respondents consider themselves having a small influence regarding economical decisions which also is considered the most important decisions in school’s activities. Furthermore the teachers who responded perceive their degree of autonomy as high regarding the classroom environment and teaching.
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Rosich, Pagès Gerard. "Autonomy In and Between Polities: A Political Philosophy of Modernity." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/399926.
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This PhD has pursued three different and interconnected objectives, each corresponding to one of the three parts of the PhD. In Part I, a historical reconstruction is provided in order to present the background against which some political paradoxes in the present have to be understood in relation to globalization. On the one hand, it presents a range of historical developments that have helped to describe some lineaments of the modern world as a history of domination that underpins the univocal and reductionist conceptual association between modernity and globalization. A connection is established between this view of modernity and imperialism, and between progress and globalization. On the other hand, it discusses the conceptual shortcomings and historical inadequacy of this understanding of modernity against the background of recent findings and offers an interpretation of modernity as being constituted by a tension between a totalizing and a pluralizing interpretation of the world. An alternative pluralizing interpretation of modernity, which is not related to globalization, linked to the concept of autonomy and is best suited to understanding our current condition, is proposed.
Part II aims, first, at challenging the narrative of the current hegemony of the liberal understanding of autonomy which underpins political globalization and makes unworkable any notion of a collective self; and second, at retrieving philosophically the normative content with which the concept of autonomy is associated. An assessment of the current global situation is offered which aims at showing the need for the construction of a bounded collective self in order to uphold democracy and challenge the modes of domination that contract theory, as a normative framework for institutional social life, perpetuates by means of legitimation or obfuscation.
Part III establishes the historical context in which the views offered in parts I and II have been elaborated. First, a conceptual history of autonomy is provided. To my knowledge, no exhaustive and systematic history of the concept has been researched in scholarship. It has been taken for granted that Immanuel Kant is the inventor of the concept in its modern use, a view reinforced through the impressive work of Jerome B. Schneewind. Allegedly, Kant’s work opens the path to the constitution of individual autonomy as the basic understanding of freedom. In contrast to this understanding, the aim of Part III is to show that in conceptual and in historical terms, autonomy (re)emerges in modernity after its invention in classical Greece as a political concept and as a defining quality of the collective self in its relation with the political Other. At the same time, this part aims at retrieving and grounding historically an alternative interpretation of modernity that challenges the hegemonic and univocal understanding of modernity that has been analysed in Part I. It analyses the different movements of reformation that took place during the first half of the 16th century in the Holy Roman Empire, which culminated in the 1555 Peace of Augsburg, as the experiences under which the concept of autonomy was reintroduced into European modernity. It shows that at the moment when European imperialism was beginning with the “discovery of
America”, alternative interpretations and experiences were already at hand, which aimed at challenging precisely this notion of imperialism. Part III thereby grounds in historico-conceptual terms the interpretation of modernity offered in Part I and the assessment of autonomy offered in Part II.La primera part de la tesi fa un esforç per comprendre el nostre present i les tensions que el constitueixen a través d'una reconstrucció tant històrico-interpretativa i discuteix fonamentalment les teories d'arrel eurocèntrica. Tot i que hi ha raonament teòric, la forma de procedir i argumentar és fonamentalment històrica. Seguint aquest fil, analitzo un seguit de canvis històrics que permeten llegir certs desenvolupaments del món modern com una història de dominació i que, a parer meu, està a la base de l'associació conceptual reduccionista i unívoca entre modernitat i globalització. Des d'aquest angle, estableixo una connexió entre modernitat i imperialisme i entre progrés i globalització per fer-ne la crítica, i proposo una interpretació de la modernitat constituïda per la tensió entre una comprensió totalitzadora o pluralitzadora de món. La segona part de la tesi és predominantment conceptual, encara que es complementa en alguns casos amb observacions històriques. Hi presento l'aproximació interpretativa del concepte d'autonomia i poso en qüestió el seu ús dominant en el present. És en aquest part on s'introdueix i es desenvolupa la filosofia política de la modernitat que correspon a les anàlisis històriques del llibre i on es discuteixen les connexions entre exclusió, dominació i democràcia. La darrera part combina enfocaments històrics, contextuals, interpretatius i conceptuals per poder copsar totes les diverses variables que es posen en joc en la relació entre modernitat i autonomia. És en aquesta part on la història conceptual de l'autonomia és desenvolupada i que té com a objectiu no reduir els fonaments polítics de la modernitat al concepte de sobirania. S'analitzen els diversos moviments de reforma que van tenir lloc durant la primera meitat del segle XVI al Sacre Imperi Romanogermànic i que van culminar l'any 1555 amb la Pau d'Augsburg. Aquest és el rerefons on el concepte d'autonomia es reintrodueix i l'analitzo com un dels conceptes que mostraven en aquell moment la transició d'Europa a la seva època moderna. En contrast, suggereixo que just en el moment en què l'imperialisme global Europeu s'iniciava amb la 'descoberta d'Amèrica', ja estaven en joc interpretacions i experiències alternatives que qüestionaven el concepte de sobirania.
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Rebenius, Inga. "Talet om learner autonomy : språkinlärning, autonomi och ett demokratiskt medborgarskap : ett gränsland till moralfilosofi /." Örebro : Pedagogiska institutionen, Örebro universitet, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-961.
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Guan, Kai. "Who benefits from autonomy : dilemma of ethnic regional autonomy in contemporary P.R.C. /." View abstract or full-text, 2006. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202006%20GUAN.
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Van, Waardhuizen Sarah Nicole. "Perceptions of administrative autonomy-support and teacher autonomy-support in music education." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6319.
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Autonomous learning is defined as an individual being actively engaged in the learning process to further his or her own interests and pleasure (Evans, 2016). This study measured music educators’ self-reported perceptions of autonomy-support provided by their principal and music educators’ self-reported perceptions of the autonomy-support they offered to their students. Bonneville-Roussy, Lavigne, and Vallerand (2011), Bonneville-Roussy, Vallerand, and Bouffard (2013), and Evans (2015) researched autonomous learning in music teaching and learning. They suggested music educators need to create a learning environment where students are motivated to learn for their own interests, pleasure, and passion for music.
Autonomous learning research has focused not only on the autonomous learning of the students, but on the support offered by the teacher to motivate the autonomous learning (Reeve, 1998). Reeve (2009) defined autonomy-supportive teaching as “the interpersonal sentiment and behavior teachers provide to identify, nurture, and develop students’ inner motivational resources” (p. 159). Building from that definition, Deci and Ryan (2016) asserted through autonomy-supportive efforts in the classroom, a student will be “moved to act” in the motivational process (Ryan, 2016; Ryan & Deci, 2016). Autonomy-supportive teaching centers on the careful alignment of the teacher’s motivating action with student needs.
For this study, current music educator participants (N = 295) took an online survey that included demographic information, the Work Climate Questionnaire-Schools (Baard, Deci, & Ryan, 2004; adapted for schools with permission), and the Situations in Schools Questionnaire (Aelterman et al., 2017; used with permission from J. Reeve, 2016). Descriptive statistical analysis, correlation analysis, MANOVA, and ANOVA resulted in no significant differences in the correlation analysis between Work Climate Questionnaire – School and Situations in Schools – Controlling-Teaching or Work Climate Questionnaire – School and Situations in Schools – Autonomy-Support.
There was significant negative correlation between Situations in Schools – Controlling-Teaching and Situations in Schools – Autonomy-Support, r (293) = -.160, p < .01, one-tailed. The MANOVA design indicated a main effect for area taught by level taught by highest education attained, Өᵢ = 0.031, F (2, 276) = 4.26, p = .015. There was a statistically significant difference between highest education level attained and the Situations in Schools – Controlling-Teaching Scale, F (1, 290) = 4.923, p < .05.
The negative relationship between controlling-teaching and autonomy-supportive teaching promotes the relevance for the newly established Situations in Schools (Aelterman et al., 2017) measurement tool. The data suggest music educators who possess graduate degrees tend to utilize less controlling-teaching practices. Future research in undergraduate teacher training and professional development in autonomy-supportive teaching could enhance the development of teachers-in-training and current music educators.
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Salvatori, Paul. "Autonomy and the Future." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20274.
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This thesis introduces the idea of progressive autonomy, namely future-oriented self-governance, based on the pursuit of desired goals that one has established for oneself. As the thesis shows, focus on this sort of activity, as well as its value and importance, has been largely left out of the existing literature on autonomy. In contrast, this activity is central to progressive autonomy, which, as this thesis puts forth, enables the individual to actively determine the course of his life. Throughout the process, the individual is author of his own narrative, which, as the ongoing fulfillment of desired goals, he experiences as both meaningful and worthwhile.
The thesis does not frame the narrative of the progressively autonomous individual as merely a story or an account of events. Rather, it does so as a sequence events the progressively autonomous individual is directly responsible for bringing about, as well as concretely situated in. He is, in other words, part and parcel of his narrative, as opposed to, say, a novelist who physically stands apart from the events he imagines and writes.
Finally, the thesis demonstrates that, though the progressively autonomous individual is motivated by his own desires, he is more than just a pleasure seeker; he is strategically morally responsible. Such responsibility involves and is characterized by rejecting certain motives that undermine the actual achievement of desired goals, while affirming other motives that facilitate this achievement. This, as the thesis shows, renders the progressively autonomous individual more responsible than one who partakes in this rejection or affirmation, without regard to how either will impact one’s future.
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Zhong, Ningsha. "University autonomy in China." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/NQ27760.pdf.
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Newbigging, Eric Lomax. "The particularity of autonomy." Thesis, University of Warwick, 1997. http://wrap.warwick.ac.uk/3684/.
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1. The nature and scope of this thesis is the meaning and possibility of personal autonomy for the contemporary self embedded in a complex of changing organizations. 2. Its contribution is in relating philosophy to the study of complex organizations. 3. The research is based upon the relevant literature and empirical studies informed by the writer's organizational experience. 4. The thesis is structured in two parts with the following arguments. Part I (The Situated Self of Sensible Reasoning) sets out a checklist for personal autonomy as positive freedom and rejects a universalist concept of autonomy as moral autonomy for its neglect of the self s particularity - its situation, sentiments and contingency. A midway position combines the principle of detachment with an evaluatory understanding of the nested self of cognitive sensibility. The self's coherence and its perspective are embodied in a unique narrative which governs the portfolio of the individual as agent in its relations, roles and aims. The sells portfolio constitutes the choices of its nestedness and its autonomy: it's not here, not there but where I choose to locate it. Part II (Managing Contingency)explores different types of organizations and their members' behaviour to identify those which enable the individual to confront contingency in its own terms. The final chapter examines how the current organizationa disembedding process forces the individual to confront its autonomy in a contemporary world of change. 5. The main conclusions of the thesis are: (i) There is a workable concept of personal autonomy, understood sul generis, ie in terms of its own particularity ; (ii) Those organizations enabling the individual to confront contingency in its own terms offer the best hope of autonomy ; (iii) The architect and the entrepreneur are key in illustrating the role of autonomy in a creative relating of order and contingency; (iv) The demise of the metanarrative of permanent and full employment are Inter alla forcing upon the individual the choices of heteronomy (captured in another's metanarrative as consumer and viewer), anomie (whim or chance) or personal autonomy.
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Beaver, Anthony R. "Personal autonomy through education." Thesis, University of Nottingham, 1987. http://eprints.nottingham.ac.uk/13356/.
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The concept of personal autonomy as an educational ideal is analysed from its etymological roots of autos and nomos. The autos is shown to be most closely associated with authenticity and this concept is explored from existentialist roots. Authenticity's points of contact with reason are examined and the authentic individual is shown to be a deep, reflective evaluator of his own motives but existentialist radical choice of self is shown to be essentially incoherent. The nomos is linked to reason and the criteria it picks out. The limits upon reason are considered but its significance to personal autonomy is shown to be considerable; reason is argued to embrace feeling and a dimension of practical reason. The adjective, personal, is not redundant within personal autonomy as an educational ideal and is held to have significant moral implications for autonomy. A Millian analysis of the 'endowment' of a person is considered and perspectives from both developmental psychology and an ancient tradition embracing persons and virtues are shown to relate to autonomy. The second part of the thesis considers the relationship of personal autonomy to three related concepts in education: authority, freedom and paternalism and points of contact are clarified. The final part examines a place for personal autonomy within educational activities in schools. It is argued that personal autonomy should be exercised in school- based education as its exercise is the only sure way to develop it. Therefore a perspective of education as a series of practices in which the learner should be enabled to engage exercising a measure of personal autonomy is the theme of the final part. However, the purpose of the thesis is a clarification of fundamentals; it does not purport to present a curriculum for personal autonomy.
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COSTA, PAULO SERGIO WEYL ALBUQUERQUE. "AUTONOMY AND NORM LAW." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6161@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOUNIVERSIDADE FEDERAL DO PARÁ
Autonomia e norma jurídica é uma reflexão sobre a norma jurídica. Seu ponto de partida é o de que o pensamento jurídico, seus conceitos de norma e autonomia, estão presos ao paradigma da ciência moderna e, por conseqüência, à concepção ontológica herdada. Mediante esse entendimento, orienta-se a uma crítica ao pensamento moderno e à ontologia que pressupõe. A construção do argumento aproxima o estranhamento à natureza que representa a filosofia à emergência do direito como filosofia prática. Nesse processo, discute a perspectiva de afastamento da norma em relação à natureza, para ensaiar que o pressuposto disjuntivo não possui um fundamento definitivo na tradução, que a metafísica que se consagrou no pensamento antigo reconcilia, na sua ontologia mesma, natureza e norma. Em movimentos que visam o mesmo objeto, pretende identificar os elementos do diálogo do pensamento moderno com a tradição. A emergência do pensamento moderno firmou-se sob os fundamentos da ontologia que consagrada pela tradição socrática: a permanência do direito romano, deu continuidade ao direito natural e permitiu sua reapropriação como razão; a ciência moderna se institui afirmando-se pela violência do método, mas mantendo intactos importantes fundamentos próprios da filosofia clássica. Assim, direito e ciência conduzem pressupostos antigos e os mantém mediante a ressignificação de seus elementos estruturais. Essa herança aparece inteira no paradigma da modernidade e permite compreender o que Boaventura de Souza Santos denomina de crise especular da ciência. Autonomia e norma jurídica aproxima essa crítica à reflexão ontológica, para alcançar o conteúdo da crise da ciência e do direito, com base no pensamento de Cornelius Castoriadis. O presente trabalho, enfrenta, pois, a norma, desde uma reflexão ontológica, identificando a norma não exatamente naquilo em que a norma é criação humana, mas destacando a região onde a norma, como criação humana, é natureza.
Autonomy and norm of law is a reflection on the norm of law. Its starting point is of that the legal thought, its concepts of norm and autonomy, is surrounded by the paradigm of modern science e, for consequence, to the inherited ontological conception. By means of this agreement, the critique is oriented to the modern thought and the ontology that it estimates. The construction of the argument approaches the strangeness to the nature that represents the philosophy to the emergency of the right as practical philosophy. In this process, argues the removal perspective of the norm in relation to nature, to assay that the disjunctive estimated one does not possess a definitive bedding in the tradition, that the metaphysics that if consecrated no old thought reconciles, in its same ontology, nature and norm. In movements that aim at object the same, it intends to identify the elements of the dialogue of the modern thought with the tradition. The emergency of the modern thought was firmed under the beddings of the ontology that consecrated for the Socratic tradition: the permanence of the Roman law, gave continuity to the natural law and allowed its re-appropriation as reason; modern science constitutes affirming itself for the violence of the method, but keeping unbroken important proper beddings of the classic philosophy. Thus, law and science lead antique assumptions and it keeps them by means of the resignificance of its structural elements. This inheritance appears entire in the paradigm of modernity and allows understanding what Boaventura de Souza Saints calls specular crisis of science. Autonomy and norm of law approaches this critique to the ontological reflection, to reach the content of the crisis of science and law, on the basis of the thought of Cornelius Castoriadis. The present work, faces, therefore, the norm, since an ontological reflection, identifying the norm not exactly in what the norm is human creation, but highlighting the region where the norm, as human creation, is nature.
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Mitchell, Gemma Lynsey. "Autonomy in medical ethics." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611447.
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Owens, David John. "The autonomy of psychology." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670342.
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Jennings, Ian Douglas. "The concept of autonomy." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/13416.
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Bibliography: leaves 117-120.The question of which of our actions or desires are genuinely attributable to us is the question I examine in this thesis. I use the term "autonomous" to describe those agents whose desires or actions are genuinely their own, and I refer to actions or desires which cannot genuinely be attributed to agents as heteronomous actions or desires. I have chosen to discuss this question under the rubric of the concept of autonomy, although the number of near-synonyms in the philosophical literature means that I could, perhaps, have referred instead in my title to concepts such as freedom, responsibility, independence, authenticity, self-determination, self-identity, freedom of the will and similar concepts. But whatever terminological choice is made, the issue that interests me concerns the nature of those actions or desires which are genuinely the agent's - those desires and actions which, as some have put it, are the agent's rear desires and actions.
23
Baker, Eileen F. "Autonomy and Informed Consent." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491391673593916.
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24
Shen, Han. "A Retreat to Autonomy." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522340473322968.
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25
Johansson, Simon. "Data Driven Adaptive Autonomy." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-94096.
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Manual work in hazardous environments puts the operators at a great risk.Developing autonomous robots specialized for the task is one way to removethe need for human operators to be present at the scene makes but still lacksthe reasoning and expert knowledge of a human operator. Teleoperation isanother way to remove the operator from the dangerous environment but itas well has it’s drawbacks. The lack of direct feedback and latency reducesthe operator’s precise control and understanding of the task. Virtual Reality(VR) is a way to bridge this gap by improving the perceived feedback especiallyvisual feedback. Adaptive autonomy is the method that handles thecombination of autonomy and teleoperation by varying which side shouldget the most control at different moments in time in order to improve performancebased on different aspects dependent on the system. This thesisfocuses on the operator’s state of distraction to regulate the adaptive autonomysystem. This is done by exploring the possibilities of a data drivenapproach and proposing a suitable learning method that can classify whenthe operator is distracted in a VR teleoperation task with a simulated robotarm. There are two parts of this project, developing the data collection experimentand prototyping a LSTM learning method using the collected data.The learning method prototype showed promising results at predicting themoments when the operator was distracted.
26
McGregor, Rafe. "The autonomy of literature." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/7214/.
Full textAbstract:
In this thesis, I present a new argument for the autonomy of literature. The conclusion that literature is autonomous is a claim that there is, first, a distinctively literary value, and second, that this distinctively literary value is independent of the other values associated with literature. In Part I, I enumerate the premises of my argument, distinguishing between final and instrumental value on the one hand and non-relational and relational value on the other. I accept literature as characteristically fictional and literary works as institutional objects. I argue for two different instantiations of form-content inseparability, poetic thickness and narrative thickness, which I then subsume under the concept of literary thickness. Part II argues that there are two conflicting interests that can be taken in literary works, the formal and the substantive, and that these are reconciled in the integrative standpoint. I contend that the integrative standpoint is characteristic of literary appreciation and that the distinctively literary value is the literary satisfaction that accompanies the experience of a literary work. I complete my argument by establishing a necessary relation between the integrative standpoint and final value rather than instrumental value, with the consequence that literature is autonomous. I address the two strongest objections to my argument in Part III. Both Noël Carroll and Martha Nussbaum maintain that cognitive value and moral value are part and parcel of literary value, which is thus heteronomous. I demonstrate why neither objection succeeds, focusing on the failure of Carroll’s literature in three dimensions approach to account for the literary value of morally ambiguous works of literature and the failure of Nussbaum’s theory of literary education to account for the literary flaws in morally meritorious works of literature. I conclude that my argument from literary thickness stands and that literature is therefore indeed autonomous.
27
Humphries, James Hume. "Autonomy, authority, and anarchy." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8020/.
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The problem of the ‘mountain man’, the caricature of self-sufficiency and individualism, is not a new one for autonomy theorists. It seems plausible that there is genuine value in self-direction according to one’s deeply-held principles. If autonomy involves something like this, then anyone concerned with autonomy as a social rather than individualistic phenomenon must explain what (if anything) the mountain man gets wrong when he denies that his autonomy admits of being placed under obligations to others. In particular, the mountain man challenges autonomy-minded social anarchists: if his denial of legitimate non-voluntary obligations is correct, then it is not just the state we should reject, but any organising body with coercive powers. This may be consistent with individualist anarchism or right-libertarianism, but it sits ill with the social anarchist intuition that we can have genuine political obligations (albeit not to the state). My thesis addresses this problem in three stages. First, I argue for a functional analysis of authority and autonomy: the concepts are not pre-existing “immovable objects”, but rather are defined by the role that they are intended to play in our discourse. I suggest that we need a concept of political or institutional authority in order to resolve co-ordination problems and pursue collaborative social goods, and a concept of autonomy to explain when and why self-direction is valuable. Second, I defend a social-relational conception of autonomy. The autonomous agent is powerful and authoritative, where this power and authority is in large part constituted, rather than merely affected, by the social structures and relations that we stand in. We are powerful and authoritative (and thus autonomous), I argue, when we stand in relations of non-domination: we are not vulnerable to arbitrary interference in our lives, and this non-vulnerability is defended in virtue of recognition respect for us as agents. There are two important implications of this account: that autonomy comes with a built-in equality condition whereby everybody’s autonomy is threatened if anybody’s is, and that there is no principled distinction to be drawn between ‘personal’ and ‘political’ autonomy. In the last three chapters, I suggest an autonomy-justified conception of authority. I argue for autonomy as the crucial collaborative good which authoritative institutions help us to pursue, and suggest that such institutions may legitimately claim authority if they act or effect actions in ways which are likely to promote or defend autonomy-constituting relations, and act or effect actions in ways consistent with maximal equal autonomy. Finally, I return to the anarchist argument, showing that while my accounts of autonomy and authority give us a plausible picture of how autonomy is compatible with genuinely authoritative institutions, this picture still has no room for the state.
28
Watson, William Matthew. "Autonomy, neutrality, and justice." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:ba10519b-62f9-42f4-b6de-6cd30c606901.
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My thesis aims to contribute to the development of a distinctively liberal theory of language rights. To this end, I seek to identify the philosophical foundations of language rights by asking which objectives and principles ought to guide the formulation of language policy in multilingual states. I ask whether language policy ought to seek to achieve convergence on a common public language, or to secure the preservation of endangered languages. I also examine whether a normatively satisfying theory of language rights can be constructed around the ideal of liberal neutrality. I argue that achieving linguistic convergence in the public realm will tend to promote administrative efficiency, economic development, social mobility, social and economic solidarity, and democratic participation. I further contend that in most real-world cases, it will either be the case that language maintenance is not necessary to secure the particular benefits that linguistic preservation is alleged to give rise to, or else, if preservation is necessary in order to secure those benefits, such preservation will nonetheless be unjustifiable in light of the interference with individual freedom of choice that it would entail. Drawing on the work of Alan Patten, I claim that language policy should strive to ensure that all citizens enjoy a fair opportunity for self-determination. I argue that while it is practically impossible for the state to remain neutral in all matters of language and culture, extending neutral treatment to language communities will generally (although not always) promote the value of fair opportunity for self-determination for all. I insist, however, that the state may rightly implement language policies (be they neutral or non-neutral) that undermine rather than advance fair opportunity for self-determination for all, provided that such policies are aimed at securing sufficiently weighty liberal goods, and impair fair opportunity for self-determination no more than is necessary to that end.
29
Thompson, Ruth. "Cognitive Autonomy in Adolescence." DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/2550.
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This study examined the relationship between areas of cognitive autonomy and adolescent development. Differences in cognitive autonomy between age groups were analyzed. Students attending Grades 7, 9, and 11, and college students in Northern Utah participated in this study. Three hundred and ninety-six participants responded to the Cognitive Autonomy and Self-Evaluation(CASE) inventory, which examined the subcategories of evaluative thinking, voicing opinions, comparative validation, decision making, and self-assessment. Scores were compared by grade and by gender. Results showed that college students scored significantly higher in three of the five areas of cognitive autonomy. Additionally, females in both ninth grade and college scored themselves significantly higher in two areas of cognitive autonomy. Areas of academic grades, time watching television, time spent reading, and weekly computer use were also analyzed. Implications of these findings for future programs and future research are also discussed.
30
Smith, Michael Arthur. "Autonomy and project based language learning : factors mediating autonomy in project based CALL /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001476.
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Olausson, Pär M. "Autonomy and Islands : a global study of the factors that determine island autonomy /." Abo : Abo Akademi university press, 2007. http://catalogue.bnf.fr/ark:/12148/cb412243632.
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Ruiz, Díaz Gonzalo Martín, and Becerra Ana María Granda. "An Estimate of the Formal Autonomy of the Telecommunications Regulator in Peru." Derecho & Sociedad, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/118427.
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This article talks about the concept of autonomy of regulatory agencies, implementing the methodology developed by Gilardi in order to estimate the formal autonomy of the Peruvian telecommunications regulator (OSIPTEL). The results allow to appreciate that the formal autonomy of OSIPTEL is slightly above the average of a set of pairs organisms levels suggesting that a formal level, the regulatory framework gives the Peruvian telecommunications regulator reasonable degree of autonomy compared to standards international. Also, the relation between the concept of formal autonomy and de facto autonomy is discussed, from developments of Maggeti Gilardi, specially the importance of broadening and supplementing the analysis of the first with the second, in order to obtain greater insight into the strengths and weaknesses of regulation in Peru and the region, and outline an agenda for strengthening.El presente artículo discute el concepto de autonomía de los organismos reguladores, implementando la metodología desarrollada por Gilardi1 para la estimación de la autonomía formal del regulador peruano de las telecomunicaciones (OSIPTEL). Los resultados permiten apreciar que la autonomía formal del OSIPTEL se encuentra en niveles ligeramente superiores a la media de un conjunto de organismos pares sugiriendo que, a nivel formal, el marco regulatorio de telecomunicaciones confiere al regulador peruano grados razonables de autonomía en comparación con los estándares internacionales. Asimismo, se discute la relación del concepto de autonomía formal y el de autonomía de facto, a partir de los desarrollos de Gilardi y Maggeti, resaltando la importancia de ampliar y complementar el análisis del primero con el segundo, a fin de obtener mayores luces respecto de las fortalezas y debilidades de la regulación en el Perú y en la región, y delinear una agenda para su fortalecimiento.
33
Olson, Henrik. "Självbestämmande i relation till typ A och B beteende." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18849.
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Syftet var att med hjälp av en enkätstudie undersöka om det fanns någon skillnad i upplevd autonomi mellan högskolestudenter som upplevde sig ha lägre grad av stress i vardagslivet och de studenter som upplever sig ha högre grad av stress i vardagslivet. Studiens syfte var även att undersöka om det fanns skillnader i upplevd autonomi mellan män och kvinnor. Resultatet visade att det förekom en huvudeffekt mellan deltagarnas upplevda stress och autonomi. Resultatet visade att det inte fanns någon huvudeffekt av kön och inte någon interaktionseffekt mellan kön och stress.The aim was to use a questionnaire study to examine whether there was any difference in perceived autonomy among college students who perceived themselves to have lower levels of stress in daily life and the students who perceived themselves as having higher levels of stress in everyday life. Another purpose was to investigate whether there are differences in perceived autonomy between men and women. The results showed that there was a main effect of the participant’s perceived stress and autonomy. The results showed that there was no main effect of gender and no interaction effect between gender and stress.
34
Santoro, Emilio. "Autonomy, freedom and rights : a critique of liberal subjectivity /." Dordrecht [u.a.] : Kluwer Academic Publishers, 2003. http://www.gbv.de/dms/spk/sbb/recht/toc/367004119.pdf.
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Nobre, Gismário Ferreira. "Dilemas do Movimento dos Trabalhadores Rurais Sem Terra na relação com o Estado e a sociedade: entre a autonomia e a institucionalização - o caso de Sergipe." Programa de Pós- Graduação em Ciências Sociais da UFBA, 2008. http://www.repositorio.ufba.br/ri/handle/ri/10886.
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Essa tese analisa as relações entre o Movimento dos Trabalhadores Rurais Sem Terra (MST) e o Estado (conflito, diálogo e parcerias), explorando a relação contraditória entre a autonomia do sujeito social e a institucionalidade democrática. Objetiva essa investigação compreender a formação desse movimento social como sujeito coletivo em meio às suas complexas relações com o Estado, ou seja, em que medida sua participação em distintos contextos de confrontos institucionalizados alterou o seu sentido de liberdade e autonomia condicionado pela vivência institucional; identificar elementos da democratização da relação base/direção, em oposição à cultura predominante na sociedade na qual prevalecem relações autoritárias hierárquicas, o clientelismo e mecanismos abertos e/ou velados de cooptação que se reatualizam. Portanto, com base em estudos e pesquisas, dividiu-se essa tese em quatro capítulos, além das considerações finais. O primeiro capítulo enfoca as origens das concepções do MST. Procurou-se identificar as matrizes ideológicas nas quais se referencia o MST. Também recupera o processo de discussão e redefinição da natureza do Estado pari passu à afirmação da sociedade civil. O segundo capítulo versa sobre o duro caminho do MST em Sergipe na busca da autonomia. Nesse processo procurou-se compreender sua relação com setores da igreja, da CUT e do PT bem como os mecanismos tradicionais de institucionalização dos movimentos sociais no campo adotado, tanto pela igreja católica quanto pelo estado. O terceiro capítulo refere-se à caminhada ascendente do MST na busca da afirmação da sua identidade, procurando identificar sua participação nos novos canais de mediação institucional. O último capítulo objetiva contextualizar a luta dos sem-terra no complexo quadro de polarização ideológica entre o PT e o PFL e de cooptação dos movimentos sociais. E por fim as considerações finais onde procuramos estabelecer o grau de correspondência entre a hipótese e os resultados da pesquisa.
Salvador
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Gurbuzbalaban, Melis. "Autonomy: Re-appreciation Of Architecture." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605555/index.pdf.
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The contradiction between architecture&rsquos &ldquo
autonomy&rdquo
, its existence as an entity with its own &ldquo
disciplinary specificity&rdquo
- and its social &ldquo
engagement&rdquo
, its involvement in culture, ideology and economy, has been the subject of numerous discussions in architectural discourse, initially in Europe and later in North America. It is argued in this thesis that although &ldquo
autonomy&rdquo
and &ldquo
engagement&rdquo
seem contradictory to each other, architecture&rsquo
s &ldquo
critical status&rdquo
is rooted in this contradiction. Autonomy is regarded as one of the essential sides of architecture&rsquo
s dual position. This suggests that the in-between, or in Stanford Anderson&rsquo
s terms, &ldquo
quasi-autonomous&rdquo
status of architecture can only be sustained through its existence as an entity that has a certain degree of autonomy. Autonomy is an agent for architectural discourse to isolate architecture from its involvement in the external reality and increase awareness within the discipline by concentrating on its specific knowledge. Autonomy aids architecture to pretend to be &ldquo
detached&rdquo
while in reality it is &ldquo
engaged&rdquo
. To focus on the autonomous dimension of architecture, to search for architecture&rsquo
s own intrinsic qualities, helps to produce knowledge within the discipline and provides a &ldquo
critical distance&rdquo
for architecture to resist any &ldquo
external authority&rdquo
. Thus this thesis intends to explore the potentials of the conceptualization and problematization of &ldquo
autonomy&rdquo
in architecture and its employment as a critical tool by architectural discourse to re-assess architectural practice. The private house projects designed by Boran Ekinci in Turkey are exemplified and utilized for the re-conceptualization of the term and enable the transfer of the discourse related with autonomy to the local context where the issue hardly gained a popularity. By doing so, both the appreciation of autonomy in general and reappreciation of architecture in Turkey are aimed.
37
Moberg, Ragnar. "ADAPTIVE AUTONOMY WITH UNRELIABLE COMMUNICATION." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-36727.
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For underwater robotics there exists severe constraints regarding wireless bandwidth in the kilobits range. This makes a centralised approach to high-level mission management possibly less than ideal due to inherent delays and possible temporary incompleteness in data during decision making. This thesis aims to propose, implement (in ROS) and test a distributed approach. An auction based method for task assignment was being used, as well as a Pagerank based approach that models a trust based hierarchy between autonomous agents inferred from information exchange, in order to enforce decision conformity. Simulations where carried out using UWsim and a custom made bandwidth limiter for ROS. It was concluded that the Pagerank based algorithm managed to uphold conformity and solve conflicts during network slowdown but did not always lead to the correct decisions being enforced.
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McLeod, Carolyn. "Self-trust and reproductive autonomy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0018/NQ49281.pdf.
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Swearingen, Andrew. "Romance imperatives : syncretism, irregularity, autonomy." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543593.
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Flaherty, Joshua 1973. "The autonomy of the political." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/17647.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2003.Includes bibliographical references (p. 225-228).
This thesis examines and critically assesses five arguments for the autonomy of the political. The arguments I examine are those of Niccol6 Machiavelli, Jean Bodin, Thomas Hobbes, Carl Schmitt, and John Rawls. After presenting what I believe to be the most plausible reconstructions of these arguments for the autonomy of the political, I conclude that none of these arguments succeed in their task. The arguments of Machiavelli, Hobbes, Bodin, and Schmitt each fail to establish an autonomous political account of justification or political legitimacy. Rawls' argument, on the other hand, succeeds in establishing a plausible and distinctively political standard of justification, but fails to establish that the political is autonomous. I conclude that there is an inescapable conflict between the thesis that the autonomy of the political and the idea that the state's actions could be acceptably justified or that the state could be legitimate.
by Joshua Flaherty.
Ph.D.
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Pugh, Jonathan David. "Autonomy, rationality and contemporary bioethics." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:c9107058-df18-4ccb-91ae-aa51f0b25954.
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Personal autonomy is often lauded as a key value in contemporary bioethics. In this thesis, I aim to provide a rationalist account of personal autonomy that avoids the philosophical flaws present in theories of autonomy that are often invoked in bioethics, and that can be usefully applied to contemporary bioethical issues. I claim that we can understand the concept of autonomy to incorporate two dimensions, which I term the 'reflective' and 'practical' dimensions of autonomy. I suggest that the reflective dimension pertains to the critical reflection that agents must carry out on their motivating desires, in order to be autonomous with respect to them. I begin by rejecting prominent desire-based and historical accounts of this dimension of autonomy, before going on to defend an account based upon a Parfitian analysis of rational desires. Following this analysis of the reflective dimension of autonomy, I argue that autonomy can also be understood to incorporate a practical dimension, pertaining to the agent's ability to act effectively in pursuit of their ends. I claim that recognising this dimension of autonomy more comprehensively reflects the way in which we use the concept of autonomy in bioethics, and makes salient the fact that agents carry out their rational deliberations in the light of their beliefs about what they are able to do. I go on to argue that this latter point means that my account of autonomy can offer a deeper explanation of why coercion undermines autonomy than other prominent accounts. Having considered the prudential value of autonomy in the light of this theoretical analysis, in the latter half of the thesis I apply my rationalist account of autonomy to a number of contemporary bioethical issues, including the use of human enhancement technologies, the nature of informed consent, and the doctor-patient relationship.
42
Weimer, Steven. "Autonomy and the Utilitarian State." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1250636642.
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Vice, Samantha Wynne. "Personal autonomy : philosophy and literature." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002853.
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Gerald Dworkin's influential account of Personal Autonomy offers the following two conditions for autonomy: (i) Authenticity - the condition that one identify with one's beliefs, desires and values after a process of critical reflection, and (ii) Procedural Independence - the identification in (i) must not be "influenced in ways which make the process of identification in some way alien to the individual" (Dworkin 1989:61). I argue in this thesis that there are cases which fulfil both of Dworkin's conditions, yet are clearly not cases of autonomy. Specifically, I argue that we can best assess the adequacy of Dworkin's account of autonomy through literature, because it provides a unique medium for testing his account on the very terms he sets up for himself - ie. that autonomy apply to, and make sense of, persons leading lives of a certain quality. The examination of two novels - Kazuo Ishiguro's The Remains of the Day and Henry James's The Portrait of a Lady - shows that Dworkin's explanation of identification and critical reflection is inadequate for capturing their role in autonomy and that he does not pay enough attention to the role of external factors in preventing or supporting autonomy. As an alternative, I offer the following two conditions for autonomy: (i) critical reflection of a certain kind - radical reflection, and (ii) the ability to translate the results of (i) into action - competence. The novels demonstrate that both conditions are dependent upon considerations of the content of one's beliefs, desires, values etc. Certain of these will prevent or hinder the achievement of autonomy because of their content, so autonomy must be understood in relation to substantial considerations, rather than in purely formal terms, as Dworkin argues.
44
McDaniel, Bonnie Lyon. "Autonomy, gender and democratic education /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7728.
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Takayashiki, Masahito. "Autonomy in Modern Japanese Literature." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/4021.
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This dissertation aims to examine the manner in which the concept of autonomy (jiritsu) is treated in modern and contemporary Japanese literature. This examination will be performed by analysing the autonomous attitude of a contemporary Japanese writer Nakagami Kenji (1946–1992). This dissertation focuses on examining Nakagami Kenji’s ambivalent attitude towards his act of writing. We will explore the manner in which his act of writing appears to be a paradox between self-identification and the integration into the collective. Then, we will observe the possibility in which Nakagami’s ambivalent attitude is extended to cover Maruyama Masao’s relative definition of autonomy and Karatani Kōjin’s interpretation of Immanuel Kant’s notion of freedom and responsibility. Nakagami’s attempt is certainly not confined to only his works. The notion of autonomy may be applied to perceive a similar thought that was represented by previous writers. We will also examine various never-ending autonomous attempts expressed by Sakaguchi Ango, Miyazawa Kenji and Nakahara Chūya. Moreover, we will analyse how Nakagami’s distrust of the modern Japanese language and his admiration of the body as an undeniable object are reflected in his major novels in detail and attempt to extend this observation into the works of the theatrical artists in the 1960s such as Betsuyaku Minoru, Kara Jūrō, Hijikata Tatsumi and Terayama Shūji and contemporary women writers such as Tsushima Yūko, Takamura Kaoru, Tawada Yōko and Yoshimoto Banana. These writers and artists struggled to establish their autonomous freedom as they encountered the conflict between their individual bodies that personifies their personal autonomy and the modern Japanese language that confines them in the fixed and submissive roles in present-day Japan. In this dissertation, I would like to conclude that Nakagami Kenji’s ambivalent attitude towards his act of writing can be an eternal self-legislation, that is, his endless attempt to establish autonomous freedom, which evolves from the paradox between the individual (body) and the collective (language).
46
Takayashiki, Masahito. "Autonomy in Modern Japanese Literature." University of Sydney, 2008. http://hdl.handle.net/2123/4021.
Full textAbstract:
Doctor of Philosophy(PhD)This dissertation aims to examine the manner in which the concept of autonomy (jiritsu) is treated in modern and contemporary Japanese literature. This examination will be performed by analysing the autonomous attitude of a contemporary Japanese writer Nakagami Kenji (1946–1992). This dissertation focuses on examining Nakagami Kenji’s ambivalent attitude towards his act of writing. We will explore the manner in which his act of writing appears to be a paradox between self-identification and the integration into the collective. Then, we will observe the possibility in which Nakagami’s ambivalent attitude is extended to cover Maruyama Masao’s relative definition of autonomy and Karatani Kōjin’s interpretation of Immanuel Kant’s notion of freedom and responsibility. Nakagami’s attempt is certainly not confined to only his works. The notion of autonomy may be applied to perceive a similar thought that was represented by previous writers. We will also examine various never-ending autonomous attempts expressed by Sakaguchi Ango, Miyazawa Kenji and Nakahara Chūya. Moreover, we will analyse how Nakagami’s distrust of the modern Japanese language and his admiration of the body as an undeniable object are reflected in his major novels in detail and attempt to extend this observation into the works of the theatrical artists in the 1960s such as Betsuyaku Minoru, Kara Jūrō, Hijikata Tatsumi and Terayama Shūji and contemporary women writers such as Tsushima Yūko, Takamura Kaoru, Tawada Yōko and Yoshimoto Banana. These writers and artists struggled to establish their autonomous freedom as they encountered the conflict between their individual bodies that personifies their personal autonomy and the modern Japanese language that confines them in the fixed and submissive roles in present-day Japan. In this dissertation, I would like to conclude that Nakagami Kenji’s ambivalent attitude towards his act of writing can be an eternal self-legislation, that is, his endless attempt to establish autonomous freedom, which evolves from the paradox between the individual (body) and the collective (language).
47
Tsahuridu, Eva Evdokia. "Moral autonomy in organisational decisions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1289.
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The purpose of this study to investigate the morality of persons in organisations and especially the effect of organisations on the moral autonomy of persons. In addition to reviewing the literature of moral autonomy in philosophy, psychology, sociology and organisation studies and management, the thesis also examines the ontology of organisations, moral agency and the organisation as a context. Based on this knowledge, a model is developed that addresses the relations of the organisation to society and the person to the organisation in ethical decision making. From this model the thesis develops three moral decision making categories. These are: moral autonomy. Where persons are allowed to use their moral values, moral heteronomy, where the organisation provides such values and moral anomy, where there is a lack of moral deliberation and moral values. Four research propositions are developed from this model. The propositions are that people are more likely to make morally autonomous decisions in personal life dilemmas than in organisational life dilemmas. In organisational dilemmas it is proposed that the organisation will affect the morality of its members. In bureaucratic organisations, people are expected to make more anomous organisational decisions when faced with an easy and simple dilemma and more heteronomous decisions when faced with complex and difficult dilemmas. In clan organisations, people are expected to make more autonomous organisational decisions. In a market organisation, people are expected to make more anomous organisational decisions. An exploratory primary research project is undertaken to test the model and the propositions developed. People from three Australian organisations that approximate Ouchi's (1980) typology of bureaucracy, clan and market organisations participated in the research. Managers and supervisors from each organisation were asked to assess the ethical climate of their organisation using Victor and Cullen's (1987, 1988) Ethical Climate Questionnaire. They also responded to Forsyth's (1980) Ethics Position Questionnaire and resolved and justified their resolutions six organisational and six personal ethical dilemmas. These dilemmas had been assessed by two groups of MBA students for relevancy, complexity and difficulty. The analysis of the primary data reveals that the three organisations have different ethical climates. It also reveals that the respondents from the three organisations do not differ insofar as they share similarly idealistic end relativistic ethical ideologies. They do however differ in the reasoning they use to resolve organisational and in some cases personal ethical dilemmas. People In organisation Alpha, the bureaucratic organisation, are more likely to make heteronomous decisions. People from organisation Beta, the clan organisation, are more likely to make autonomous moral decisions, and people from organisation Gamma, the market organisation, are more likely to make anomous moral decisions. These findings support the research propositions developed. More importantly, some people in organisations Alpha and Gamma did not perceive some organisational dilemmas as ethical issues but only as business issues that are void of ethics. In addition, people from organisation Alpha in particular were more likely to try to avoid making a decision and suggest that someone else in the organisation should make the decision not the person facing the dilemma. The findings suggest that organisations that rely on rules and regulations are more likely to remove the responsibility from ethical decision-making, and lead to avoidance of such decisions. The implications of these findings are discussed and opportunities for further research are identified.
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Lõhmus, Katri. "Caring autonomy : rethinking the right to autonomy under the European Court of Human Rights jurisprudence." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7798.
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This thesis sets out an argument against the present interpretation of the concept of autonomy under the European Court of Human Rights (the ECtHR) Article 8 jurisprudence and proposes a new reading of the concept that is rooted in an acknowledgment and appreciation of human interdependence. Following the prevailing political, legal and socio-cultural ideas and ideals about autonomy, the ECtHR has chosen to furnish its recent Article 8 case law according to the values characteristic of the notion of individual autonomy – independence, selfsufficiency, and the ability to conduct one’s life in a manner of one’s own choosing. Adopting this individualistic view on autonomy, the ECtHR sets normative standards for behaviour that the thesis challenges as being detrimental for the quality of interpersonal relationships. The work draws on sociological theory to argue that in modern individualised societies people are increasingly tied to each other – one has to be socially sensitive and to be able to relate to others and to obligate oneself, in order to manage and organise the complexities of everyday life. This also means that there are attendant obligations between individuals to be sensitive towards, and care for, each other. It is argued that an effective exercise of one’s autonomy becomes necessarily dependent on the existence of caring and trusting relationships. This in turn requires the ECtHR to adopt an appropriate conceptualisation of autonomy that embraces this knowledge and gives full effect to it. The concept of caring autonomy is proposed as a replacement for an individualistic concept of autonomy. It will be argued that this concept captures better the essentiality of human interdependence and the morality it calls for. The implications of this for the future direction of the ECtHR jurisprudence are also considered.
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Stancati, Victor Henrique. "Autonomia administrativa financeira e orçamentária das defensorias públicas estaduais: análise e descrição dos seus modelos." reponame:Repositório Institucional do FGV, 2015. http://hdl.handle.net/10438/15195.
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After more than ten years of recognition of the administrative, financial and budget to the State Public Defender, which was given by Constitutional Amendment No. 45/2004, it is still possible to find institutions of this species that suffer from daily interference in various aspects of his administration, in total disregard to what determines our Basic Law. However, interestingly this problem has not been shown to cool even on the national scene, with states where the Public Defender enjoy more autonomy and prestige, while in others they suffer to be recognized equal rights. In this sense, starting from a basic theoretical framework on autonomy of the Public Defender, the present study aimed to explore the elements that compose the concept, seeking to further verify and describe the existing asymmetries between the models of autonomy found in the Public Defender's state around the country. To this end, data were collected through direct observation, archival research and interviews, which were further processed and interpreted through the methodology of content analysis. The results obtained through the consolidations done under the five categories of analysis proposals led to the conclusion that the asymmetry between the existing models is a fact and is mostly noticeable in the areas of Financial Management and Budget as well as the choice of the institution's Board. Were also identified two key barriers to the implementation of the autonomy model recommended by the system, namely, the low autonomy in the estimated expenditure in the budget process and the absence of staff of its own limit for the Public Defender in the Fiscal Responsibility Law.
Passados mais de dez anos do reconhecimento da autonomia administrativa, financeira e orçamentária às Defensorias Públicas Estaduais, o que se deu através da Emenda Constitucional n° 45/2004, ainda é possível encontrar instituições desta espécie que sofrem com interferências diárias nos mais variados aspectos de sua administração, em total desrespeito ao que determina a nossa Lei Fundamental. Entretanto, curiosamente este problema não tem se mostrado de maneira uniforme no cenário nacional, havendo estados onde as Defensorias Públicas gozam de mais autonomia e prestígio, enquanto existem outros onde estas sofrem para ter igual direito reconhecido. Neste sentido, partindo de um referencial teórico básico sobre autonomia da Defensoria Pública, a presente pesquisa teve por objetivo explorar os elementos que compõe tal conceito, buscando posteriormente verificar e descrever as assimetrias existentes entre os modelos de autonomia encontrados nas Defensorias Públicas estaduais ao redor do país. Para tanto, foram coletados dados através de observação direta, pesquisa documental e entrevistas, os quais foram posteriormente tratados e interpretados através da metodologia da análise de conteúdo. Os resultados obtidos através das consolidações efetuadas no âmbito das cincos categorias de análise propostas permitiram a conclusão de que a assimetria entre os modelos existentes é um fato, sendo perceptível principalmente nas áreas de Administração Financeira e Orçamentária, bem como na Formação da Alta Administração da Instituição. Também foram constatadas duas barreiras fundamentais para a implantação do modelo de autonomia preconizado pelo ordenamento, qual seja, a baixa autonomia na previsão de despesas no processo orçamentário e a ausência de limite próprio de pessoal para a Defensoria Pública na Lei de Responsabilidade Fiscal.
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Saxenbrink, Pucci Diana. "Ungdomars upplevelse av autonomi i sin vardag : En validering av skattningsskalan SDAA: Self-determination autonomy for adolescence." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17741.
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