Dissertations / Theses: 'Correction philosophy'

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Voelpel, John. "Descartes' Bête Machine, the Leibnizian Correction and Religious Influence." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3527.

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René Descartes’ 1637 “bête machine” characterization of nonhuman animals has assisted in the strengthening of the Genesis 1:26 and 1: 28 disparate categorization of nonhuman animals and human animals. That characterization appeared in Descartes’ first important published writing, the Discourse on the Method, and can be summarized as including the ideas that nonhuman animals are like machines; do not have thoughts, reason or souls like human animals; and thus, cannot be categorized with humans; and, as a result, do not experience pain or certain other feelings. This characterization has impeded the primary objective of environmental ethics - the extension of ethical consideration beyond human animals - and has supported the argument that not only the nonhuman animal but also the rest of nature has only instrumental worth/value. As is universally recognized, Gottfried Wilhelm Leibniz, just a few decades after Descartes’ death, took issue with Descartes’ dualism by arguing that the Leibnizian monad, with its active power, was the foundation of, at least, all of life. This argument must result in the conclusion that nonhuman and human animals are necessarily categorized collectively, just as Charles Darwin later argued. In fact, when the writings of Descartes and Michel de Montaigne are reviewed, it becomes apparent that Descartes never believed his bête machine characterization but embraced it to achieve not only his philosophical objectives but also his anatomical and physiological objectives. Philosophically, Descartes was answering Montaigne’s skepticism and his use of nonhuman animal examples to discredit human reason. Also, Descartes spent a major part of, at least, the last twenty-two years of his fifty-four year life dissecting nonhuman animals. Finally, the role that the politics and policies of the Christian institutions played in these matters is of primary importance. Similar politics and policies of the Christian institutions have since played, and still play, an important role in the continuing, unreasonable, disparate categorization of human animals and nonhuman animals. Philosophy seems to be the only discipline that can, if it will, take issue with that characterization.

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Geyer, Xanthe Amanda. "Correction, addition and deletion : memory and its function in creating "visual narratives" (and identity) in photographic art." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002198.

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With this dissertation I propose to investigate critical theories dealing with memory and its role in photography. The function of memory is a well discussed and analysed topic within the ambit of historical research. Drawing from theoretical texts by critical theorists, namely, Roland Barthes, Annette Kuhn and Marianne Hirsch, I will critically address the function of memory in the understanding of photography; particularly how photographs have the ability to construct our identity in terms of history and narrative. I will study the content of memory in relation to visual images, focusing on what is remembered, what is suppressed, and finally, what is transformed when viewing an image. By doing so, I will consider whether or not still photographs have the ability to construct the past in a narrative form that is intrinsic to its medium. This consideration will be undertaken with specific reference to the works of contemporary South African artist Lien Botha. Special attention will be directed to her series of work entitled Amendment (2006), a series which permits me in turn, to deal with issues pertaining to memory and “visual narrative” which I have explored in my own professional art practice namely, Memory Boxes, Back Stories, Faces of You and Me, Memories Re-layered and Ghostly Remnants.

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Mathieson, Sally Kathryn. "Inside Job| Correctional Conversations from Behind Bars." Thesis, Union Institute and University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3664100.

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This creative dissertation consists of a novella, The Riot. alongside a contextualizing essay. Ultimately, this project is about social justice for a population that is forced together, those who contain and the ones contained. The former group are the gatekeepers of the barrier that runs between two parallel worlds. less concrete than mortar and concertina wire, more dangerous and more permeable. It is the thinnest, most tenuous part of our buffered-up society, and one that can be rendered, ripped, or compromised in a moment..

Inside Job collates different perspectives into one novella, which acts as a frame story for the lived experience that is human containment, including the unique commonality between both parties, that of being judged by a larger society. Prison is a secret place; truth is often hidden. Steel bars are my view finder in weaving together the voices of those who are isolated as they serve either time or the system, along with the writings of prison scholars and creative fiction and nonfiction writers. Key to my contextualzing essay has been the work of Michel Foucault, Linda Alcoff, creative nonfiction pioneer Lee Gutkind, and prison writers who stand on both sides of the bars, including Ted Conover, George Jackson, and Caleb Smith.

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4

Gallagher, Peter. "Gnosis and intellect : Plotinus's corrections of some Gnostic misunderstandings of his theory of intellect." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300160.

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5

Fatic, Aleksandar. "Punishment and restorative crime-handling : a social theory of trust." Phd thesis, Canberra, ACT : The Australian National University, 1995. http://hdl.handle.net/1885/143619.

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The general aim of this work is to examine the main features of some of the most influential contemporary theories of criminal justice, to look at their conceptual and methodological relative advantages and shortcomings, and to try to glean in them a direction for the devising of a more promising, more optim ising way of accounting for crime and deviance, as well as for prospects of successful social control. The general contention of the work is that the key question to be asked in this respect is what value ought to lie at the base of all such explanatory attempts. The general answer, with which the 'restorative theory of crime-handling', espoused herein, deals, is that this value ought to be trust. All those arrangements which can generally be characterised as trust-enhancing appear to be optimising as well, and to contribute in a constructive way to the resolution of conflicts. Punishment, on the other hand, does not appear to be trust-enhancing; on the contrary, it seems to play an essentially trust-degrading role in most contexts, and thus creates an atm osphere and consequences which do not suggest the possibility of both effective and humane social control mechanisms. It has been the aim of theories of social control for decades to avoid excessive punitiveness and maximise the consensus which is built around the particular policies to that effect. Yet, most such theories have ended up neglecting the role of trust, and em phasising justice instead. Another contention of the arguments contained herein is to the effect that justice ought not to play such a prom inent role in any theory of social control which aspires to be trust-enhancing. Following the unavoidable directions of argum ents advanced over decades, the argum ents herein deal with theories such as 'retributivism ' and 'utilitarianism ', 'com m unitarianism ' and 'republicanism ', thereby bordering on political, and even on sociological theory. Yet, they do not remain on the level of presenting argum ents for and against these theories - the value of what is argued here against such theories, if there is any value in it, lies in its contribution to the fuller illum ination of the real role of trust in a social theory of crime-control which would derive strongly from the popular 'conflict-resolution' theories, but which, at the same time, would seek to avoid some of their greatest calam ities. To w hat extent this w ork m ight have succeeded in accomplishing that end, however, is, of course, up to the reader to judge.

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Domínguez, Javier. "Culture and Art: A Correspondence in Progress. Art's Ideal in Hegel, Corrections to an Established Interpretation." Pontificia Universidad Católica del Perú - Departamento de Humanidades, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/113182.

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The art ideal is usually understood as an exemplary art that stands out in a formalist conception of the history of art, or as the art that matches the programmatic conception of a normative aesthetics. Hegel’s conception is different in that it makes no emphatic command for ideal conditions of art or for it. Instead, and according to his notion of the ideal, which is none other than the idea of the true in history and its realities, the art ideal is art itself accomplishing this task of realization. It achieves this by way of intuition, and with relation to the culture of sensuality, whereby the demands for art transform themselves in concurrence with the ideas that brand culture in general. In agreement with this idea, art’s efforts do not consist so much in rendering the idea sensual, as in raising the sensual to appearance. This conception is exemplified in how Hegel approaches painting in his Lectures. This paper criticizes the usual interpretation of Hegel as a classicist, and strives to show the current potential of his theory.
El ideal del arte suele entenderse como un arte ejemplar que se destaca en una historia del arte de concepción formalista, o como el arte que responde a la concepción programática de una estética normativa. La concepción de Hegel es distinta; en ella no hay la exigencia en un sentido enfático de condiciones ideales, ni del arte ni para el arte, sino que de acuerdo con su concepción del ideal, que no es otra cosa que la idea o lo verdadero en la historia y sus realidades, el ideal del arte es el arte mismo cumpliendo esta tarea de realización. Ello lo consigue en el medio de la intuición y en relación con la cultura de la sensibilidad, cuyas demandas para el arte se transforman de acuerdo con la mentalidad que le va dando el sello a la cultura en general. Acorde con esta idea, el esfuerzo del arte no consiste tanto en sensibilizar la idea, cuanto en elevar lo sensible a apariencia. Esta concepción queda ejempliﬁ cada en la forma cómo Hegel aborda la pintura en sus Lecciones. El artículo conlleva una crítica a la interpretación usual de Hegel como clasicista, e intenta mostrar el potencial de su teoría para la actualidad.

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gallego, brady s. "COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/127.

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Philosophy of education not only forms the background for curriculum construction and pedagogy but there is a connection between epistemology and education within the economic power structure of society in the United States (Aronowitz & Giroux, 1993/1991, p. 88). Public education in the United States often functions as a propaganda delivery system which conserves the economic power structure by use of a conservative and objectivist philosophy of education which instrumentalizes education into vocational preparation, compliance to a governing ideology and uncritical acceptance of knowledge as absolute truth (Aronowitz & Giroux, p. 22). This project aims to construct a philosophy of education which could transform the education system into a counter-propaganda institution with the potential to transform the power structure of society. A critical postmodern philosophy of education which synthesized critical and postmodern philosophies of education would emphasize epistemological skepticism, counter-propaganda knowledge construction and social transformation (Aronowitz & Giroux, p.22). In addition, the project contains a literature review of critical theory, postmodern theory and critical postmodern theory on education as well as theory on a critical postmodern philosophy of history education, philosophy of correctional education and ideas for the implementation of the philosophy of education into specific pedagogical and curricular practices. Attached to this manuscript is a PowerPoint presentation focused on stimulating discussion of this philosophy of education.

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8

Pollard, William James. "Habits in action : a corrective to the neglect of habits in contemporary philosophy of action." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3973/.

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I propose that if we pay proper attention to habits, we can correct distortions in prevailing accounts of action, and make progress in a number of contemporary debates. First I describe the everyday phenomenon of habit, and sketch the context as we find it within contemporary analytic philosophy. I then develop a notion of habit which has its origins in Wittgenstein, Ryle and Aristotie. The generic notion upon which all three thinkers draw is that of a kind of behaviour which is repeated; automatic, in the sense that it does not involve deliberation or trying; and responsible, since it is under the agent's control. I call such behaviour habitual action. Third, I reject the widely held view that the class of rational actions and the class of actions which we perform "for reasons" are equivalent. This view, made popular by Davidson, distorts our conception of rational actions by taking deliberated actions to be the sole paradigm. I suggest that this is an "intellectualist" error, which gives too prominent a place to our deliberative capacity in our picture of rational actions. 1 argue, against this, that on many of the occasions that we act habitually, we do not act for reasons, although we do act rationally, in ways that 1 spell out. Fourth and finally I outline how broadening our conception of rational actions to include many of those we perform habitually allows us to make progress in contemporary debates. I focus on the debate in meta-ethics between Humean (Smith, Blackburn) and anti-Fiumean (McDowell) accounts of moral motivation. I argue that properly understood, habits form a crucial part of the anti-Flumean argument - one which has hitherto been obscure in McDowell. I suggest other debates to which an understanding of habits could contribute, such as the project of "naturalising" rational action.

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9

Pollard, Bill. "Habits in action a corrective to the neglect of habits in contemporary philosophy of action." Saarbrücken VDM Verlag Dr. Müller, 2002. http://d-nb.info/989291537/04.

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10

Harnish, Jason A. "Brockway Correctional Education: A Case Study of Resident Experiences in Reentry." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587556874462589.

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11

Keating, M. C. P. "The Capitalist ethic and the spirit of Protestantism : A corrective to the Weber thesis." Thesis, University of Salford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.353982.

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12

Wulf, Douglas J. "The imperfective paradox in the English progressive and other semantic course corrections /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/8368.

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13

Root, Scott. "Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103815.

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This applied dissertation was designed to provide a better understanding of the effectiveness of out-of-class safety net corrective instructional activity practices conducted beyond regular classroom instruction for lower secondary level (9th- and 10th- grade high school) students within mastery learning educational environments. The study was designed to shed light on the impact and implications of these practices on Bloom’s vanishing point (Bloom, 1971) and Arlin’s leveling effect (Arlin & Westbury, 1976). Seven mastery learning structured international schools in geographic proximity, of similar size, and utilizing the same program of study were used in this study. Three of the schools that employed a safety net program were the basis of this study, and the four schools that did not have in place a safety net program were used as a control for this observational research.

Normed Measures of Academic Progress (MAP) RIT scores (Northwest Evaluation Association, 2005), grade point averages, and safety net program data were used in a series of case-control tests to determine the effectiveness of out-of-class corrective instructional activity safety net programs for above-average and below-average achieving students. The mean study and control group RIT percentile ranking scores for the students was nearly 1 standard deviation above the averages reported by the Northwest Evaluation Association (2005), so these relative comparisons involved bright students. This large volume of data enabled analysis of the effects of out-of-class safety net activities on school-wide and individual improvement in literature, writing, mathematics, and comprehensive results.

Series of conclusive nonparametric analysis were used instead of normal distribution tests because of the out-of-bounds skewed nature of the data. Analysis of the data suggested that safety netting programs benefit all students, irrespective of whether or not students received out-of-class corrective instructional activities. The MAP RIT scores of below- average achieving students were not affected by attending a school with a safety net program but their GPA results improved in all subjects. Arlin’s leveling effect (Arlin & Westbury, 1976) most likely accounted for improvement of MAP RIT scores for above- average students who attended a school with a safety net program but their GPA results were not affected. These contrasting benefits masked the school-wide test results, which suggested that a school district might not realize an overall increase in MAP RIT and GPA results when adopting a safety net program. Students identified in need of safety netting services benefited by having been placed in the program up to twice in any respective course, but a point of diminishing returns was reached when a student fell 3 or more units behind in a course in relation to the progress of the class.

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14

Bakalis, Nikolaos [Verfasser]. "Philosophical and Historical Dimensions of Charles S. Peirce’s Self-Corrective Thesis (SCT) / Nikolaos Bakalis." Wuppertal : Universitätsbibliothek Wuppertal, 2011. http://d-nb.info/1009494783/34.

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15

Poama, Andrei. "La justice corrective : éléments pour une théorie de la peine." Thesis, Paris, Institut d'études politiques, 2015. http://www.theses.fr/2015IEPP0023.

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Cette thèse propose une théorie de la peine formulée dans les termes d’une conception de la justice corrective. L’idée de justice corrective et la théorie qu’on en propose trouvent leurs sources dans la pensée éthico-politique d’Aristote. On a choisi de restreindre l’espace d’application de la conception corrective aux systèmes juridiques contemporains des États-Unis et de la France. Le principe de justice corrective, tel qu’on l’interprète ici, pose que les peines peuvent être justes si elles tentent de rétablir une égalité de droits fondamentaux entre la victime et l’auteur d’une infraction conçue comme violation de ces mêmes droits. La conception corrective marque une rupture importante par rapport aux principales conceptions alternatives – rétributiviste et distributiviste – de la punition, en ceci qu’aucune de ces deux approches ne repose essentiellement sur la primauté normative de la relation entre victime et infracteur et que l’égalité des droits fondamentaux n’y est envisagée, dans l’ordre de la justice, comme une raison nécessaire et suffisante pour punir. Est juste, d’abord, la sanction pénale orientée vers l’égalisation des droits fondamentaux et la rectification des injustices commises par des personnes contre d’autres personnes. Du point de vue de la justice corrective, c’est dans la relation qui lie la victime à son infracteur que se déploie la justice des peines. Du point de vue de la conception corrective, la justice pénale ne peut se réaliser qu’en tenant compte du caractère central de la bilatéralité de la justification des peines. Que l’intervention punitive contribue à faire souffrir le coupable - comme dans les conceptions rétributives - ou qu’elle produise des effets socialement bénéfiques - comme dans les conceptions distributives -, ce sont là des considérations complémentaires qui ne relèvent pas nécessairement de la justice des peines
This dissertation provides a theory of punishment that is formulated by means of a conception of corrective justice. The concept of corrective justice and its corresponding conception draw on the ethical and moral theory of Aristotle. The corrective conception is meant to apply to the contemporary legal systems of France and the United States. As interpreted here, the principle of corrective justice argues that punishment is justified when and insofar as it tends to rectify a specific, inter-personal inequality resulting from a violation of the basic rights of the victim by the offender. Corrective justice thus pertains to the domain of interpersonal injustices. Aristotle was the first one to formulate the concept of corrective justice in Book V of the Nicomachean Ethics. It was also Aristotle who, for the first time, made a connection between the norms of corrective justice and the practice of punishment. The corrective conception takes its distance from the two main alternative conceptions of punishment, which are based on the idea of distributive and retributive justice. Neither of these two latter conceptions views the relationship between the individual victim and the individual offender as normatively prior; nor do they see basic rights as necessary and sufficient grounds for punishing. Seen from a corrective standpoint, penal justice is strictly located at the level of the relationship that connects the offender to his or her victim. Unlike its main contenders, corrective justice is deeply anchored in a bilateral justificatory structure. The suffering of the offender advocated by retributive conceptions or the existence of socially beneficial effects defended by distributive theories can arguably be interpreted or explained as side-effects of legal punishment, but they cannot offer a normative basis for punishing

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Boghossian, Peter. "Socratic Pedagogy, Critical Thinking, Moral Reasoning and Inmate Education: An Exploratory Study." PDXScholar, 2004. https://pdxscholar.library.pdx.edu/open_access_etds/3668.

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This exploratory study examines the hypothesis that Socratic pedagogy is a useful tool for imparting critical thinking and moral reasoning skills to inmates. The study explores the effectiveness of a new curriculum, Introducing Socrates, which relies on Socratic pedagogy to achieve its objectives. The curriculum draws from the effective criminal justice research on cognitive education to determine its objectives, and then looks to the Platonic dialogues to find broad philosophical questions that tie into those objectives. The program also evaluates salient criticisms of Socratic pedagogy that are found in the educational and philosophical literature, and then isolates and evaluates constructs from these criticisms in the study.

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17

Papayannis, Diego M. "Comprensión y justificación de la responsabilidad extracontractual." Doctoral thesis, Universitat Pompeu Fabra, 2010. http://hdl.handle.net/10803/7325.

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Dos teorías dominantes en el ámbito académico se atribuyen la mejor explicación de la responsabilidad extracontractual. El análisis económico sostiene que los conceptos fundamentales de la práctica cobran su mayor sentido cuando se los inter¬preta a la luz del objetivo social de mantener el coste de los accidentes en un nivel óptimo. Para los partidarios de la justicia correctiva, en cambio, la responsabilidad extracontractual regula las interac¬ciones privadas de los indi¬viduos imponiendo al causante del daño la obligación de indemni¬zar de modo que se rectifiquen a la vez las pérdidas y las ganancias injus¬tas. Argumentaré que la responsabilidad extracontractual es una práctica mucho más compleja de lo que estas dos teorías suponen. Su estructura está con¬formada tanto por principios correctivos como distributivos. A su vez, la noción de derechos y deberes de indemnidad permite comprender de qué manera estos principios están articulados.
Two important theories claim to provide the best explanation of tort law. The Law and Economics movement holds that the fundamental concepts of the practice are best understood when they are interpreted in light of the social goal of maintaining the costs of accidents at an optimal level. According to corrective justice proponents, on the other hand, tort law regulates the private interactions of persons imposing the duty to compensate upon the causal agent of the harm, in order to rectify at the same time wrongful gains and losses. I will argue that tort law is a much complex practice that these two theories assume. Its structure is conformed both by corrective and distributive principles. In turn, the notion of indemnity rights and duties allow us to understand the way these principles are articulated.

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Erdmann, Julia [Verfasser], Nikol [Gutachter] Rummel, and Joachim [Gutachter] Wirth. "Spontaneous recovery effects in German orthography acquisition : does delayed correction lead to recovery of a seemingly extinguished memory? / Julia Erdmann ; Gutachter: Nikol Rummel, Joachim Wirth ; Fakultät für Philosophie und Erziehungswissenschaft." Bochum : Ruhr-Universität Bochum, 2021. http://d-nb.info/1236813960/34.

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Root, Scott. "Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/34.

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This applied dissertation was designed to provide a better understanding of the effectiveness of out-of-class safety net corrective instructional activity practices conducted beyond regular classroom instruction for lower secondary level (9th- and 10th- grade high school) students within mastery learning educational environments. The study was designed to shed light on the impact and implications of these practices on Bloom’s vanishing point (Bloom, 1971) and Arlin’s leveling effect (Arlin & Westbury, 1976). Seven mastery learning structured international schools in geographic proximity, of similar size, and utilizing the same program of study were used in this study. Three of the schools that employed a safety net program were the basis of this study, and the four schools that did not have in place a safety net program were used as a control for this observational research. Normed Measures of Academic Progress (MAP) RIT scores (Northwest Evaluation Association, 2005), grade point averages, and safety net program data were used in a series of case-control tests to determine the effectiveness of out-of-class corrective instructional activity safety net programs for above-average and below-average achieving students. The mean study and control group RIT percentile ranking scores for the students was nearly 1 standard deviation above the averages reported by the Northwest Evaluation Association (2005), so these relative comparisons involved bright students. This large volume of data enabled analysis of the effects of out-of-class safety net activities on school-wide and individual improvement in literature, writing, mathematics, and comprehensive results. Series of conclusive nonparametric analysis were used instead of normal distribution tests because of the out-of-bounds skewed nature of the data. Analysis of the data suggested that safety netting programs benefit all students, irrespective of whether or not students received out-of-class corrective instructional activities. The MAP RIT scores of below- average achieving students were not affected by attending a school with a safety net program but their GPA results improved in all subjects. Arlin’s leveling effect (Arlin & Westbury, 1976) most likely accounted for improvement of MAP RIT scores for above- average students who attended a school with a safety net program but their GPA results were not affected. These contrasting benefits masked the school-wide test results, which suggested that a school district might not realize an overall increase in MAP RIT and GPA results when adopting a safety net program. Students identified in need of safety netting services benefited by having been placed in the program up to twice in any respective course, but a point of diminishing returns was reached when a student fell 3 or more units behind in a course in relation to the progress of the class.

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Kwan, Kelly. "The Kindness Factor: Disrupting the Structural Injustices of America's Criminal Justice System." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1189.

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Inspired by words of incarcerated and formerly incarcerated people in California and Denmark, this thesis critically analyzes the American criminal justice system and asks if critiques of the institution can be addressed and improved through the implementation of kindness and compassion within the walls of prison, itself.

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Lepine, Samuel. "Une Défense du sentimentalisme : émotions, motivations et valeurs." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE3075.

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Ce travail propose une présentation et une défense du "sentimentalisme", c’est-à-dire de la théorie philosophique selon laquelle les émotions constituent notre principal accès aux valeurs, et la source de nos jugements évaluatifs. Après avoir brièvement retracé les origines historiques de ce courant (Shaftesbury, Hutcheson, Hume, et Adam Smith), j’examine la littérature psychologique et philosophique actuelle portant sur les émotions. Je propose une définition de la fonction des émotions, en soutenant que ce sont des "attitudes" corporelles et cognitives dotées d’une intentionnalité évaluative. Elles nous permettent ainsi d’apprécier la valeur des objets en fonction de leur pertinence pour nos états motivationnels, tels que nos désirs ou nos sentiments. Je procède ensuite à une analyse des conséquences épistémologiques et métaphysiques que l’on peut dériver de cette thèse. Je montre que les émotions sont susceptibles de jouer un rôle crucial dans notre connaissance des valeurs, en étudiant le débat relatif aux "conditions de correction" des émotions. Je propose de distinguer ici deux caractérisations des conditions de correction qui ne sont généralement pas explicitées dans les débats actuels, que j’appelle la conception "indépendantiste" et la conception "motivationnelle". J’argumente en faveur de la deuxième approche, et je défends la thèse selon laquelle les émotions constituent un accès fiable aux valeurs, lorsqu’elles sont basées sur des motivations qui sont elles-mêmes correctes ou appropriées. Selon cette approche, les valeurs doivent être comprises comme des propriétés réelles et relationnelles. Je m’intéresse enfin plus particulièrement au rôle que les émotions sont susceptibles de jouer dans les jugements moraux. Après avoir écarté les théories innéistes au sujet de la morale, je soutiens que les émotions sont des conditions nécessaires au développement de la moralité
This dissertation is both a presentation and a defense of "sentimentalism", the philosophical theory according to which emotions constitute our main access to values, and the source of our evaluative judgments. After considering briefly the historical origins of this philosophical approach (Shaftesbury, Hutcheson, Hume, and Adam Smith), I review the current psychological and philosophical literature about emotions. I define the function of emotions, arguing that they are bodily and cognitive "attitudes" that possess an evaluative intentionality. They allow us to appraise the value of objects according to their relevance for our motivational states, like our desires or sentiments. I proceed then to an analysis of the epistemological and metaphysical consequences that we can draw from this thesis. I show that emotions are likely to play a crucial role in our knowledge of values, focusing on the debate about the "correctness conditions" of emotions. I propose a distinction between two characterizations of correctness conditions, which are generally not explicit in the literature, and which I name the "independence" approach and the "motivational" approach. I argue in favor of the latter and I defend the thesis that emotions constitute a reliable access to values, when they are based on motivations that are themselves correct or appropriate. According to this view, values should be conceived as real and relational properties. Finally, I consider the role which emotions may play in our moral judgments in particular. After having rejected nativist accounts of our moral competence, I claim that emotions are necessary conditions to the development of our moral life

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Demarle-Casadebaig, Monique. "Gongsun Long 公孫龍 : des noms à la désignation, la pensée du langage en Chine à l'époque des Royaumes-combattants." Thesis, Paris, INALCO, 2020. http://www.theses.fr/2020INAL0024.

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Ce travail propose la traduction et le commentaire de l'ensemble des textes par lesquels nous a été transmis l’enseignement de Gongsun Long 公孫龍 (320-250) axé sur la question de la « rectitude » ou « correction » des noms. Pour éclairer ce débat dont les termes ne peuvent être directement transcrits dans le langage de la logique, de la linguistique ou de la philosophie moderne, on a cherché à reconstituer les préoccupations de « l’école des noms » mingjia 名家. Dans une époque de désordre social, cette école a repensé l’exigence confucéenne de la rectitude des noms en liaison avec le besoin de classification des termes en l’étendant à des intérêts précis, aussi bien dans le domaine de l’application des lois, que des définitions et de la nature. Dans ce contexte historique le Gongsun Longzi 公孫龍子peut se comprendre comme visant à accomplir définitivement le projet de l’école des noms mais dans une forme originale et étrangère aux différents modes d’argumentation de l’époque. Gongsun Long serait ainsi, à sa manière, le penseur d’un moment de crise dans la transmission de la tradition confucéenne. Sa méthode l’a éloigné de ses devanciers mais aussi de ses contemporains, sans qui pourtant nous ne pourrions le comprendre, et ses successeurs se sont écartés de lui comme d’une sorte d’imposteur, sans peut-être l’avoir compris. Par les éclaircissements qu’il tente d’apporter à ce destin singulier, ce travail propose donc les rudiments d’une « apologie de Gongsun Long », qui essaie finalement de rendre compréhensible et « logiquement acceptable » toute la profondeur de la pensée de la désignation, dont on s’efforce de montrer que, jusque dans le style paradoxal qu’elle requiert pour son expression, elle est inséparable et même révélatrice d’une originalité de la langue chinoise, qu’elle contribue fortement à mettre en lumière
This work provides a translation with commentary of all remaining texts by which we can know the learning of Gongsun Long 公孫龍 (320 – 250 BC). His main concern was about “correction of names”, a topic commonly disputed at the time of Warring Kingdoms, but the meaning of which cannot easily appear in the language of logic, linguistics or philosophy of our time. This is why our work had to include an historical survey of the School of Names in its debates about this topic, firstly proceeding from Confucius lessons. In that time of violent public troubles, the confucianist claim for correctedness of names was connected by this school with precise needs of classification, for the sake of applying laws, defining terms, and rhetoric. The Gongsun Longzi 公孫龍子purpose may be understood as an attempt to fulfil the project of School of Names, but in a so freshly new form and strange style in this time that Gongsun Long gives us a witness of a moment of crisis in history of the confucianist tradition. Because of his method, he stood aside from previous and contemporary thinkers, and posterity indeed threw some contempt on him as if guilty of delusion. Trying to enlighten so sad a fate, our work is pleading for some “apology for Gongsun Long”, in order to make sense of his deep study of meaning, and show how the paradoxes required for his expression give strong evidence for the original character of Chinese language itself

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Heimburger, Robert Whitaker. "A theological response to the "illegal alien" in federal United States law." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:43010cbe-32a9-4ecd-abcf-cf57f729bbd5.

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Today, some twelve million immigrants are unlawfully present in the United States. What response to this situation does Christian theology suggest for these immigrants and those who receive them? To this question about the status of immigrants before the law, the theological literature lacks an understanding of how federal U.S. immigration law developed, and it lacks a robust theological account of the governance of immigration. To fill this gap, the thesis presents three stages in the formation of the laws that designate some immigrants as aliens unlawfully present or illegal aliens, drawing out the moral argumentation in each phase and responding with moral theology. In the first stage, non-citizens were called aliens in U.S. law. In response to the argument that aliens exist as a consequence of natural law, Christian teaching indicates that immigrants are not alien either in creation or for the church. In the second stage, the authority of the federal government to exclude and expel aliens was established, leaving those who do not comply to be designated illegal aliens. To the claim that the federal government has unlimited sovereignty over immigration, interpretations of the Christian Scriptures respond that divine sovereignty limits and directs civil authority over immigration. In the third stage, legal reforms that were intended to end discrimination between countries allowed millions from countries neighboring the U.S. to become illegal aliens. These reforms turn out to be unjust on philosophical grounds and unneighborly on theological grounds. While federal law classes many as aliens unlawfully present in the United States, Christian political theology indicates that immigrants are not alien, the government of immigration is limited by divine judgment, and nationals of neighboring countries deserve special regard.

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Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.

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Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.

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Richards, Kelly M. "'Rewriting history' : towards a genealogy of 'restorative justice'." Thesis, 2006. http://handle.uws.edu.au:8081/1959.7/17010.

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This thesis considers how ‘restorative justice’ has emerged as a legitimate response to crime. It presents the beginnings of a genealogical analysis of ‘restorative justice’ as it applies to criminal justice contexts. It comprises a ‘backwards-looking’ component, in which accepted historical accounts of ‘restorative justice’ are problematised, and a ‘forwards-looking’ component, in which a partial history of discourse of ‘restorative justice’ is presented. I conclude that these silenced discourses might be read as an incomplete and partial history of discourse of ‘restorative justice’. That is, ‘restorative justice’ ‘makes sense’ as an approach to criminal justice partly because of the credence of these discourses, upon which it relies, to some extent, for discursive legitimacy. These diverse and divergent discourses cast the ‘restorative justice’ project not as the unified and stable ‘movement’ as which it is usually portrayed, but as a fragmented and shifting phenomenon, comprised of a loose and heterogeneous assemblage of practices with variegated historical antecedents. Additionally, I conclude that some concerns raised by various scholars in the field – particularly in relation to the potential of ‘restorative practices’ to impact negatively on already marginalised and disadvantaged populations – are validated by this genealogy.

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Richards, Kelly M., University of Western Sydney, and College of Health and Science. "'Rewriting history' : towards a genealogy of 'restorative justice'." 2006. http://handle.uws.edu.au:8081/1959.7/17010.

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This thesis considers how ‘restorative justice’ has emerged as a legitimate response to crime. It presents the beginnings of a genealogical analysis of ‘restorative justice’ as it applies to criminal justice contexts. It comprises a ‘backwards-looking’ component, in which accepted historical accounts of ‘restorative justice’ are problematised, and a ‘forwards-looking’ component, in which a partial history of discourse of ‘restorative justice’ is presented. I conclude that these silenced discourses might be read as an incomplete and partial history of discourse of ‘restorative justice’. That is, ‘restorative justice’ ‘makes sense’ as an approach to criminal justice partly because of the credence of these discourses, upon which it relies, to some extent, for discursive legitimacy. These diverse and divergent discourses cast the ‘restorative justice’ project not as the unified and stable ‘movement’ as which it is usually portrayed, but as a fragmented and shifting phenomenon, comprised of a loose and heterogeneous assemblage of practices with variegated historical antecedents. Additionally, I conclude that some concerns raised by various scholars in the field – particularly in relation to the potential of ‘restorative practices’ to impact negatively on already marginalised and disadvantaged populations – are validated by this genealogy.
Doctor of Philosophy (PhD)

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Raguragavan, Jananee. "Foreign direct investment and its impact on the New Zealand economy : cointegration and error correction modelling techniques : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Economics at Massey University, New Zealand." 2004. http://hdl.handle.net/10179/1644.

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Ongoing globalisation has resulted in more liberalisation, integration, and competition among countries. An upshot of this has been higher levels of cross-border investment. Foreign direct investment (FDI), long considered an engine of growth, has led to widespread probe with its recent rapid spread. Nevertheless, while research on the contribution of FDI to host countries has concentrated heavily on the developed and developing economies, there has been a marked neglect of small, developed economies. This study proposes to focus on New Zealand, a country that falls within the latter category. The study seeks to verify econometrically the impact of FDI on the country through causality links with growth, trade, domestic investment and labour productivity. The analysis is based upon time-series data, the econometric techniques of single, autoregressive distributed lag (ARDL), and the multiple equations approach, vector error correction method (VECM). The study found that there have been substantial gains to the New Zealand economy. A positive effect of FDI on the variables mentioned above led to an improvement of the balance of payments through an increase in exports rather than in imports. Economic growth has mainly been achieved through FDI's impact on exports and domestic private investment. The dynamic innovation techniques indicated a bi-directional causality between FDI and the variables. The long-run causality, however, runs mainly from growth and labour productivity to FDI rather than in the opposite direction. Another noticeable feature is that New Zealand's regional agreement with Australia, Closer Economic Relations, has brought the country significant gains in terms of growth and development through FDI. Both the ARDL and VECM approaches suggest that for a small, developed country qualitative impacts are greater than quantitative ones. The policy implication is that maintaining sustainable economic growth with a positive domestic investment environment is vital for attracting foreign investors. New Zealand, while continuing to encourage inward FDI, should aim to channel it into 'innovative' tradable sectors. The challenge lies in providing the right kind of policy mix for this purpose.

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Norrman, Roy. "Community service orders : a restorative view." Phd thesis, 2000. http://hdl.handle.net/1885/147424.

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Willis, Gwenda M. "From prison into the community : the impact of release planning on sexual recidivism for child molesters : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in the University of Canterbury /." 2009. http://hdl.handle.net/10092/2542.

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Macfarlane, Chelsea E. "A comparison of the predictors of hepatitis B vaccination acceptance amongst health care and public safety workers in Australia." Thesis, 2001. http://handle.uws.edu.au:8081/1959.7/784.

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This thesis examines the results of a hepatitis B vaccination questionnaire study that was completed by medical officers, nurses, carers of the developmentally disabled, and correctional officers in the Greater Western Sydney area of New South Wales, Australia. The main aim of the study was to contrast these four high risk occupational groups for their acceptance of hepatitis B vaccination, seroconversion status, and behavioural, attitudinal, motivational and institutional determinants of their vaccination status. The results of the thesis revealed that medical officers and nurses were the most likely to be tested and vaccinated for seroconversion, while DD carers and correctional officers had the largest number of Not Vaccinated respondents. The findings of the questionnaire are discussed in some detail. It is also suggested that groups differ in the degree of hepatitis risk anxiety they experience as well as the degree of control felt over their health status. A number of indications for personal, institutional and governmental interventions to increase vaccination levels are discussed.

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O'Donoghue, Kieran Barry. "Professional supervision practice under new public management : a study of the perspectives of probation officers and service managers in the community probation service : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Social Policy and Social Work, Massey University, Palmerston North, New Zealand." 1999. http://hdl.handle.net/10179/751.

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This thesis examines professional supervision practice under new public management from the perspectives of probation officers and service managers in the Community Probation Service. In particular, the research explores the participants’ philosophy of professional supervision, their recent supervision experiences, and their aspirations and expectations with regard to professional supervision. In order to provide a background for an informed analysis and discussion of the research findings, the thesis discusses the key themes in the social service supervision and new public management literature. It also examines the Community Probation Service’s context and the history of new public management and professional supervision in this organisation. The thesis is a qualitative study that is informed by social work practice theory and utilises the phenomenological and hermeneutic approaches. The research findings show that amongst the participants there was: (a) an unclear philosophy of supervision; (b) minimal recent experience of supervision and little ownership or support for the agency supervision project; (c) a belief that the context increased their need for supervision, but at the same time reduced their ability to receive or participate in it; (d) an expectation that professional supervision would assist them to work more effectively with clients and staff; (e) an expectation of good committed supervisors who would support and help them develop; and (f) an expectation that the agency would support professional supervision through resourcing, guidelines, accredited supervisors and the establishment of a learning culture. The major implications of these findings are that: (1) there is a need for staff to be socialised into professional social service supervision; (2) that the professional supervision programme within the Community Probation Service, as currently implemented, is unlikely to be successful; and (3) that professional social service supervision needs to be focused upon persons and their environments, rather than upon the agency.

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Král, Zdeněk. "Libertariánská kritika amerického trestního práva." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-339586.

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The thesis analyzes selected issues in the U.S. criminal justice system, and the solutions proposed by American libertarians. First, it introduces libertarianism as a whole, based on both contemporary and historical sources. The thesis then examines the real influence of libertarians on U.S. politics, and the possibility that libertarian proposals might be adopted. It analyzes the successes of the U.S. Libertarian Party and introduces movement and factions in the two major parties, Republican and Democratic, and today's influential politicians who at least partially promote libertarian proposals. In the final, pivotal chapter, the thesis uses the theoretical base provided in the first chapter to analyze the shortcomings of the U.S. criminal justice system, and the solutions and changes that libertarians propose. The structure of this analysis follows the generally accepted structure of the system itself, dealing with criminal law and its enforcement through policing, courts and corrections. On each of these levels, the thesis introduces both the libertarian critique of today's system and examples of specific issues and proposed solutions. The thesis identifies the so-called "War on Drugs" as one of the key points of the libertarian critique, and uses is as a case study which illustrates the impact of...

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Dissertations / Theses on the topic 'Correction philosophy'

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