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1
Beitmen, Logan R. "Neuroscience and Hindu Aesthetics: A Critical Analysis of V.S. Ramachandran’s “Science of Art”." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1198.
Повний текст джерелаАнотація:
Neuroaesthetics is the study of the brain’s response to artistic stimuli. The neuroscientist V.S. Ramachandran contends that art is primarily “caricature” or “exaggeration.” Exaggerated forms hyperactivate neurons in viewers’ brains, which in turn produce specific, “universal” responses. Ramachandran identifies a precursor for his theory in the concept of rasa (literally “juice”) from classical Hindu aesthetics, which he associates with “exaggeration.” The canonical Sanskrit texts of Bharata Muni’s Natya Shastra and Abhinavagupta’s Abhinavabharati, however, do not support Ramachandran’s conclusions. They present audiences as dynamic co-creators, not passive recipients. I believe we could more accurately model the neurology of Hindu aesthetic experiences if we took indigenous rasa theory more seriously as qualitative data that could inform future research.
2
Fourdrinier, Axel. "Rupture et création." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00878834.
Повний текст джерелаАнотація:
En quoi la notion de rupture permet-elle de comprendre ce qu'est un acte de création artistique ? Ce travail s'attache à montrer le lien entre trois figures de la rupture dans le domaine de l'art : au fondement de sa posture de créateur, il y aurait une rupture qui habite l'artiste ; comme principe de génération de l'œuvre, il y aurait acte de rupture ; dans la manière dont elle s'inscrit dans la civilisation, l'œuvre d'art ferait rupture. Faut-il ainsi penser que toute œuvre d'art reposerait sur l'exigence de rupture ? Et dans ce cas, pourquoi l'art serait-il déterminé par cette exigence ?
3
Brisset, Tifenn. "Le cinéma d'Alfred Hitchcock : une oeuvre du devenir-humain." Phd thesis, Université de Grenoble, 2012. http://tel.archives-ouvertes.fr/tel-00924092.
Повний текст джерелаАнотація:
Cette thèse vise à apporter un éclairage philosophique sur l'œuvre cinématographique d'Alfred Hitchcock. Plus spécifiquement, il est question d'envisager les phénomènes esthétiques et narratifs afin d'évaluer la pertinence de ses films en matière de morale. Pour ce faire, nous proposons un travail en quatre étapes : tout d'abord, il faut prendre le temps nécessaire pour consolider les fondements théoriques de l'exégèse. La première partie s'efforce donc de mettre en place les éléments principaux pour la connaissance de son œuvre, du contexte de production et de ses caractéristiques les plus pertinentes. Par la suite sont envisagés les apports théoriques et conceptuels des critiques dans la filiation de laquelle se situe ce travail : la politique de réhabilitation d'Hitchcock opérée par les Cahiers du cinéma porte ses fruits aujourd'hui encore, malgré la nécessité de dépasser leur approche spiritualiste. Ainsi, cette thèse se veut leur héritière, tout en revendiquant l'utilité de perspectives alternatives comme celles de Robin Wood ou de William Drummin. Le second moment se propose d'entrer dans la diégèse hitchcockienne et d'analyser le plus justement possible les particularités du monde fictionnel créé à travers la cinquantaine de films constituant le corpus. Cette étude met en valeur l'idée d'un pessimisme latent qui se manifeste à travers une contingence ambivalente, une menace de la fatalité, une ambiguïté des fin heureuses, et une critique presque généralisée des institutions. La représentation des personnages n'est pas plus heureuse dans la mesure où l'antagonisme traditionnel méchants / bons est faussé par un manque d'héroïsme des protagonistes et une sympathie récurrente des vilains, dont la mise en scène particulièrement ambiguë favorise un rapport non conventionnel de la part des spectateurs. La troisième partie tente de dépasser cette inquiétude généralisée en montrant que les ressources personnelles des protagonistes, associées à leur rencontre parfois traumatisante avec le monde les amène à rendre possible une certaine éthique des rapports humains. Le couple engagement / dévouement est au centre de ce développement, permettant de mettre en avant la possibilité d'une évolution des personnages : d'une amoralité initiale, résultat d'une hostilité généralisée et d'un égoïsme primaire, ils peuvent prétendre au statut de véritables héros, porteurs ou représentants de valeurs et de vertus liées à l'altruisme et à l'acceptation du monde. Enfin, le dernier mouvement propose une étude de la réception, dont le but est de comprendre la position spectatorielle. Pour ce faire, nous analysons les procédés permettant le partage des expériences, afin de parvenir au concept de " vicarialité " qui semble le plus à même de décrire la forte implication et la conscience de soi qui résulte de l'esthétique hitchcockienne. Le moment final est centré sur la constitution du jugement moral du spectateur et sur la pertinence de cette œuvre dans la vie éthique du public.
4
Foehn, Melanie. "Samuel Beckett et les écrivains de Port-Royal." Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2012. http://tel.archives-ouvertes.fr/tel-00915119.
Повний текст джерелаАнотація:
L'objet de ce travail de recherche est de définir la relation de Samuel Beckett au classicisme français du dix-septième siècle. L'analyse préliminaire de différents manuscrits permet d'identifier les sources primaires et secondaires de ce dernier sur Pascal et Racine, et de mettre en avant, dans un second temps, les différentes correspondances, esthétiques et littéraires, entre l'œuvre de l'écrivain irlandais et Port-Royal. L'arrière-plan philosophique se définit par la conjonction de la logique, de l'éloquence et de la passion au cœur de l'œuvre racinienne, que l'on retrouve dans la rhétorique des Pensées, et l'analyse du langage dans la Logique ou l'art de Penser (1662) d'Arnauld et de Nicole. Les différents aspects de cette filiation intellectuelle sont établis à partir de l'analyse comparée des propos de Beckett dans ses séminaires sur la 'modernité' de Racine à Trinity College, Dublin, et des écrits théoriques de contemporains français parmi les plus illustres autour du 'classicisme moderne' et de 'l'antirhétorique'. L'étude de l'essai sur Proust, écrit en 1931, suivra ce bilan historiographique afin démontrer que l'œuvre de Beckett se situe dans le prolongement de l'augustinisme littéraire français,qu'il connaissait au moins à partir des écrits et en particulier du roman de Sainte-Beuve, Volupté. En outre, les thèmes augustiniens parcourent l'œuvre plus tardive, notamment la trilogie de romans français, Molloy, Malone Meurt, et L'Innommable comme les textes courts tels que Le Dépeupleur et Sans. L'intertextualité entre les écrits de Pascal et ceux de Beckett, doublée d'une analyse stylistique, démontrera que la syntaxe appauvrie de l'œuvre beckettienne est profondément inspirée du pessimisme augustinien vis-à-vis du langage. En effet, Beckett, adoptant le français comme principale langue d'expression, choisit le style des Pensées comme l'un de ses modèles les plus fondamentaux.
5
Moore, Gregory. "Art and action : exploring postmodern aesthetics." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1456.
Повний текст джерелаАнотація:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Political Science
6
Fritsch, Ryan. "The ethics of imagination: Levinas, Aesthetics and Poiesis in uTOpia." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95124.
Повний текст джерелаАнотація:
Before Al Gore's 2005 documentary "An Inconvenient Truth" ignited general public concern for the worsening environmental crisis, artists played a crucial role in both exemplifying ecological concerns and in building alternative living and social arrangements. They did so with a sense of "creative responsibility" that formal political and legal institutions seemed incapable of harnessing or acting upon. This thesis looks at how such activist aesthetic movements occurring simultaneously in Toronto and Windsor, Ontario, unleashed a form of "constituent imagination" at once critical, constructive and apparently more responsible than our traditionally "official" systems of responsibility. As these movements crystallized into a contemporary form of utopian thinking characterized by anti-foundationalism, aestheticism, and a deep sense of interconnected responsibility to "invisible others," it is argued that these movements are best understood and analyzed through the ethical philosophy of Emmanuel Levinas. By concretely situating and assessing long-standing limitations within Levinas' philosophy in terms of these activist movements, including the relationship between Levinas' aesthetic and ethical theory, his applicability to globalized scales of political responsibility, and the boundaries of his legal proximity and aesthetics of judgment, the thesis uncovers an "ethics of imagination" that brings Levinas into 21st century law and politics as an an-archic means of conceptualizing the world otherwise within the everyday.Avant d'Al Gore en 2005 documentaire "Une vérité qui dérange" enflammé intérêt général du public pour l'aggravation de la crise de l'environnement, les artistes ont joué un rôle crucial dans les deux illustrant les préoccupations écologiques et dans la construction de logemnt de rechange et des dispositions sociales. Ils l'ont fait avec un sentiment de "responsabilité créatrice" que les institutions politiques officielles et juridiques semblait incapable d'exploiter ou de s'en servir. Cette thèse examine comment les militants de ces mouvements esthétiques qui se produisent simultanément à Toronto et à Windsor en Ontario, a déclenché une forme de «l'imagination constituante» à la fois critique, constructive et apparemment plus responsable que notre tradition "officielle" des systèmes de responsabilité. Comme ces mouvements cristallisé en une forme contemporaine de la pensée utopique caractérisée par anti-fondationalisme, esthétisme, et un profond sens des responsabilités reliées aux "autres invisibles», il est soutenu que ces mouvements sont mieux comprises et analysées par la philosophie éthique d'Emmanuel Levinas . Par concrètement situer et d'évaluer les limitations de longue date dans la philosophie de Levinas en fonction de ces mouvemens activistes, y compris la relation entre la théorie esthétique et éthique de Levinas, son applicabilité à des échelles mondialisé de la responsabilité politique, et les limites de sa proximité juridique et l'esthétique de arrêt, la thèse révèle une «éthique de l'imagination» qui apporte Levinas en 21e siècle, le droit et la politique comme un moyen an-archique de conceptualiser le monde «autrement» dans le quotidian.
7
Garlitz, Dustin Bradley. "Philosophy of new jazz : reconstructing Adorno." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002213.
Повний текст джерела
8
Lindley, Anne Hollinger. "Relating to relational aesthetics." Pomona College, 2009. http://ccdl.libraries.claremont.edu/u?/stc,74.
Повний текст джерелаАнотація:
This thesis will examine the practice of relational aesthetics as it involves the viewer, as well as the way in which it plays out within and outside of the institutional setting of the museum. I will focus primarily on two unique projects: that of The Machine Project Field Guide at Los Angeles County Museum of Art on November 15, 2008, produced by Machine Project, a social project operated out of a storefront gallery in Echo Park; and David Michalek's Slow Dancing at the Lincoln Center Festival in New York City, July 12-29 2007.
9
De, Pellegrin Ana. "Filosofia, estetica e educação : a dança como construção social e pratica educativa." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252473.
Повний текст джерелаАнотація:
Orientador: Cesar Apareciddo NunesTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-08T13:26:13Z (GMT). No. of bitstreams: 1 DePellegrin_Ana_D.pdf: 783613 bytes, checksum: 5ff46be8607749f15a79071431056022 (MD5) Previous issue date: 2007
Resumo: Nos tempos atuais, a dança incorpora-se definitivamente ao campo investigativo e reflexivo, institucional e acadêmico, por ser uma das mais ricas expressões culturais e civilizatórias. A partir de uma inspiração histórica e filosófica pretendemos, com este trabalho, defender a possibilidade de novas conjunções entre a dança, a escola, a vida política, as questões econômicas, os lugares sociais e as múltiplas expressões da cultura. Partindo das representações discursivas e simbólicas que configuram as múltiplas identidades da dança na sociedade de imagens, pretendemos comprovar que tais representações são uma miríade de simulacros estéticos sujeitos a uma apropriação fragmentada, definida pela condição de classe e sua conseqüente consciência. Em seguida propusemos uma releitura necessária e possível da tradição pedagógica grega, definida como ideal educativo helênico ou Paidéia Grega. Por fim, definimos possibilidades de uma releitura da tradição estética moderna, articulando-a com a práxis educativa, de modo a vislumbrar a potencialidade da refundação desse ideal a partir de novas configurações e novos sujeitos sociais e pedagógicos: a dança como parte orgânica de uma nova Paidéia, numa nova escola. Na sociedade de classes essas novas configurações são possíveis apenas como articulações críticas, como resistências educacionais e políticas. Essa nova condição somente será plenamente possível numa outra sociedade, onde o trabalho represente de fato o fundamento ontológico da emancipação humana
Abstract: Nowadays dance has definitely become part of the research, reflexive, institutional and academic field, as one of the richest cultural and civilizatory expressions. From a historical and philosophical inspiration we intended, with this research, to defend the possibility of new articulations among dance, school, political life, economic questions, social places and the multiple expressions of culture. From speech and symbolic representations which configure the multiple identities of dance in the society of images, we intended to testify that those representations are a myriad of aesthetical simulacra, subjcted to fragmented apropriations, defined by social conditions of class and its consequential consciousness. Then we developed a necessary and possible rereading of the Greek pedagogical tradition defined as the Hellenic ideal of education or Greek Paideia. At last, we defined possibilities of a rereading of the modern aesthetics tradition, articulating it with the educative praxis, in order to identify the pontentiality of the refoundation of this ideal from new conceptions and new social and pedagogical subjects: the dance as an organic part of a new Paideia, in a new school. In the class society these new configurations are possible only as critical approaches, as political and educational resistences. This new condition will only be entirely possible in another society, where labor represents plenarily the ontological fundament of human emancipation
Doutorado
Historia, Filosofia e Educação
Doutor em Educação
10
Isaac, Rochell J. "AFRICAN HUMANISM: A PRAGMATIC PRESCRIPTION FOR FOSTERING SOCIAL JUSTICE AND POLITICAL AGENCY." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/186541.
Повний текст джерелаАнотація:
African American StudiesPh.D.
This study explores an African conception of Humanism as distinct from the European model and challenges the notion that Humanism is an entirely European construct. I argue that the ideological core of Humanism originated in ancient Kemet, the basis of which frames the African worldview. Furthermore, the theoretical framework provided by the African Humanistic paradigm serves as a model for structuring inter and intra group relations, for tackling notions of difference and issues of fundamentalism, for addressing socio-economic political concerns, and finally, to shift the currents of political rhetoric from one of jouissance to a more progressive and pragmatic stance.
Temple University--Theses
11
Guibal, Francis. "Social Sciences and Political Philosophy. Eric Weil's Post-Weberian Kantianism." Pontificia Universidad Católica del Perú - Departamento de Humanidades, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/113269.
Повний текст джерелаАнотація:
The historical success of sciences and their tendency to extendt hemselves universally to all of realityis a fact. In order to understand their sense, they should be referred to acultural (rational) project, whose presuppositions ought to be judged in accordance with a reason conceived both as practical (ethical-political) and speculative (philosophical). E. Weil's rigorous thought is here compared in all of these points with high-ranging positions: only after going through Hegelian, Marxian and Weberian positions he intends an original reappropiation of Kantian insights.El éxito histórico de la(s) ciencia(s)y su extensión tendencialmente universal a toda realidad es un hecho. Comprender su sentido exige que se le refiera a un proyecto cultural (racional) cuyos supuestos han de ser juzgados conforme a una razón inseparablemente práctica (ético-política) y especulativa (filosofía). Sobre todos estos puntos, el pensamiento riguroso de E. Weil se compara y se contrasta aquí con posiciones de alto vuelo: solamente después de atravesar los planteamientos hegelianos, marxianos y weberianos, es como intenta retomar,de manera original, orientaciones kantianas.
12
Widstrand, Ellen. "Experiencing the Built Environment : Architectural Aesthetics and User Preferences." Thesis, KTH, Urbana och regionala studier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-286111.
Повний текст джерелаАнотація:
Social hållbarhet är ett ämne som är mer aktuellt nu än någonsin, även om det sällan diskuteras i samband med estetik i den bebyggda miljön. De miljöer vi bygger är också de platser där vi tillbringar majoriteten av vår tid, och de påverkar hur vi mår. I takt med att städer växer och blir tätare så blir gestaltningen av dessa platser allt viktigare. Estetiken utgör en stor del av den bebyggda miljön och vår upplevelse när vi rör oss i städerna. Studier visar på att människor föredrar vissa estetiska element framför andra, och att både kropp och hjärna reagerar på estetiska stimuli. I den här uppsatsen utforskas sambandet mellan vad den forskning som finns kring exteriör byggnadsestetik säger, och hur estetiska preferenser inkluderas och diskuteras i stadsbyggnadsprojektet Rosendal i Uppsala i Sverige.Social sustainability is discussed more today than ever before, but seldom in the context of aesthetics in the built environment. The environments we build are where we spend most of our time, and they affect our wellbeing. With cities growing faster and becoming denser, how we design our home becomes more and more important. Aesthetic variables are a large part of what the built environment is, and constitute much of what we experience on a daily basis when moving around our city. Studies suggest that some aesthetic elements are preferred over others, and that both body and brain respond to aesthetic stimuli. This thesis explores the relationship between what has been found on the subject of building exterior aesthetics so far, and how evidence on aesthetic preferences is addressed in the development project of Rosendal in Uppsala, Sweden
13
Bahar, Saba. "Mary Wollstonecraft's social and aesthetic philosophy : "an Eve to please me" /." Basingstoke [etc.] : Palgrave, 2002. http://www.loc.gov/catdir/toc/fy02/2001054887.html.
Повний текст джерела
14
Runhardt, Rosa. "Causal inquiry in the social sciences : the promise of process tracing." Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3099/.
Повний текст джерелаАнотація:
In this thesis I investigate causal inquiry in the social sciences, drawing on examples from various disciplines and in particular from conflict studies. In a backlash against the pervasiveness of statistical methods, in the last decade certain social scientists have focused on finding the causal mechanisms behind observed correlations. To provide evidence for such mechanisms, researchers increasingly rely on ‘process tracing’, a method which attempts to give evidence for causal relations by specifying the chain of events connecting a putative cause and effect of interest. I will ask whether the causal claims process tracers make are defensible, and where they are not defensible I will ask how we can improve the method. Throughout these investigations, I show that the conclusions of process tracing (and indeed ofthe social sciences more generally) are constrained both by the causal structure ofthe social world and by social scientists’ aims and values. My central argument is this: all instances of social phenomena have causally relevant differences, which implies that any research design that requires some comparison between cases (like process tracing) is limited by how we systematize these phenomena. Moreover, such research cannot rely on stable regularities. Nevertheless, to forego causal conclusions altogether is not the right response to these limitations; by carefully outlining our epistemic assumptions we can make progress in causal inquiry. While I use philosophical theories of causation to comment on the feasibility of a social scientific method, I also do the reverse: by investigating a popular contemporary method in the social sciences, I show to what extent our philosophical theories of causation are workable in practice. Thus, this thesis is both a methodological and a philosophical work. Every chapter discusses both a fundamental philosophical position on the social sciences and a relevant case study from the social sciences.
15
Nicolau, Daniela. "Knowledge production and transfer in physical and life sciences." Thesis, Nicolau, Daniela (2002) Knowledge production and transfer in physical and life sciences. PhD thesis, Murdoch University, 2002. https://researchrepository.murdoch.edu.au/id/eprint/229/.
Повний текст джерелаАнотація:
Questions about knowledge flows between different fields of science are important from a policy perspective. This thesis focuses on knowledge transfer between physical sciences and life sciences. Science and technology are increasingly intertwined in a complex continuum. This complexity of the science and technology today asks for a concerted, articulated and comprehensive understanding of the process of science and technology. The approach that this research has taken is to analyse the process of science and technology. The thesis asks: What is the trade of science and technology? In order to answer this question we developed an anatomy of knowledge and we analysed the internal developments in science via the analysis of the role of the researchers as carriers and producers of knowledge.
Secondly the thesis asks: What are the mechanisms and directions on which scientfic knowledge migrates? This research postulates that the analysis of the process of science and technology translates to the analysis of the production and transfer of scientific and technological knowledge.
What is obvious and essential for science and technology is the difference between the specific mechanisms of knowledge production. This thesis suggests that the modem mode of knowledge production is characterized by an increasing density of communication on three levels: between science and technology - on one hand - and society on the other-; between scientific practitioners; and with the entities of the physical and social world. Central to our research is the concept of 'mode of knowledge production ' with mode 1 and mode 2 being defined by Gibbons.
The four case studies employed emphasise on how collaboration across disciplines is highly important for the production of new knowledge. The main characteristic of newly emerging fields in an increasing synergy between disciplines, which leads to several types of communication between them. With the increasing of the interdisciplinary intensity the border between the production of knowledge and the transfer of knowledge begins to be blurred. The transfer of knowledge occurs today at a more conceptual level. It follows that the production of knowledge has a large component of knowledge transfer. To study it, this thesis proposes a quasiquantitative model. In this unified framework for the knowledge transfer mechanisms, transfer is seen as a process with a number of stages and forms. We tested our framework on four case studies.
The third part of the thesis proposes a taxonomy of interdisciplinarity. and deals with the social engineering of knowledge transfer that is the design of adequate guidelines for policies aiming at maximization of knowledge transfer. In this way the thesis aims to contribute to the understanding of processes of development of new emerging scientific fields.
16
Nicolau, Daniela. "Knowledge production and transfer in physical and life sciences." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061122.141122.
Повний текст джерелаАнотація:
Questions about knowledge flows between different fields of science are important &om
a policy perspective.
This thesis focuses on knowledge transfer between physical sciences and life sciences.
Science and technology are increasingly intemvined in a complex continuum. This
complexity of the science and technology today asks for a concerted, articulated and
comprehensive understanding of the process of science and technology.
The approach that this research has taken is to analyse the process of science and
technology. The thesis asks: What is the trade of science and technologv? In order to
answer this question we developed an anatomy of knowledge and we analysed the
internal developments in science via the analysis of the role of the researchers as carriers
and producers of knowledge.
Secondly the thesis asks: What are the mechanisms and directions on which scientzjic
knowledge migrates? This research postulates that the analysis of the process of science
and technology translates to the analysis of the production and transfer of scientific and
technological knowledge.
What is obvious and essential for science and technology is the difference between the
specific mechanisms of knowledge production. This thesis suggests that the modem
mode of knowledge production is characterized by an increasing density of
communication on three levels: between science and technology - on one hand - and
society on the other-; between scientific practitioners; and with the entities of the physical and social world. Central to our research is the concept of 'mode of knowledge
production ' with mode 1 and mode 2 being defined by Gibbons.
The four case studies employed emphasise on how collaboration across disciplines is
highly important for the production of new knowledge. The main characteristic of newly
emerging fields in an increasing synergy between disciplines, which leads to several
types of communication between them.
With the increasing of the interdisciplinary intensity the border between the production of
knowledge and the transfer of knowledge begins to be blurred. The transfer of knowledge
occurs today at a more conceptual level. It follows that the production of knowledge has a
large .component of knowledge transfer. To study it, ths thesis proposes a quasiquantitative
model. In h s unified &mework for the knowledge tmnsfer mechanisms,
transfer is seen as a process with a number of stages and forms. We tested our framework
on four case studies.
The third part of the thesis proposes a taxonomy of interdsciplinarity. and deals with the
social engineering of knowledge transfer that is the design of adequate guidelines for
policies aiming at maximization of knowledge transfer. In this way the thesis aims to
contribute to the understanding of processes of development of new emerging scientific
fields.
17
Byrne, Michael J. "An exploratory analysis of free will in the social sciences." Ashland University Ashbrook Undergraduate Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=auashbrook1304710552.
Повний текст джерела
18
鄭建生 and Kin-sang Cheng. "Social theory and gender bias." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31211288.
Повний текст джерела
19
Atari, W. A. "Rules, rationality and wisdom : the central themes in Winch's philosophy of the social sciences." Thesis, University of Essex, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355387.
Повний текст джерела
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Dahlbeck, Per, and Mattis Gustavsson. "Creating Meaning in Schools: The Reception of Radical Aesthetics." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29944.
Повний текст джерелаАнотація:
Mot bakgrund av att många elever idag upplever skolan som meningslös har vi i detta arbete reflekterat över vad som skulle kunna öka möjligheterna för elever att uppleva skolan som meningsfull. Uppsatsen handlar om meningsskapande arbete i skolan, vilket inte är liktydigt med ”meningsfullt arbete” i skolan. Med meningsskapande arbete menar vi sådan pedagogisk verksamhet där en syn på barnet som kunskaps- och kulturskapare får konsekvenser för hur arbetet blir, för hur pedagoger planerar uppgifter och för hur de pedagogiska målen med ett arbete formuleras. Vi fokuserar på sådant meningsskapande arbete som använder sig av estetiska uttrycksformer. Mer specifikt undersöker och berättar vi om ett projekt som genomfördes i en klass med åttaåringar på en grundskola i Malmö. Den estetiska uttrycksformen som barnen använde sig av i detta projekt var digitala historier, vilket är korta filmer i vilka skaparna använder sig av stillbilder, berättarröst, musik eller andra ljud. Barnen fick i uppgift att leva sig in i att vara en person inom ramen för ett OS-arrangemang. I vår undersökning intresserar vi oss för vilken inställning eleverna och pedagogen har när det gäller estetiskt uttryckande. Framförallt intresserar vi oss för det förhållningssätt som litteraturvetaren Jan Thavenius benämner den radikala estetiken, en inställning där estetiska uttryck bland annat förmodas säga något väsentligt och angeläget. Det är också ett förhållningssätt som handlar om att förvalta mångfalden av perspektiv. Tankarna om den radikala estetiken rymmer flera tänkbara infallsvinklar som vi redogör för. Några av dessa infallsvinklar använder vi oss av när vi tolkar hur barnens digitala historier tas emot i ett mottagandesamtal. Ett annat ord för mottagandesamtal som vi använder oss av är reception. I en reception möts elever och pedagog för att samtala om och kring de verk som producerats. Vår frågeställning är:Finns det något som visar på att samtalsdeltagarna har en inställning som stämmer överens med tankarna om den radikala estetiken? Vad visar i så fall på detta?Med den frågeställningen är vårt syfte att, utifrån den radikala estetikens premisser, undersöka vad som händer i reception när vi försöker praktisera tankar om meningsskapande arbete i skolan. Bakgrunden till vår fokusering på meningsskapande arbete, den radikala estetiken och reception är att vi har förhoppningar om att kunskap relaterad till dessa tre begrepp kan bidra till att öka möjligheterna för elever att uppleva skolan som meningsfull. Det är ingen lätt uppgift att på ett kortfattat sätt formulera resultaten av vår undersökning. Vårt tolkningsarbete lämnar ibland fler frågor än svar. Våra resonemang är dessutom knutna till specifika och konkreta situationer på ett sådant sätt att de inte på ett enkelt sätt kan göras allmängiltiga utan att något går förlorat. Det är således svårt för oss att tala om resultatet utan att breda ut oss om specifika situationer. Framförallt är det i relation till det konkreta som vi hoppas att våra reflektioner ska vara tankeväckande. För att få ut något av vårt resultat tror vi att det är en fördel om läsaren dels ger sig i kast med att sätta sig in i vilka perspektiv som vi valt att utgå ifrån när det gäller den radikala estetiken och dels försöker sätta sig in i situationerna som studeras. De generella slutsatserna är således inte nödvändigtvis det mest intressanta i vår resultatdel, men ändå värda att nämna. I vår undersökning återkommer vi till talet om en skolkultur och en skolkod. Vi pekar på några situationer där skolkulturen ser ut att vara en tröghetsfaktor i försöken att etablera en ”receptionskultur” där den radikala estetiken kan bli aktuell. När vi talar om reception redogör vi för olika faser. Två av dessa faser kommenterar vi i våra slutreflektioner. För det första har vi kommit att uppfatta ”överenskommelsefasen” som ytterst avgörande för hur en reception blir och för vilken inställning deltagarna har. För det andra har vi blivit benägna att se ”reflektionsfasen” som central när det gäller den radikala estetikens strävan att förvalta mångfalden av perspektiv. Det är i reflektionsfasen som receptionsdeltagarna begrundar skillnader och likheter mellan det som presenterats i receptionen. På så sätt är det meningen att olika perspektiv ska lyftas fram och synliggöras i reflektionsfasen.
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Bower, Matthew S. "Catastrophe in Permanence: Benjamin's Natural History of Environmental Crisis." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984263/.
Повний текст джерелаАнотація:
Walter Benjamin warned in 1940 of a certain inconspicuous threat to political thinking, not least of all to materialism, that takes progress as an historical norm. Implicit in this conception is what he describes as an empty continuum of time along which the prevailing tradition chronicles its own mythic development and drains everyday life of genuine historical experience. The myth of progressive history advances insidiously today in consumeristic and technocratic attempts at reconciling cultural imagery with organic nature. In this dissertation, I pursue the contradictions of such images as they crystallize around the natural history of twenty-first century commodity society, where promises of ecological remediation, sustainable urban development, and climate change mitigation have yet to introduce a true crisis of historical experience to the ongoing environmental crisis of capitalism. A more radical way of seeing the cultural representation of nature would, I argue, penetrate its mythic determination by market forces and bear witness to the natural-historical ruins and traces that constitute, in Benjamin's terms, a single "catastrophe" where others perceive historical continuity. I argue that Benjamin's critique of progress is instructive to interpreting those utopian dreams, ablaze in consumer life and technological fantasy, that recent decades of growing environmental concern have channeled into the recovery of an experience of the natural world. His dialectics of nature and alienated history confront the wish-image of organic abundance with the transience of its appropriated expression in the commodity-form. Drawing together this confrontation with a varied literature on collective memory, nature, and the city, I suggest that our poverty of experience is more than simply a technical, economic, or even ecological problem, but rather follows from the commodification of history itself. The goal of this work is to reflect upon the potentiality of communal politics that subsist not in rushing headlong into a progressive future but, as Benjamin urges, in reaching for the emergency brake on the runaway train of progress.
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Stevens, Philip James. "Education culture and politics : the philosophy of education of Raymond Williams." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018669/.
Повний текст джерелаАнотація:
As far as I have been able to discover Raymond Williams's writing on education has not been the subject of an extensive study. This is surprising since Williams's educational writings, although not presented systematically, represent a considerable contribution to thinking about education in the late twentieth century. Since Williams's death in 1988 several articles have been published dealing with specific areas of this aspect of his work (1), but although useful, these provide only the beginnings of an account of Williams's philosophy of education. Williams has been described as the 'single most masterly, original cultural thinker in Britain of the twentieth century' and his work has invoked comparisons with writers of the stature of Sartre and Habermas (2). Of the thirty or so books, hundreds of articles, and radio and television programmes Williams wrote over forty years, most contained a sustained interest in education. Raymond Williams, as Professor of Drama at the University of Cambridge, was an academic. He was also a literary critic, social and cultural analyst, novelist, playwright, and political activist. Most of all, through the medium of his writings, Williams was a teacher. The task of this thesis will be to reveal a theory of education from this substantial and varied body of writing which crossed the boundaries of 'discrete' discourses and subjects. At the heart of this theory is the claim that education and politics are inextricably linked. In the Introduction I outline the major areas of Williams's thought, link these with the development of his professional life and his influence as a teacher, and discuss the difficulties presented by Williams' notoriously complex writing style. In Chapter 1 I identify and discuss the key concept in Williams's writing in relation to education, i.e., culture. Chapter 2 is concerned to examine Williams's writing on education and to link these with the key concept outlined in Chapter 1. The principal aim of Chapter 3 is to identify the major issues which taken together form the basis of a political theory and a theory of political education in the work of Raymond Williams. Chapter 4 is a key chapter in which I attempt to 'translate' Williams's abstract and complex writing style into amore accessible form, through an analysis of his major themes relating to politics and education, i.e., solidarity, community and ecology. Chapter 5 includes a discussion of two examples of educational programmes decisively influenced by Williams's writing, i.e., Cultural Studies and Urban Studies. As a philosopher of education Williams was a generalist; that is to say, he was concerned, in the tradition of Dewey, with broad educational issues. An example of this approach would be the way in which he attempts to link education with democracy. It is in the spirit of this tradition that the thesis is written.
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Swerhun, Bryce. "Social and natural reality : prospects for a consilient theory of nationalism." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/3107.
Повний текст джерелаАнотація:
Thesis (MA (Political Science))--Stellenbosch University, 2008.Nationalism is quite easy to understand, but somewhat difficult to explain. In terms of understanding nationalism, we do not need to know anything more about society and sentiment than what is taken for granted in everyday life. An individual who ‘drops’ into a foreign culture may know absolutely nothing about its people’s songs, rituals, amusements and traditions: why some customs evoke tears, and others, bravado. This person would feel no sense of collective awe or inspiration when touring historic battlefields and monuments of an unfamiliar country. Nevertheless, he or she would likely understand and appreciate that all of these things are steeped in meaning and identity. These instances of meaning and identity may not be felt, shared or even fully known, but their role as expressions of nationalism can be readily appreciated. The global spread of nations entails an array of mutually unfamiliar national identities, but the actual phenomenon nationalism is rarely foreign to anyone. From an outsider’s perspective we do not know how certain expressions are significant to a particular group, but we do understand that they are expressions of national belonging. Explaining nationalism is more difficult for the simple reason that experiencing and recognizing a phenomenon is not sufficient to account for its existence. Customs and rituals are two suggested properties of nationalism, but what is the causal relationship between such properties and the end phenomenon (how does custom actually lead to nationalism, if at all)? The answers to these questions are still a matter of debate. The situation is only made worse by the fact that most theories explaining nationalism seem to rest on a tower of abstractions. For instance, it may seem uncontroversial for some to argue that nationalism is an outgrowth of ethnic identity. However, this just begs the question. What is ethnicity? The potential for regress to abstraction is a major impediment to theory. This thesis will examine the problem of explanation: the reasons why theories of nationalism have struggled with explaining nationalism, and a discussion on how to overcome these difficulties. Specifically, this thesis will show that: 1) The problem of explaining nationalism is due in part to the ‘classical’ problem found in the literature: whether nationalism is an ‘ancient’ social phenomenon, or a ‘modern’ phenomenon which can be dated (roughly) to the late eighteenth century. 2) Debates regarding the classical problem are closely affected by philosophical issues in the social sciences. 3) The incorporation of a consilient methodology (i.e. a research program that unifies theories of social science with theories of natural science) can provide a new strategy for future theories of nationalism and work to solve the classical problem.
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Baker, Randy. "The Concepts of Capitalism and Democracy in Implied Power Relations: Fractionation Philosophy and Theory." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4761.
Повний текст джерелаАнотація:
This research proposes that it is possible to meaningfully examine the differences between subjects' perceptions of concepts at two different levels of analysis. The central theory, called "fractionation", is derived from structuration theory. The theory suggests that there is an important and particular difference between subjects' perceptions of key concepts at the value (abstract) level, as differentiated from the policy (action) level. The key concepts provided here are capitalism and democracy. Three major stages of data gathering and analysis were conducted. The first stage, carried out in several phases, surveyed 337 college students to gather words commonly associated ·with two key concepts: capitalism and democracy. These words were then used as items in a multidimensional scaling and cluster analysis. The results were used to represent the relationship between the two key concepts at the value level of analysis. The second stage consisted of gathering policy fragments from two mainstream newspapers. Television advertising was selected as the focal point of this search, to represent one area where democracy and capitalism co-exist. Fragments were taken from the newspapers and compiled into "fragment topics", or pieces of argument about the relationship between capitalism and democracy in television advertising. Stage III was carried out by surveying seventy-three subjects who were presented with the argumentative statements developed in each fragment topic. An assessment was made of the relationship between capitalism and democracy at the policy level based on the argument choices made by the subjects. Stage I resulted in a clear distinction between the two key concepts of capitalism and democracy at the value level, while Stage III resulted in a conflict between the two at the policy level. The comparison of results between the first stage of the research and the third stage represents the fractionation that was being sought.
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Rowley, Liam James. "Social intervention and visual culture : a psychosocial investigation into art education and young people's relational aesthetics in a devolved museum and gallery space." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/75672/.
Повний текст джерелаАнотація:
The work carried out in this research concerns the use of Deleuze and Guattari’s philosophy in relation to learning, experience, and intervention. The research was carried out in two stages. First, by working with two groups of young people from Valleys Kids, a charity organization located in the heart of the Rhondda South Wales, the first phase consists of a psychogeographical dérive of Cardiff Museum, Wales. Based on the Situationist International approach to studying the emotional effects of place and environment, psychogeography allows young people to become attentive to their sense and emotions in relation to art and culture. This enables researchers, art educationists and those working in the area of youth arts to produce pedagogical documentation which records the processes of lived experience. The second stage of the study consists of a series of poetry workshops: informing the areas of education, micro-politics, and therapeutic intervention. By developing a complex theoretical scaffold using Deleuze, Spinoza, Peirce and Bergson, this research considers art as a relational encounter (Bourriaud, 2002) and approaches it as an unrestricted pattern and structure of experience which flows from perception to recognition (Dewey, 2005). From Deleuze and Spinoza the research sets the empirical inquiry within a bodily logic. As a constructivist approach towards subjectivity and experience, this allows us to look at young people’s encounters with cultural artefacts as produced through a multiplicity of processes and practices. Peircean semiotics permits us to explore how these processes of lived experience communicate through a variety of both signifying and a-signifying registers. In addition, Bergson’s phenomenology of minds allows researchers to detail the relation of lived experience to time and the material body. The result is a form of empirical inquiry that allows researchers to understand the meaning of empiricism in relation to what experience is. In aligning itself with the pedagogical strategies and outreach initiatives currently being deliver by the Museum of Contemporary Art of Barcelona (MACBA) Independent Studies Program (PEI) this research addresses the gap which exists between museum institution and university. Accordingly, by re-drawing its boundaries and modifying its cognitive architecture, practice-led research in the area of youth arts can transform the museum into a workshop for experimentation (Bourriaud, 1998) and challenge the curatorial hegemony of the exhibition apparatus. Indeed, by engaging in experimental practices with young people, and working at the intersection between theory and practice, we can re-evaluate our perceptions of what art is for, and how art might be treated in a devolved museum and gallery space.
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Abrahams, Gareth. "Deleuze's philosophy and its usefulness to planning : a case study of BRE assessments." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/72369/.
Повний текст джерелаАнотація:
A number of established planning theorists have sought a connection between Deleuzian philosophy and planning to create new practices and tools to increase the effectiveness of [the discipline]’ (de Roo et al, 2012: 20; Hillier, 2007, 2011; Van Wezemael , 2010; Mark Purcell, 2013). This Deleuze-planning link introduces a number of unique considerations, not least because it must account for theoretical as well as practical concerns, and explore processes of analysis as well as processes of engagement. To date these efforts remain tentative, exposing such studies to Forester’s critique that most planning theorists use philosophical concepts to ‘deconstruct’ rather than ‘reconstruct’ methods of engagement (Forester, 2007). This study responds to this gap by showing how some of Deleuze’s most abstract philosophical concepts can be translated into a new, practicable assessment tool useful to actors working in development and regulatory processes. It shows what is needed to make this transition, and when such tools might usefully contribute to ‘real’ situations. This thesis explores this experimental line of enquiry through two research stages. The first stage focuses on developing a Deleuze-inspired alternative to the Building Research Establishment’s ‘universal method’ for assessing the sustainability of a given building or urban design. This proposal is constructed on the basis that all assessments should be undertaken within the design process; by those responsible for making these design decisions; and based on their speculations about what might become of the scheme. The study goes on to test the practicable viability of this proposed method, termed the ‘Speculative and Immanent Assessment Method’ (SIAM), through a series of interviews with professional actors working in design, development, assessment and regulatory roles. The results of these two research stages suggest that Deleuze’s concepts can be made useful to practice, but doing so demands that the researcher adapts, re-creates and expands Deleuze’s concepts to meet the specific, practical demands of the field.
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JENKINSON, JOSEPH. "Silent Voices of Ebola: The social impact of communication interventions and response aesthetics during the 2014-16 Ebola epidemic in Liberia told through the visual artworks of Liberian youth." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23317.
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Silva, Lucas Eduardo da. "Estética e contemporaneidade: por uma outra filosofia da música nova." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/27/27157/tde-22092016-144019/.
Повний текст джерелаАнотація:
Com a finalidade de propor uma abordagem filosófica em torno de diversos problemas atuais da estética musical, em especial buscando identificar e situar uma crise existente na sua elaboração disciplinar, serão lançados nesta tese estudos sobre a problemática relação da estética com outros campos do conhecimento, tanto aqueles vinculados às ciências empírico-matemáticas quanto às ciências humanas. Questões centrais sobre a relação entre as artes e a filosofia, sobre o papel e a situação do esteta moderno, e sobre as tendências da composição musical contemporânea também serão abordadas, sempre no intuito de apresentar possibilidades epistemológicas para uma nova estética musical que sejam consubstanciais aos problemas das artes e da música contemporânea, bem como elementos para definições de arte e da música que sejam alternativas à histórica pregnância na modernidade do pensamento de vanguarda. Para tanto, esta tese se divide em quatro grandes ensaios, pretendendo-se que possam ser tomados, para além de sua unidade temática e estrutural, também isoladamente.In this dissertation, studies about the problematic relationship of aesthetics with other fields of knowledge, as those bound to empirical-mathematical sciences as well to human sciences, will be launched with the goal of proposing a philosophical approach around various current musical aesthetics problems, specially aiming to identify and to situate an existent crisis in its disciplinary elaboration. Main questions about the relation among arts and philosophy, about the role and situation of the modern aesthete, and about trends of contemporary musical composition will be broached as well, always intending to present epistemológical possibilities to a new musical aesthetics that are consubstantial to the problems of arts and contemporary music, as well as elements for definitions of art and music which may be alternative to historical impression of modernity on avant-garde thinking. Therefore, this dissertation is divided in four great essays, with the intention that they may be taken, over and above its thematic and structural unit, also separately.
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Han, Gül Bilge. "“Distantly a part”: Wallace Stevens and the Poetics of Modernist Autonomy." Doctoral thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119700.
Повний текст джерелаАнотація:
This dissertation explores the social and political dimensions of aesthetic autonomy as it is given formal expression in Wallace Stevens’s poetry of the 1930s and the early 1940s. Whereas modernist claims to autonomy are often said to rest upon an ideological assertion of art’s detachment from socio-historical concerns, I argue that, in Stevens’s work, autonomy is conceived in relational terms, which gives rise to new lines of interconnection between his poetry and its cultural situation. Written over a period when the political efficacy of literature became a staple of discussion among a myriad of writers and critics, Stevens’s poetry offers an understanding of autonomy not as an escape from, but as a productive condition for imagining alternative forms of engagement with the historical crisis with which it has to reckon. In taking into account the cultural context from which Stevens’s poetics of autonomy emerged, my study aims to highlight the significance of the concept to the poet’s exploration of the tension between aesthetic and social domains, to his imaginative formations of collective agency, and to the vexed relationship between poetic and philosophical modes of thinking. By transposing the theoretical discussion of autonomy into the register of historical scrutiny, I hope to pave the way for a rethinking of autonomy and its relevance to the period’s radical and modernist writing, literary debates, and cultural politics. For this purpose, I draw on recent theories, such as those offered by Jacques Rancière and Alain Badiou, on poetry, politics, and (in)aesthetics, which serve to complicate the working definitions of modernist autonomy as literature’s immunity from the world, and to indicate an alternative path for analyzing its critical and contextual implications.
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Siegel, Bradley Charles. "Elementary teachers' conceptions of listening." Thesis, Teachers College, Columbia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704530.
Повний текст джерелаАнотація:
This research study investigated five elementary teachers' conceptions of listening positioned across a complex and diverse state of dialogue. Social studies educational researchers have promoted democratic discourse in various studies aimed at preparing teachers to cultivate active student citizenship. The absence of careful attention to the multifaceted dimensions of listening is a notable gap in current extant research related to classroom discussion. Educational philosophers, alternatively, have argued for the moral and intellectual virtues of listening on equal grounds to its dialogic counterpart: speaking. I synthesized writing from various fields and categorized listening into two broad domains: thin and thick listening. Thin listening, widely conceptualized in education, is further characterized as obedient and attentive listening. Deeper notions of thick listening fall into the subcategories of democratic, relational, and pedagogical listening. Hermeneutic phenomenology is the research methodology guiding the methods and interpretative analyses undertaken in this study. Applying principles from phenomenologist Max van Manen, I framed interview questions for teachers to reflect on the nature of listening in their classroom and everyday experiences. I read and listened to the interview transcripts and recordings numerous times with openness and wonder, yet with an understanding that interpretation is never free from judgment or situated perspective. Findings revealed elementary teachers conceptualized listening under thicker terms when engaging in reflective analysis, although thin listening ideas remained present at times in their thinking about students, the classroom, and dialogue. This study arranged thick listening findings into four broad themes: a) listening to specific students activating new ideas about listening, b) the dynamic relationship between listening and being listened to, c) the connection between speaking, thinking, and listening (interlistening), and d) disturbed notions listening. The conceptions teachers disclosed are significant to elementary educators and researchers in social studies teacher education because thin notions prevail unchallenged, thus rendering an unbalanced and incomplete view of classroom dialogue. Inquiry into the nature and process of listening can inform future studies related to common classroom discussion frameworks, such as Structured Academic Controversies (SACs), that social studies researchers value in civic education.
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Cooper, E. "The nature of scaffolding interaction : mother and child contribution across time and culture." Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17883/.
Повний текст джерелаАнотація:
Children's learning within the home can be characterised by variety in the cognitive, behavioural and affective contributions of both mother and child, as well as by the wider environmental influences on family functioning. The concept of scaffolding may be useful for understanding home learning processes and provide a framework for new knowledge in order to develop a better understanding of what is required for successful learning at home. The research has three main aims based on an adaptation of the Process-Person- Context-Time (PPCT) model of development (Bronfenbrenner & Morris, 2006). The first aim was to investigate the role of the child's behaviour during scaffolding interactions, test the inter-relationship between the child's and mother's behaviours and to identify how variations in these behaviours impact mutual intersubjectivity. The second aim was to examine how person characteristics of the mother and child, along with the home environment, contribute to the process of scaffolding across time. The third aim was to conduct a preliminary study in Russia and to test cross-cultural patterns and their determinants between UK and Russian families. A longitudinal cross-cultural design has been adopted with two-time point measurements in England, approximately seven months apart, and cross-sectional design in Russia. Using non-probability sampling methodology, 68 dyads (children, four - five years old) were recruited for the English sample and 16 dyads took part in the Russian study. The research used cross-informant methodology to collect data during home visits and through observation of scaffolding interactions during simple problem-solving tasks. The results contribute to the base of existing knowledge with a number of findings: 1) the scaffolding process is bidirectional with unique contributions from mother and child; 2) intersubjectivity within the dyad is important in understanding scaffolding interactions across time; 3) individual differences in maternal emotional and social abilities, but not parenting aspects, predict maternal scaffolding behaviour; 4) child's cognitive and emotional abilities explained their behaviour later in time; 5) number of siblings played an important role in the mother's and child's behaviour, while household chaos was not significant; 6) the cultural context plays a unique role in shaping scaffolding practices within families.
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Bercuson, Jeffrey. "Patriotism, self-respect and the limits of cosmopolitanism: the moral and political philosophy of Rousseau and Rawls." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18422.
Повний текст джерелаАнотація:
In contrast to the common depiction of Rawls's political theory as atomistic, his work is instead deeply connected to some of the fundamentally republican themes of Rousseau's political and philosophical oeuvre: these themes include our natural sympathy with other persons; our innate susceptibility to the pleasures of fellow feeling; the duty of political participation, as well as the importance of civic virtue; and, perhaps most importantly, an emphasis on properly designed political institutions as a necessary source of freedom. What we shall ultimately find in both Rousseau and Rawls, then, is a repudiation of cosmopolitan values in light of their mutual recognition of the emotional impact of shared domestic institutions. Indeed, one way to account for Rawls's rather surprising resistance to a cosmopolitan scheme of global redistribution is to highlight his intellectual affinity to Rousseau, a political theorist committed to both the equality of all persons – in a political sense, at least – and to a strict brand of national self-determination.Contrairement à la description populaire de la théorie politique de Rawls comme atomistique, son travail est profondément relié aux thèmes républicains de Rousseau : ces thèmes incluent notre sympathie normale avec d'autres personnes ; notre susceptibilité innée aux plaisirs du sentiment de camarade ; le devoir de la participation politique, aussi bien que l'importance de la vertu civique ; et, le plus important, une emphase sur les établissements politiques correctement conçus comme source nécessaire de liberté. Rousseau et Rawls nient des valeurs cosmopolites en raison de leur reconnaissance mutuelle de l'impact émotif de partager les établissements domestiques. En fait, nous pouvons expliquer la résistance de Rawls à un arrangement cosmopolite de la redistribution globale en accentuant son affinité intellectuelle à Rousseau, un philosophe qui croit en égalité de toutes les personnes - dans un sens politique, au moins - et à une version stricte d'autonomie nationale. fr
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Rehman, Mohammad Munib. "Infinite surface : An extended reflection on the estrangement of the modern subject." Thesis, KTH, Urbana och regionala studier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-287277.
Повний текст джерелаАнотація:
This work is a string of essays that aesthetically frames estrangement as the quintessential experience of modern culture. Accordingly, detachment and distance are themes that persist throughout these essays. They weave their way through the cultural, social, psychological, and spatial dimensions of modern life, but at a tentative remove. Such a level of generality precludes any claims of the work to be a methodical dissection of the subject matter. Neither is it a series of literature reviews or response letters to canonical essays. It is, primarily, a literary reflection on the matter; an assemblage of evocative rhetoric that dramatizes the experience of modern estrangement. Each passage is written as a commentary that insecurely hovers between the categories listed above. What all these evasions enable in turn is a text that mirrors the attitude of the dilettante, comfortably flitting between passages that trail off from the lingering mood of one essay to the next. The work of a handful of German cultural theorists of the early 20th century supply the primary sources to this reflection, and what I have tried to draw from a selection of their writings is a mental state that tries to peer through the opacity of the metropolitan spectacle. The mood that is meant to be evoked here is the obverse of the glamour and excitement associated with the imagined social life of the big city. Urban is a word that has seen its definition drowned out by the associative imagery around it; in other words, its connotations overwhelm what the term is meant to denote. The psychological counter-pole to such imagery is the characteristically urban disposition that is marked by a refusal to be dazzled. This sort of disinterestedness directly feeds into the endless pursuit of the new, and the compulsion to seek a lost sense of wonderment. In what is to follow, I have tried to find resonance with the notion of the urban on such a note of resignation.
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Lerner, Berel Dov. "Rules, magic, and instrumental reason : a critical interpretation of Peter Winch's philosophy of the social sciences /." London [u.a.] : Routledge, 2002. http://www.loc.gov/catdir/enhancements/fy0650/2001019766-d.html.
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McKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.
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36
Lee, John R. Beckwith Francis. "Is "social justice" justice? a Thomistic argument for "social persons" as the proper subjects of the virtue of social justice /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5242.
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Canar, Burcu. "Pop Philosophy Versus The Face: Faciality In Dermocosmetic Advertisements." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606836/index.pdf.
Повний текст джерелаАнотація:
This thesis analyzes Gilles Deleuze and Felix Guattari's "
faciality"
, which is not handled in a Deleuzian sense. The opposition between pop philosophy and the face has been studied in order to draw Deleuzian as well as non Deleuzian connections between pop philosophy, literature, theather, painting and advertising. Since Deleuze calls philosophy as the "
art of surfaces"
, each concept has been taken as a surface to walk on. Not only the author of this thesis but also the face itself takes a walk on "
a thousand plateaus"
, breaks into pop philosophy and reverses Deleuzian concepts such as "
difference"
and "
repetition"
. Deleuzian concepts and non Deleuzian concepts face each other "
in/on"
faciality. Gilles Deleuze, Felix Guattari, Lewis Carroll, Herman Melville, Antonin Artaud, Francis Bacon, Nikolai Gogol, Edmond Rostand, Carlo Collodi, Franz Kafka, Oscar Wilde, Guiseppe Arcimbolde and Commedia dell'
Arte shed light on this thesis in order to reveal the faciality in "
faciality"
.
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Tuckett, J. D. F. "A phenomenological critique of the idea of social science." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21785.
Повний текст джерелаАнотація:
Social science is in crisis. The task of social science is to study “man in situation”: to understand the world as it is for “man”. This thesis charges that this crisis consists in a failure to properly address the philosophical anthropological question “What is man?”. The various social scientific methodologies who have as their object “man” suffer rampant disagreements because they presuppose, rather than consider, what is meant by “man”. It is our intention to show that the root of the crisis is that social science can provide no formal definition of “man”. In order to understand this we propose a phenomenological analysis into the essence of social science. This phenomenological approach will give us reason to abandon the (sexist) word “man” and instead we will speak of wer: the beings which we are. That we have not used the more usual “human being” (or some equivalent) is due to the human prejudice which is one of the major constituents of this crisis we seek to analyse. This thesis is divided into two Parts: normative and evaluative. In the normative Part we will seek a clarification of both “phenomenology” and “social science”. Due to the various ways in which “phenomenology” has been invented we must secure a simipliciter definition of phenomenology as an approach to philosophical anthropology (Chapter 2). Importantly, we will show how the key instigators of the branches of phenomenology, Husserl, Scheler, Heidegger, and Sartre, were all engaged in this task. To clarify our phenomenology we will define the Phenomenological Movement according to various strictures by drawing on the work of Schutz and his notion of provinces of meaning (Chapter 3). This will then be carried forward to show how Schutz’s postulates of social science (with certain clarifications) constitute the eidetic structure of social science (Chapter 4). The eidetic structures of social science identified will prompt several challenges that will be addressed in the evaluative Part. Here we engage in an imperial argument to sort proper science from pseudo-science. The first challenge is the mistaken assumption that universities and democratic states make science possible (Chapter 5). Contra this, we argue that science is predicated on “spare time” and that much institutional “science” is not in fact science. The second challenge is the “humanist challenge”: there is no such thing as nonpractical knowledge (Chapter 6). Dealing with this will require a reconsideration of the epistemic status that science has and lead to the claim of epistemic inferiority. Having cut away pseudo-science we will be able to focus on the “social” of social science through a consideration of intersubjectivity (Chapter 7). Drawing on the above phenomenologists we will focus on how an Other is recognised as Other. Emphasising Sartre’s radical re-conception of “subject” and “object” we will argue that there can be no formal criteria for how this recognition occurs. By consequence we must begin to move away from the assumption of one life-world to various life-worlds, each constituted by different conceptions of wer.
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Wardle, Jeffrey William. "A community of (imperfect) benevolent archangels : a philosophical approach to moral education and an educational approach to moral philosophy." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021518/.
Повний текст джерелаАнотація:
This thesis is about moral philosophy, moral education, and the relationship which one has to the other. I argue for a particular moral philosophy and derive from that a view of moral education. But I also argue that the relationship between the two is of a special nature and differs from the relationship which might exist between philosophy and education in general or between, say, the philosophy of mathematics and education in mathematics. The moral theory I offer incorporates a view of moral thinking which is, in many respects, similar to that given by Hare. However, the thesis includes an extended criticism of Hare's form of utilitarianism and, especially, of his rationalist justification for the form of moral thinking which he recommends. The criticism of Hare's theory, and of his approach, forms the background against which I recommend a fundamental modification of utilitarian moral theory. Although the theory offered yields a utilitarian view of right action, it is a nonconsequentialist theory which is based upon a notion of an ideal agent. The theory is founded upon a notion of the benevolent archangel as universal ideal. The moral theory is offered as a perspective upon those moral views which we share. That perspective is recommended as one which can elucidate, underpin and inspire those moral views. The form of moral education which is derived from that theory focusses centrally upon the development of the virtues of benevolence, nonmalevolence, understanding and humility.
40
Hall, David John. "Facets of judgment : towards a reflexive political psychology." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2257e7b2-eee0-493e-bd39-eeba4e2c60cd.
Повний текст джерелаАнотація:
The knowledge base of empirical psychology is more expansive than ever before. So too is the impulse to integrate this factual knowledge into political theory. But how should this psychological turn be undertaken? What would a political psychology for political theorists look like? How could psychology credibly tackle the questions that political theorists characteristically ask, especially regarding the nature and consequences of prescriptive political judgment? In this thesis, I explore this issue through the framework of recent debates between political moralists—specifically, John Rawls, G. A. Cohen, and Peter Singer—and political realists—largely Bernard Williams. Deploying the insights of political realists, I argue that moralists cannot quarantine the relevance of psychological facts through the ideal of a 'pure' normative judgment. To explore what this empirical engagement might look like, I contrast these moralist ideals of judgment with Jonathan Haidt’s social intuitionism, which proposes a more affectively laden and pluralistic model of judgment. I then redeploy the insights of political realism to critique social intuitionism, to uncover its weaknesses from the perspective of existing political theory. Finally, to stabilize this critique, I lay out the framework for a reflexive political psychology, which acknowledges the co-constitutive relationship between the discipline of psychology and its subject matter: human psychology. This reflexive political psychology offers an agenda by which we can investigate the political usefulness of psychological and political theories.
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Isaac, Walter. "Beyond Ontological Jewishness: A Philosophical Reflection on the Study of African American Jews and the Social Problems of the Jewish and Human Sciences." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/197310.
Повний текст джерелаАнотація:
ReligionPh.D.
The present dissertation is a case study in applied phenomenology, specifically the postcolonial phenomenology of racism theorized by Lewis Gordon and applied to scholarly studies conducted on African American Jews and their kinfolk. My thesis is the following: Presumptively ontological human natures cannot function axiomatically for humanistic research on African American Jews. A humanistic science of Africana Jews must foreground the lived social worlds that permit such Jews to appear as ordinary expressions of humanity. The basic premise here is that subaltern (or denied) humanity exists in a neocolonial social world by virtue of an ordinariness that supervenes on humanity. For example, the more historians consider Africana Jews as ordinary, the more Africana Jews' humanity will appear. And the more human Africana Jews appear, the more inhuman their extraordinary appearance appears. This symbiosis constitutes a basic existential condition. When research on Africana Jews ignores this condition, it succumbs to ontological Jewishnness and other concepts rooted in what postcolonial theorist Frantz Fanon calls the "colonial natural attitude."
Temple University--Theses
42
Johansson, Erik. "Testing the Explanation Hypothesis using Experimental Methods." Thesis, Linköping University, Department of Computer and Information Science, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-57308.
Повний текст джерелаАнотація:
The Explanation Hypothesis is a psychological hypothesis about how people attribute moral responsibility. The hypothesis makes general claims about everyday thinking of moral responsibility and is also said to have important consequences for related philosophical issues. Since arguments in favor of the hypothesis are largely based on a number of intuitive cases, there is need to investigate whether it is supported by empirical evidence. In this study, the hypothesis was tested by means of quantitative experimental methods. The data were collected by conducting online surveys in which participants were introduced to a number of different scenarios. For each scenario, questions about moral responsibility were asked. Results provide general support for the Explanation Hypothesis and there are therefore more reasons to take its proposed consequences seriously.
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Qureshi, Omar. "Badr al-D?n Ibn Jam??ah and the highest good of Islamic education." Thesis, Loyola University Chicago, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10195443.
Повний текст джерелаАнотація:
The secularization of the academy thesis refers to the phenomenon of Protestant colleges and universities starting out as identifiable religious institutions of education now being places hostile, not only to Christianity, but religion in general. This has raised much discussion among leaders, faculty members, and students of religious educational institutions as to what is and what constitutes the identity of their respective institutions. It is in this context that we witness the rise in the establishment of Islamic schools in the North America. This context has generated many questions from the various stakeholders on the question of what the term ‘Islamic’ denotes in Islamic education and Islamic schools. There have been two general approaches to answering this question: a universalist approach, which seeks to identify the most basic element of what ‘Islamic’ denotes in concepts such as sacredness and God’s oneness, and a particularist approach, for which ‘Islamic’ denotes whatever a particular school holds it to be.
This dissertation argues that both of these approaches do not adequately prevent that trajectory of secularization as evidenced in the increasing sociological emphasis in Islamic schools’ mission and vision statement. It is argued that education should be viewed as the practice self-cultivation. It is in the self an educational institution seeks to cultivate where its identity resides. The dissertation seeks to answer the question of what the term ‘Islamic’ denotes by looking at the self Islamic education seeks to cultivate. To this end, the highest good of Islamic education is developed by examining the work Tadhkirat al-sāmi‘ wa-l-mutakallim fī ādāb l-‘ālim wa-l-muta‘āllim (A Monograph for the Auditor and the Lecturer on the ādāb of the Teacher and the Student) by the Mamluk era educationalist, Badr al-Dīn Ibn Jamā‘ah (d. 733/1333). It will be argued that according to Ibn Jamā‘ah, the highest good of Islamic education is to cultivate a soul that possesses adab.
Through identifying the self Ibn Jamā‘ah sees as the highest good of Islamic education, this study seeks to contribute to and extend the conversation of the identity of Islamic educational institutions in North America by retrieving the work of educationalist in the Islamic tradition.
44
Herrlin, Charlotte. "Multimodal undervisning i skolämnet franska genom estetiska uttrycksformer." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32786.
Повний текст джерелаАнотація:
Detta examensarbete är ett försök i att utföra ett estetiskt projekt i ett språkämne nämligen franska. Jag genomförde detta projektet för att uppleva hur elever arbetar estetiskt i ett teoretiskt ämne. Eleverna skulle gruppvis utföra en tecknad serie och ett rollspel på franska, med utgångspunkt från den tecknade serien. Från empirin av mitt estetiska projekt med eleverna har jag analyserat hur eleverna upplevde projektet och därmed sitt lärande i ett teoretiskt ämne. Elevernas engagemang och motivation i arbetet var stort. De uppfattade arbetet som intressant och upplevde arbetsprocessen som målet, inte resultatet.This exam project is an experiment in aesthetic work with language teaching, namely French. I performed this project in order to investigate how pupils work aesthetically with a theoretical subject. The pupils were divided into groups and asked to create a cartoon and, based on the cartoon, a role-play in French. On the empirical background of my aesthetic project with the pupils I studied how the pupils experienced the project and their learning of theoretical subject. The pupils' involvement and motivation was big. They found the task interesting and experienced the work process, not the result, as the goal.
45
Harker, David. "Creating Scientific Controversies: Uncertainty and Bias in Science and Society." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1107692369.
Повний текст джерелаАнотація:
For decades, cigarette companies helped to promote the impression that there was no scientific consensus concerning the safety of their product. The appearance of controversy, however, was misleading, designed to confuse the public and to protect industry interests. Created scientific controversies emerge when expert communities are in broad agreement but the public perception is one of profound scientific uncertainty and doubt. In the first book-length analysis of the concept of a created scientific controversy, David Harker explores issues including climate change, Creation science, the anti-vaccine movement and genetically modified crops. Drawing on work in cognitive psychology, social epistemology, critical thinking and philosophy of science, he shows readers how to better understand, evaluate, and respond to the appearance of scientific controversy. His book will be a valuable resource for students of philosophy of science, environmental and health sciences, and social and natural sciences.https://dc.etsu.edu/etsu_books/1017/thumbnail.jpg
46
Carlson, Douglas. "Out-of-Character : Current and Potential Use of 'Character' in the Development of Swedish Urban Areas." Thesis, KTH, Urbana och regionala studier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-256031.
Повний текст джерелаАнотація:
Character is a term used in urban development and research to describe aspects of the built environment ranging from aesthetics and design to place identity and sense of place. This wide range of interpretations has led to a vague understanding that differs depending on the perception of users and actors in urban development. In the face of increasing housing demands and incentives to expand, Swedish urban environment has begun expansion that mirrors that of the Million Programme. To avoid a detached environment, character is investigated and proposed to be used as a tool for municipalities in the development. The focus is on answering what ‘character’ is perceived as by municipal officials involved in the urban development process, how character should be used and lastly how character should be approached when developing existing areas. Based on interviews for a practical understanding, literature for a theoretical understanding and contemporary studies for a contextual understanding, character is found to be perceived as the connection between not only existing buildings but also new ones as well as the users themselves. With emphasis on cohesion, originality, traditionality, diversity among other attributes, the character of an area should act as a binding agent for urban development moving forward. Finally, the approach to character is recommended to be cautious based on its vague nature but be treated as exploratory where a base set of two foundational attributes are to invite discussion to bridge the perceptions between actors.
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Abel, David. "Sound and image : experimental music and the popular horror film (1960 to the present day)." Thesis, University of Central Lancashire, 2008. http://clok.uclan.ac.uk/7650/.
Повний текст джерелаАнотація:
This study investigates the functional relationship between sound and image within a particular generic and historical context - experimental music and the popular horror film, from 1960 to the present day. The study responds to a significant gap in the literature that requires sustained and in-depth academic attention. Despite recent expansion, the field of film music studies has yet to deal with alternative functional models that challenge the overall applicability of the dominant narrative-based theoretical framework. Recent scholarship suggests that a proper theoretical comprehension of horror film music's primary function requires a refocusing of the hermeneutic emphasis upon dimensions of the cinematic (or audio-visual) sign that can be described as `nonrepresentational.' This study applies a relatively new psychoanalytical framework to explain how the post-1960 horror film deploys these non-representational elements, incorporating them into an overall cinematic strategy which indexes the transition towards a post-classical cinematic aesthetics. More specifically, this study assessesju st how efficiently experimental musical styles and techniques aid the reconfiguration of the syntactical components of horror film to these very ends. Using three case study directors, this study focuses upon major developments in musical style and cinematic technology, describing the ways in which these have facilitated this cinematic strategy. A particularly useful contribution to the knowledge is made here via the study's explanation as to how the particular psychoanalytical framework applied can illuminate the functional and theoretical relationships often posited between both the formal and subjective dimensions of the post-1960 horror film experience. The conclusions reached suggest this theoretical explication of post-1960 horror film music's function can now take its place alongside previously dominant narrative frameworks. Given the influential status of the horror genre, the findings of this investigation prove useful for comprehending the increasing heterogeneity of postclassical film music in general, and the functional relationship(s) of sound and image in particular.
48
Preston, Thomas John. "The origins and development of Association Football in the Liverpool district, c.1879 until c.1915." Thesis, University of Central Lancashire, 2007. http://clok.uclan.ac.uk/9733/.
Повний текст джерелаАнотація:
This thesis examines how association football evolved in Liverpool in the period before the Great War, and how the sport impacted on the lives of Liverpudlians during this period. Specific consideration is given in the first two chapters to the introduction of football to Liverpool and its progressive commercialisation. The third chapter examines the backgrounds of the city's professional footballers and their relationship with supporters and clubs. The role in Liverpool of amateur, semi-professional, and schoolboy football is considered in the fourth chapter. Identities form a common theme of the final chapters, which examine the local culture of football supporters and newspapers' relationship with the game. The study uses a wide range of primary and secondary sources, including some previously unconsidered evidence. It is argued that previous interpretations of the sport's introduction are misleading and that football actually originated as a Muscular Christian initiative by Cambridge educated clergy at the end of the 1870s. Despite this comparatively late introduction, political and business interests influenced football, and in Liverpool the sport underwent an intense process of commercialisation. Profit seems to have been a priority for the original Everton FC and its positive commercial prognosis led to the club's selection as a founder member of the Football League. The scale of importation of professional footballers by Everton and Liverpool football clubs was to the detriment of local talent, although the city's amateur game was thriving by the 1900s. Though football was immensely popular in Liverpool, the city's unusual social and economic demography meant that a significant proportion of its population were unable to attend professional matches, or to make a significant contribution to the amateur game. From the 1900s, attendances in Liverpool grew more slowly as major football clubs in other cities attracted more spectators.
49
Monk, Derek. "Investment in training : a matter for rational decision making?" Thesis, University of Central Lancashire, 2002. http://clok.uclan.ac.uk/1740/.
Повний текст джерелаАнотація:
Vocational training has attracted increasing attention over the past two decades both in theoretical and policy terms. This study set out to raise questions about the management of such training. Evidence from previous work suggests that policy makers responsible for training are faced with exogenous forces that make decision making prone to irrational choices. This study attempts to fill the gap in research on post entry screening by examining a series of longitudinal data. The approach has been through the use of interviews with trainees from selected industries (British Gas, the football industry and the provision of a public library service). Between them, these industries represent a large cross section of the British economy. British Gas is an example of a former nationalised industry that has been subsequently privatised. By contrast, the football industry is(and always has been) in private "hands". Finally, this study examined the provision of ICT training given to public library service personnel in both the UK and Finland. The aim, in all cases, was to assess whether resources devoted to training were used efficiently. A second aim was to locate the findings in the context of a debate between the neoclassical school of economic analysis and its institutional rival, especially Internal Labour Market theory. The evidence suggests that institutional theory explains post entry progression better than its neoclassical rival. Furthermore, the research also concludes that managers charged with the task of implementing training schemes frequently do not evaluate them and as a consequence, the stated aims of organisations' training strategies are not realised. This situation is likely to continue unless more thought is given to the issue of monitoring training carefully both at a micro and macro level. Ultimately, this research demonstrates that industry-wide (or macroeconomic) policies designed to increase employees' skills do not necessarily result in the desired gains at a local (or microeconomic) level.
50
Vaughan, Amanda Elaine. "An evolutionary perspective of human female rape." Thesis, University of Central Lancashire, 2002. http://clok.uclan.ac.uk/1747/.
Повний текст джерелаАнотація:
This thesis assessed whether rape is an adaptive mating strategy. which was naturally selected for in our ancestral past. It investigated a number of constructs. namely: fertility value; victim-offender relationship; socio-economic status; rape proclivity; actual sexual aggression; and sociosexual orientation. There were two types of studies: studies 1-3 involved archival data, e.g. the use of criminal statistics. and studies 4-7 assessed participant data, e.g. rape attitudes. Study 1 found that fertility value (FV) was related to rape prevalence, as was reproductive value (RV). In addition, offenders with a nonreproductive sexual preference tended to rape a victim with a low FV. and offenders who committed a secondary offence tended to rape a victim with high FV. Study 2 found that there was a smaller number of offences committed against strangers and partners, and a larger number committed against step-relatives and acquaintances. More rapes were committed by low status than high status men. even when the base rate was accounted for. Study 3, showed that there was a relationship between the population gender ratio and rape prevalence. However. the covariable population density was positively related to rape prevalence. Study 4- found that there was more disapproval of a depicted rape committed by a low status offender. A low status offender who raped a victim with low RV attracted more disapproval. Study 5 showed that marital rape was disapproved of more than both stranger and acquaintance rape. Individuals with a short-term mating strategy disapproved of rape more than those with a long-term strategy, and a long-term strategist disapproved of a marital rape less than a short-term strategist. Study 6 found that those who possessed a promiscuous ideology perceived their future life to be limited, in particular the likelihood of being happily married. There was no relationship found between perceived future life and sexual aggression. In study 7. it was found that those who had a more unrestricted sociosexual orientation were more likely to have asymmetrical bodily traits (e.g. ear height. finger length). and that the right hand 20:40 digit ratio (a measure of prenatal testosterone)was significantly related to actual sexual aggression. Overall. there was partial support for rape as an adaptive mechanism. but the studics wcre also consistent with a by-product explanation of rape.