Thesis (M.A.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 114-122). Also available via the Internet.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 76-80). Also available via the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: E. Glynn Harmon. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: E. Glynn Harmon. Vita. Includes bibliographical references (leaves 141-147) Also available from UMI.

This qualitative research study explored the perceived experiences of doing science with an artistic spirit through the voices of living scientists who also engage in the arts. The purpose was to understand how accomplished scientists who engage in the arts make sense out of their experience of doing science and to gain the scientists’ perspectives on the context of their experience. Four highly able scientists (ages 31-61) with expertise in their field who also self-identified as actively engaged in the fine arts were given a voice on the following issues: 1) What are your perceived experiences of doing science? As such, what can we infer about the role of the arts in doing science? 2) Based on personal experiences, are there implications for the integration of the arts and sciences in education? Through hermeneutic phenomenological methodology using thematic analysis, four major themes emerged: 1) Risking Success in a Scientific Vocation; 2) Feeling Healthy through the Arts (Satisfying an Inner Drive; Coping in a Stressful World); 3) Gaining and Giving Different Perspectives through the Arts (Complementary Tools of Perception; Complementary Processes of Perception); 4) Feeling Connected to Something More through the Arts. Each theme alluded to some aspect of aesthetic experience or extracognition, emphasizing the role of the arts in attaining such experiences. Educational implications are discussed in light of aesthetic experience, extracognition, and also interdisciplinary education in today’s context of science education. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

A study was made of the attitudes of pure and applied science, economics and commerce students toward the acceptability of commercial goals for scientific research. A significant amount of discrimination was obtained amongst such groups of students on a battery of attitude statements and a scale was constructed from sixteen of the statements which gave the highest discrimination between commerce students and a combined group of pure and applied science students. The discrimination between the two groups on this scale was at the .001 level. The commerce students were significantly less homogeneous as a group and gave responses which were less internally consistent than those of the science students. In the second phase of the research, scientific originality was rated on the results of a test called "Problems and Solutions" which called for the production of ideas in an industrial and a non-industrial context. The within- and between-rater reliabilities of this test were .88 and .58 when degrees of originality were assessed, whereas the latter was .85 when only the presence or absence of originality was assessed. The results of the second study showed that scientific originality was significantly less in the industrial context, and that the ideas produced in that context were significantly-more often of a commercial nature. In the sample as a whole these two effects of the problem context were unrelated. Detailed examination of the results revealed the probable existence of three types of subject, designated the 'uncreative pure scientist', the 'creative applied scientist' and the 'creative pure scientist'. The first was characterized by zero scores for originality in both context, by the production of more, commercial ideas in the industrial contexts, and by a more pure-science orientation as measured by the attitude, scale. The second type was characterized by the production of more commercial ideas and a higher originality score in the industrial context. The third type was characterized by a lower originality score in the industrial context and the production of fewer scientific ideas in that context, rather than (at least in comparison to the other two types of subject) the production of more commercial ideas. The results did not support the hypothesis i) that the adverse effect of an environmental value system is positively related to the degree of dissonance between its values and those of an individual in that environment; ii) that the reduced originality of scientists in an industrial test context is a result of their conforming to an image of industrial research ideas having to be both commercial and conventional in order to be acceptable; iii) that the more creative the individual, the greater the adverse effect of a possible constraint perceived in the industrial value system, as considered here. There was limited support for the hypothesis that the least creative individuals are most likely to produce ideas of a commercial type in an industrial context. / Arts, Faculty of / Anthropology, Department of / Graduate

by Terrie L. Kielborn / Typescript / Ph. D. Florida State University 2001 / Includes bibliographical references (leaves 227-238)

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