Informe de Seminario para optar al grado de Licenciado en Filosofía / El interés de esta investigación radica en dilucidar las posibilidades y límites de una teoría del conocimiento, en miras a la dificultad que presenta el concepto de pensamiento bajo la perspectiva de F. H. Bradley, principalmente en su texto Apariencia y Realidad. Resulta necesario preguntar no sólo por el cómo se conoce - asunto para el que abundan las respuestas en filosofía y en otros ámbitos - ,sino que más importante y prioritario es preguntar si efectivamente es posible un conocimiento del mundo. Lo que aquí defendemos es la posibilidad de un conocimiento mínimo respecto de lo que nuestra experiencia vislumbra como la Realidad o el Absoluto. Esta alternativa - que finalmente es la única y por tanto no es ya alternativa - aunque precaria, se presenta mucho más coherente que aquellas en donde el conocimiento parece ser más abarcante, pero que en último termino resultan insostenibles. En forma simultánea discutiremos acerca de la doctrina que con más justicia podría hacerse cargo de esta teoría del conocimiento, sin que aquella represente estrictamente el pensamiento del referido autor. Defendemos en la presente investigación que el idealismo filosófico, con ciertas restricciones recogidas del pensamiento de Bradley, podría constituir el camino más seguro hacia una comprensión del carácter general de la Realidad.

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Given the present demand for greater accountability in public education and the call to close the achievement gap between the haves and have-nots, scholars have renewed advocacy for policy frameworks that combine education and antipoverty policies. This study historicizes the possibilities for such connections at the federal level by focusing on how people during the Carter Administration explained the relationship between the policies. Toward this end, this study examined how the coconstructions of context and meaning of the late 1970s made certain explanations of the relationship between education and anti-poverty policy more possible than others. This study is a critical policy analysis employing historical methods. A historical narrative was constructed through the collection of oral history and archival data. Through this history, explanations of the relationships between the policies by the Carter Administration are situated within the social regularities of the day. Specifically, in the late 1970s, as people became dismayed by the persistence of equality issues, despite equal protection under the law, they looked for other ways to work toward equality. The elevation of education as a national priority became a visible strategy to the power structure at the time because it did not require a necessary redistribution of privilege and would allow a concomitant strategy to invest in other identities. At the same time, as people searched for greater personal freedom through education. A growing neo-liberal sentiment asserted that education policies had to be disconnected from the antipoverty policies that were supported by groups, whose demands for conformity were seen as standing in the way of social well-being predicated on the pursuit of self-interest. Thus, in the late 1970s education and antipoverty policy were separated at the federal level, not only bureaucratically, but also in the rhetoric of national priorities. As a result, education policy became more greatly aligned with human capital development and further detached from more redistributive policy frameworks. The rearticulation in the social regularities regarding race, property, individualism, and domestic stability remade the possible in domestic social policy. / text

This dissertation studies the four major works of Jose Donoso which belong to what could be termed his "Chilean cycle" of novels. This cycle comprises Coronacion, Este domingo, El lugar sin l(')imites, and El obsceno pajaro de la noche. The purpose of the study is to determine the structure of the point of view of the narrator. The research is based on semiotic theories of language, particularly those of Boris Uspensky, and includes much of the contemporary French theories of semiotic criticism. The dissertation attempts to construct a format for the study of the point of view of the narrator, basing itself on, but not restricting itself to, the theories of Uspensky. In every respect the dissertation endeavors to restrict its approach to an entirely intrinsic method, based on the idea that the novel exists apart from the man whose name appears on the cover. For the purpose of this study, the novel has been examined on four partially theoretical levels: the spatio-temporal, the phraseological, the psychological and the ideological. This method presupposes an additional distinction between what could be termed the "surface level," that which is immediately and physically observable, and the "deep structure," comprising the ideological level or "world view" basic to each novel. It could be stated that we find the "point of view" of the narrator in the surface structure of the first three levels and the "perspective" or world view in the "deep structure." The first chapter discusses in detail the history of the study of point of view in the novel as a genre, the various theories, including those of Uspensky, and sets forth the methods and procedures used. Each of the following chapters is dedicated to an individual novel, each novel being studied on all four of the levels mentioned. While the works of Donoso have often been studied with respect to their dedication of the deterioration of a particular society, this dissertation deals more specifically with following the process of destruction of the narrator himself. This process can be observed by means of a detailed examination of the structure and function of the point of view in each separate novel. The various stages of development can be observed clearly begining with Coronacion and culminating in El obsceno pajaro de la noche. In Coronacion and Este domingo we can observe the deterioration of the point of view of the narrator. In the former novel, the deterioration of the point of view is linked with the conflict between past and present; in the latter novel we see this dichotomy expanded to include two basic narrators. In El lugar sin límites there is a schism within the personality, and therefore the point of view, of the main character. The El obsceno pajaro de la noche we are confronted with an "open" novel in which the reader must participate. Here we see the complete destruction of the point of view of the narrator and, in effect, the destruction of the narrator himself. It is this process of destruction that this dissertation describes and studies.

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