This dissertation examines how Latin American diplomacy helped shape U.S. officials’ response to revolutionary movements at the height of the Cold War. It explains the striking contrast between U.S. patronage of the Bolivian revolution and the profound antagonism with similar leftist nationalist movements in Cuba and Guatemala. Although U.S. policymakers worried that “Communists” were infiltrating the Bolivian Government, Bolivian diplomats convinced the Eisenhower administration to support their revolution. The dissertation demonstrates that even during the peak of McCarthyism, U.S. policymakers' vision extended far beyond Cold War dogmatism. This vision incorporated a subtle, if ultimately contradictory, appreciation of the power of nationalism, a wish to promote developmental liberalism, and a desire for hemispheric hegemony regardless of strategic and ideological competition with the Soviet Union. U.S. officials were eager to exploit the emerging force of third world nationalism and employ it to strengthen the “inter-American system.” The Bolivian revolutionaries presented their political project as copacetic to Washington’s wider regional goals, and thus managed to secure considerable freedom of movement to continue to pursue a radical revolutionary agenda and statist program of development, financed and enabled by hundreds of millions in U.S. aid dollars.

This work seeks to explore the possibilities of applying affect theory to practices of social justice, specifically, through the affect theories based on energetics described by Teresa Brennan. The first section gives an overview on Brennan’s main arguments and how I interpret her through a Spinozistic lens. This project then explores the positive and negative roles that happiness, anger, grief, and humor have had in various social movements and how they have often been mis- or underused in these moments. The final section offers Brennan’s theory of “Living Attention” as a means of understanding our own affects and the affects of others and how to use them effectively and healthily. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

The Production of turkeys comprises an important part of the cash farm income in Utah. In 1951 the cash receipts from turkeys amounted to $13,986,000, or 7.4 percent of the cash income from all farm commodities (4). In the year 1951 Utah ranked seventh in the nation in turkey production (5). The production of turkeys has risen from a humble beginning to one of the important agriculture enterprises in Utah.

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My study looks at the influence that Matthew Arnold, 19th century English poet and literary critic, had on John Dewey, American pragmatist and educational philosopher. While the influence of Arnold on Dewey was more pervasive than I had expected, my real purpose in writing this dissertation was to discover a middle ground between the educational philosophies the two men espoused and to construe a fuller approach to a pluralistic educational philosophy. I have looked at four aspects of mind that draw Arnold and Dewey into close correspondence. The first aspect I have called the tentacled mind from Dewey's favored metaphor of the mind as having tentacles that reach out and encounter directly the physical world. This aspect of mind allows me to look at the common use that both Arnold and Dewey made of the term "experience." The second aspect of mind I call the critical mind. I have explored this aspect of mind by looking at a brief history of English literary criticism from Dryden to Stanley Fish. The third aspect of mind is the intentional mind which deals with the rhetorical-hermeneutic relationship of mind to the intentionality of other voices and to its own intentionality. This aspect crosses into reader response theory, but I have found within it results that differ significantly from traditional reader-response theory. The final aspect of mind I have called reflective-response. In both Arnold and Dewey the reflective aspects of the mind differ widely from more contemplative conceptions of the mind in a reflective state; most notably for both Arnold and Dewey the reflective mind is never passive. I believe that when these four aspects of mind are brought together they amount to a truly pluralistic educational philosophy. In the course of my argument I have, as well, identified a need to rehabilitate both the concept of intentionality and that of authority. / text

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