Thesis (M.F.A.)--Otago Polytechnic, 2007. / Supervisors: Bridie Lonie and Clive Humphries. Thesis typescript. First produced for a website at: http://www.regan.net.nz "July 2007." Otago Polytechnic department: School of Art. Includes bibliographical references.

Thesis (doctoral)--Universität Bern, 2006. / Includes bibliographical references (p. [195]-205).

Thesis (Ph. D.)--Princeton University, 2003. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 239-262).

Permission from the author to digitize this work is pending. Please contact the ICS library if you would like to view this work.

Bibliography: leaves 99-102. Identifies aesthetic knowledge as a fundamentally linked perceptual and ontological process. Aesthetic processes are identified as criteria relevant for locating and advocating ethics in 'eco-culturally sustainable development'. Cultural actions are ethical evaluations about valuing nature.

Texte remanié de : Dissertation : Romanistik : Neuphilologische Fakultät der Universität Heidelberg : 1982. / Bibliogr. p. 99-134.

Thesis (doctoral)--RWTH Aachen. / Includes bibliographical references (p. 357-411).

This thesis is a critical examination of postmodernist pedagogy currently used in the education of visual artists. It is particularly concerned with the teaching of the traditional disciplines of painting and drawing within a postmodern context. My hypothesis is that the teaching of visual arts within a postmodern orientation more or less relies on an anti-aesthetic stance that is content-centered, with an insistence on critically and politically aware art. The overall objective of this thesis is twofold: First, to generate some questions and ideas that could be of assistance to post-secondary art instructors. Second, to establish a framework for an extended qualitative research that will address the impact of postmodernism on education of artists. The title "beyond the anti-aesthetic" does not necessarily present itself as a negation of the postmodernist paradigm. It identifies a need to revitalize visual art instruction within the postmodern model, to re-address the interplay between form and content in visual art and enhance critical thinking.

Thesis (M.Env.St.)--University of Adelaide, Dept. of Geographical and Environmental Studies, 2000. / Bibliography: leaves 99-102.

Thesis ( M.A.). / Written for the Dept. of History. Title from title page of PDF (viewed 2008/01/14). Includes bibliographical references.