Recent work on the philosophy of G.W.F. Hegel has emphasized his interest in skeptical concerns. These contemporary scholars argue that, despite common opinions to the contrary, Hegel actually had a very keen interest in skepticism, one that informed and motivated much of his overall project. While I welcome this recent literature, I argue here that contemporary scholars have overemphasized the importance of skepticism for Hegel. By looking closely at Hegel’s arguments against skepticism in the Phenomenology of Spirit, I argue that Hegel’s anti-skeptical arguments are in fact major failures. Hegel’s failure is at odds with the emphasis that contemporary literature places on Hegel’s interests in skepticism. For a philosopher who was supposedly centrally concerned with skeptical issues, Hegel sure does not act like it. I conclude that the tension here is the result of contemporary scholars’ overemphasis of the role that skepticism plays in Hegel’s project.

Socrates teaches in the Meno that in order for a belief to be justified, an appropriate relation must ‘tie down’ the belief to its (apparent) truth. Alvin Goldman’s position of externalism holds that for a belief to be justified, an appropriately reliable process must have obtained. One need not be aware of this reliable process. Conversely, Laurence BonJour’s brand of internalism holds that this relation between a belief and its (apparent) truth is just what the cognizer needs to be aware of in order for that belief to be justified. This work examines their debate, with particular interest paid to BonJour’s case of Norman: a clairvoyant who forms a belief via this ability but has no evidence for or against the belief or his own clairvoyance. Using this case, I propose an ‘epistemological spectrum’ wherein the insight of externalism is appreciated – what Robert Brandom deems the Founding Insight of Reliabilism – that a reliably produced belief bears some epistemic legitimacy, while retaining the insight of internalism: that objective reliability cannot offset subjective irrationality. This is done by classifying cases wherein only the obtainment of a reliable process occurs as epistemically rational, though not justified. Ultimately I reconcile the virtues of both positions, and propose that Goldman’s brand of full blooded externalism was generated by following an intuitional illusion by way of affirming the consequent.

This thesis explores assumptions regarding the nature of the Self as it relates to the World. The exploration, a hermeneutic investigation initially shaped by the authors interest in the role of the unconscious in thinking, develops through the emergence of questions which move from the role of the unconscious to the conceptualization of self and reality and finally to the role of language. To answer these questions, the author examines ontological and epistemological assumptions about the nature of the Self and the World by analyzing various boundaries, imposed both (a) as spatial metaphors used to speak of subjective experiences and (b) as notions of locality grounded in the classical physics world view. The assumptions of a locally-grounded, boundaried subject create separations between Self, mind, body and the World, and thus are worthy of exploration. Instead of setting out to provide a definitive answer to pre-set questions, the thesis chronicles the evolution of the authors questions and answers produced through her examination of various texts on metaphor, philosophy of mind, and consciousness studies. Thus, the thesis is written as the authors search to understand how it is possible to move beyond locally grounded boundaried subjects towards a form of knowing that considers simultaneously the distinctiveness of Self, and the unity of Self with the whole of what is. The metaphor of tracking emphasizes the importance of possessing attentiveness to the specific while not losing sight of the larger context or whole. Ultimately, the author suggests an attitude of speculative tentativeness constantly on the verge of reconfiguring the whole The thesis is presented in multiple formats including essay, multi-voiced essay, poetry, dialogue, and story. These formats capture the continuous interplay of various faces of knowing presented as forms of perception, unconscious appreciation, and conceptualization. In this way, the overall format of the thesis reflects the content of the thesis where the author portrays her experience of tracking how her living interactions in the world are forms of awareness uninhibited by boundaries. In her conclusion, the author recognizes her experience as a form of direct realism in which human knowing is symbolic of the emergent nature of reality.

Many researchers have been critical of teachers failure to implement computer use effectively in the classroom. In order to question the role that pedagogical issues may play in the success of the implementation process, this study looks at the beliefs of professional developers who are responsible for helping K-12 teachers learn to teach with computers. Five professional developers from Saskatchewan were asked to describe their professional practice by focusing on what they thought effective use of computers was and how they thought their beliefs affected their practice. The heart of the study was the story of the professional developers experiences and the way in which their practices evolved over time to meet needs they saw.<p>The professional developers were a diverse group of former teachers. They had taught in a wide variety of settings and for varied lengths of time. They were purposefully selected for involvement in provincial initiatives and providing professional development around computers in their home divisions. The participants shared their experiences through an informal semi-structured interview and follow up questions. The transcripts of the conversations comprised the data, and their examples, statements of belief, and experiences formed the basis for the interpretation of the results.<p>The findings revealed that the professional developers identified both first and second order barriers to the use of computers in classrooms. Each person described a transition from traditional professional development practice to a personal style with the deliberate addition of pedagogical emphasis. They concluded that the current practice of teaching with computers generally did not meet their definition of effective and emphasized the need to question why computers are being used the way they are.<p>The findings from this study indicate that the professional developers believed their pedagogy and practice as professional developers to be intertwined. They also confirmed Cooplas (2004) argument that pedagogy is the critical first element for effective teaching with computers. From the prospective of the participants, pedagogy, not technology defines how effective the process of integration is in K-12 classrooms.

Modern societies are for the most part pluralistic in their compositions and world views. As such, we are given a variety of possibilities to embrace in our everyday lives and social interactions. The plethora of religious choice is a prime example of societal pluralism. John Hick is an eminent proponent of religious pluralism. His adoption of the religious pluralist stance arises from his experience and observations of various religions and their practices wherein he has noted similarities in the development of moral individuals in spite of vastly different and exclusive truth claims made by their religious systems. Hick, in a huge leap of faith, believes these similarities among such great differences must indicate a unitary source of revelation from a Transcendent Ultimate Reality to humankind sometime during the great Axial Age of human development more than two thousand years ago.<p> Religious pluralism, in its Hickean formulation, is a call for individuals to not only abandon their religions claims to exclusive truth about the Transcendent Ultimate Reality but also to reduce religious dogmas to their essential elements and modify them in order to preclude contradictory assertions that would exclude other religious systems. The benefits would be to reduce or eliminate religious intolerance and claims to superiority; incidents of religious violence should also be expected to decrease.<p> This thesis critically examines Hicks thesis and finds that religion has a greater role to play in individual lives than Hick acknowledges. For those with weakly held religious beliefs, the call to religious pluralism may find appeal. However, for those with strongly held religious views, operating within religious structures that serve their needs and eschatological hopes, the adoption of religious pluralism of the Hickean variety may cause them to abandon something that is working well for them without replacing it with something of equal benefit. In the final analysis, I find Hicks call to embrace religious pluralism to be unpersuasive since it is not in itself a religious system; it is, rather, a philosophical system which attempts to address the epistemological challenges associated with the myriad systems of faith and belief found within the great world religions.

The aim of this study is to combine queer theories with quantitative methods. In social sciences, queer theories are being widely and increasingly used. Quantitative method is also widely used, and as a traditional method it can be regarded as a cornerstone in social sciences, sociology in particular. However, the two perspectives, queer theories and quantitative method, seem at a first glance to be very different in their understanding of social phenomena. Queer theories have, with some exceptions, mainly focused on qualitative research concerning such phenomena as sexuality, while the field of science is quite diverse. In this field, except from qualitative, queer research, there are also quantitative studies that use surveys to gather information.This study combines the two perspectives, thus creating a study inspired by queer theories and focusing on the methodological problems that occur when embracing queer theories’ elements of difference and social constructivism, and using a method which aims to standardize… The study also explores if the descriptions of sex and sexuality proposed by queer theories are reflected in the population. Using surveys, information have been gathered from students of five different institutions at Uppsala University.

The research presented in this thesis was motivated by the need to improve introductory physics courses. Introductory physics courses are generally the first courses in which students learn to create models to solve complex problems. However, many students taking introductory physics courses fail to acquire a command of the concepts, methods and tools presented in these courses. The reforms proposed by this thesis focus on altering the content of introductory courses rather than content delivery methods as most reforms do. This thesis explores how the performance on a widely used test of conceptual understanding in mechanics compares between students taking a course with updated and modified content and students taking a traditional course. Better performance by traditional students was found to stem from their additional practice on the types of items which appeared on the test. The results of this work brought into question the role of the introductory physics course for non-majors. One aspect of this new role is the teaching of new methods such as computation (the use of a computer to solve numerically, simulate and visualize physical problems). This thesis explores the potential benefits for students who learn computation as part of physics course. After students worked through a suite of computational homework problems, many were able to model a new physical situation with which they had no experience. The failure of some students to model this new situation might have stemmed from their unfavorable attitudes towards learning computation. In this thesis, we present the development of a new tool for characterizing students' attitudes. Preliminary measurements indicated significant differences between successful and unsuccessful students.

Thesis (M.A.)--Trinity Evangelical Divinity School, 2003. / Abstract. Includes bibliographical references (leaves 113-116).

Transnational Mexican-origin Families is a qualitative study of four working class, Mexican-origin families who resided in the metropolitan Washington, D.C. region and who also made return visits to Mexico at least every two years. Through critical ethnographic case studies, the researcher worked with the families for over two years in multi-sited ethnography, with locations in the U.S. and Mexico. The dissertation examines the following question: What are the ways of knowing of Mexican-origin transnational students and their families in the Washington, D.C. area, and how do these transnational families experience their ways of knowing regarding education in formal schooling contexts? Using transnational theory and Gloria Anzaldúa’s theory of conocimiento, or knowing, this study shows how transnational families’ ways of knowing are situated in three mutually-constituted domains. They are: 1) chained knowing, including the ways participants are chained to the Mexican-U.S. border and to their communities in Mexico and the U.S., 2) sobrevivencia or survivalist knowing, in terms of how the families both survive and thrive, highlighting what I call their “underdog mentality” as well as the matters of life and death on both sides of the border, and 3) Nepantlera knowing, or an in-between knowing, which allows for attempts at bridge buildings and creation of Third Spaces. In regards to schooling, the transnational aspects of these families’ lives remained hidden, despite the students’ eagerness to share about their transnationalism. Schools tended to respond to their transnational families along the “continuum of the comfortable,” or a line where schools increased their outreach to these families only moderately and only along their terms. The intention of this research is to disrupt assimilationist discourses about immigrants, particularly in light of the need to be able to navigate an increasingly globalized world. Preliminary findings suggest the need to begin to reframe immigrants as transnational, value their language heritages, disrupt the comfort of educators in their outreach to transnational families, and for educators, in particular, to learn to do the work of border crossing in their outreach to transnational families. / text

Crystal City, Texas has been a part of the Chicano Movement narrative since the beginning. Crystal City High School like others across the United States held walkouts to protest the lack of respect for the Mexican American culture and for civil rights for Mexican Americans in schools. Crystal City is also the home to one of the original Raza Unida Parties. This rich history has placed Crystal City in a unique position in Chicano history. This study draws from Chicana Feminist epistemology, methodology, and scholarship to disrupt the meta-narrative that is and has been told of the Chicano Movement, and more specifically about Crystal City and its part in the Movement. By creating a counter narrative that is woman centered, this dissertation seeks to disrupt the binary of good/bad views of the Chicano Movement. This is done through the use of oral histories and testimonios of four women who were not directly in the spotlight of the Chicano Movement. This dissertation then briefly examines what stories our four women shared with their youngest child. This was done to investigate what the author has experienced with younger generations of Cristaleños. The experiences can best be described as disillusionment of the Chicano Movement. The major components of this dissertation are the stories the four participants share about the Chicano Movement in Crystal City, Texas. These stories are personal and touching in a way that showcases the use of Chicana Feminist methodology and disrupts the meta-narrative of the Chicano Movement and the binary of the views of the Movement. / text