Thesis (Ph.D.)--McMaster University, 1998. / Includes bibliographical references (leaves 210-226). Also available via World Wide Web.

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1999. / Includes bibliographical references (leaves 96-98).

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1999. / Includes bibliographical references (leaves 96-98).

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1999. / Includes bibliographical references (leaves 96-98).

Thesis (Ph.D.)--Baylor University, 2006. / Includes bibliographical references (p. 264-274).

No description available.

No description available.

This study seeks to establish the influence of Arthur Schopenhauer over pro Baroja. In order to establish the parameters of said influence, pessimism is defined, and the world view of both philosopher and writer, their views on men and women; and common themes such as individualism, the idea of the preservation of the species, marriage, the futility of life, suicide, and education are examined. The chaotic, absurd and capricious world depicted by Schopenhauer finds its way into the writings of Baroja. The study of his protagonists and secondary characters provide an insight on how these fictional beings deal with this world of misery. In fact, these characters must create their own world and invent their own structure, which is in harmony with the thought of Schopenhauer, where the world is an idea or representation of the subject. The works of Schopenhauer included in this study are The world as will and idea, and a selection of essays from Parerga and Paralipomena. Eight of Baroja's novels are analyzed: La dama errante, La ciudad de la niebla, EI árbol de la ciencia, EI mundo es ansí, La sensualidad pervertida, EI gran torbellino del mundo, Las veleidades de la fortuna, y Los amores tardíos. The writer's Memorias are also considered in some detail.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 222-228). Also available for download via the World Wide Web; free to University of Oregon users.

The aims of modern education are largely Enlightenment-inspired - thus postmodernism finds an uneasy foothold within educational theory. But the needs of the present are not so much for universal reason and truth as for respect and non-violence (which it is argued are the "spirit" of postmodernity). This research report suggests that the usefulness of postmodern thought (and particularly of deconstruction) to education is not so much political as ethical. Drawing upon recent work of Jacques Derrida and commentaries upon his work by Simon Critchley and Johan Degenaar, it is argued that deconstruction is inherently a discourse of moral advocacy and that although it undermines the ultimate validity of any particular thought system this does not render it nihilistic; rather it involves responsiveness and openness towards the Other (person or system). While a reading of postmodern pedagogy acknowledges this, the intention is more often linked to particular political agendas, especially radical and feminist , than to wider ethical issues. Within educational theory a deconstructive "ethic of ethics" has implications for the kinds of knowledge which will be taught, the social relations which will be promoted, and the kinds of educational provision which will be made - but without prescription and within wide bounds of possibility. / Thesis (M.Ed.) - University of Natal, Durban, 1995.