Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Th. M.)--Dallas Theological Seminary, 2005. / Includes bibliographical references (leaves [54]-58).

Thesis (Th. M.)--Dallas Theological Seminary, 2005. / Includes bibliographical references (leaves [54]-58).

Bibliography: pages 269-275. / Educational theory and practice stems from the generally accepted concept of Man, such as apartheid ideology which forms the basis of the South African educational system. Separatist thinking of some kind determines the perspective and actions of many people throughout the world. The pathology of this mode of consciousness has generated numerous crises, and is the root cause of the psychotic behaviour which is currently dominating the international scene. Inherent in any crisis is opportunity. New ways of being emerge through the struggles and mistakes of living. Counteracting the reductionist trend is the balancing notion of holism. This thesis examines the suitability and necessity of a holistic educational paradigm, particularly in this country. It explores the emerging holistic world view in two important areas of human endeavour - science and religion. Furthermore, it looks at the nature and psychology of change, Smuts's concept of holism, defines holism as modes of seeing, knowing and being, and describes the new world person with reference to South Africa's future. However, further work is needed to formulate a holistic concept of Man in order to derive a more comprehensive educational theory and practice.

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In this paper, I will defend two methodological theses, one negative and one positive, about how to develop a holistic theory of content for mental representations that avoids a problem peculiar to holistic theories, viz., the problem of content instability. The relevant debate between holists and anti-holists has focused on whether this problem provides an in principle barrier to developing a plausible holistic theory. On this front, the holists have won; defenders of holistic theories have convincingly argued that the anti-holists do not have a cogent argument from the problem of content instability to the impossibility of developing a plausible holistic theory. However, beyond this, little has been said about how to develop a holistic theory that avoids the problematic consequences of content instability; all that has been established is that it appears to be, in principle, possible to do so. This paper should contribute to making progress in this area. The two theses I will defend are about how to generate useful constraints on holistic theories so that they avoid content instability. The negative thesis of this paper is that the strategy of generating constraints suggested by the holists' response to anti-holist arguments, viz., appealing to properties of theories' determination functions, is a non-starter. The positive thesis of this paper is that the best way to develop useful stability constraints is to appeal to the explanatory role(s) that representations play in cognitive science theories. / Master of Arts

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M.A. / The inability and shortcomings of current scientific models, methods and theories to fully and effectively explain certain phenomena and provide certain solutions to everyday problems, is a great cause for concern. The ruling Newtonian scientific paradigm that serves as the foundation for current scientific methods and theories, provides an insufficient ontological basis for studying and explaining complex and interdependent phenomena and questions. The attempt to explain and address problems and phenomena from this deterministic and fragmented viewpoint, was generally unsuccessful - an instance that is especially prominent in the social sciences. As with most fields of study, Development studies is also affected by the abovementioned reality. Development theories and approaches are still being distinguished by singular and fragmented approaches and views, where only single facets of the development process are being addressed. These theories and approaches also try to find solutions for development problems from a Western, First World perspective. Local communities' meaning-giving context was, and still is, rarely considered as part of the development equation and development as viewed by the West, was consequently "enforced" on these communities. In recent years there has been a shift in emphasis to a search for approaches that are inclusive, non-deterministic and process-driven which would better explain complex behaviour, problematique and phenomena. This tendency is also to be found in all the fields of scientific inquiry, including Development studies. In view of the abovementioned reality, it is subsequently necessary to examine the holistic ontology as it provides a clear and essential, albeit supplementary, alternative to the Newtonian scientific paradigm. The holistic ontology, which manifests concepts like linearity, causation, determinism, objectivity and inductive reasoning, differs from the Newtonian scientific paradigm in that it represents an opposite reality where concepts such as process, context and recursive relationships play a central role. The holistic ontology is also non-linear, non-causal and non-deterministic in nature. This dissertation then focuses on the holistic ontology as applied to development studies. The topics that receive attention in this dissertation are the meaning and goals of the concept of "development", the evolution of development theory, the concept and nature of holism and how the holistic ontology can be applied and operationalised in terms of development. It becomes evident that holism can contribute in a positive manner towards the whole development discourse and that this approach will sensitise developers (on a conscious level) of the importance of communities' recursive relationships and meaning-giving context in the development process. The holistic ontology thus provides, for the first time, a clear and definite alternative to the current fragmented Newtonian-based approaches from where development can be implemented.

Quine and late Wittgenstein have often found themselves being compared for similarities and dissimilarities, we can attribute the allure of this subject to both philosophers being similar advocates of holism and epistemological relativity despite taking on different subject matters. Pieranna Garavaso attempted an inquiry of this type, where she compares Quine’s view on holism, relying mainly on “Two Dogmas of Empiricism”, with Wittgenstein’s On Certainty. Garavaso shows in her essay that there is a high level of correspondence between On Certainty and “Two Dogmas of Empiricism” but ultimately concludes that despite any actual agreement between Quine and Wittgenstein, their views end up ultimately incompatible. I will argue that this is wrong; Quine’s conception of holism, and Wittgenstein’s conception of holism found in On Certainty are compatible, and even complementary. I will begin my text by giving a short presentation of Quine’s “Two Dogmas of Empiricism”. I will then raise the similarities, and dissimilarities between the two texts before giving my final argument against the supposed conflict between them.

Reflektioner kring hur den kreativa processen kan observeras på olika nivåer. / <p>Ljudmaterial inlämat till ljudenheten. Finns bifogat på CD tillsammans med text på Kungliga Musikhögskolans Bibliotek.</p><p>Bilaga: 2 partitur</p>