In this dissertation I identify the philosophy of Giambattista Vico and Karl Marx as representing, broadly, two rival versions of historical inquiry. Put simply, these rival versions endorse either reasons or causes, respectively, as the proper objects of study for historians. After introducing the study of the ratification of the Sixteenth Amendment to the U.S. Constitution as an example of the type of historical event towards which these versions of inquiry might by directed, I then outline the arguments Vico and Marx give for these rival versions. Paying special attention to the assumptions about human nature, reason, and freedom at work in these arguments, I propose that comparing the plausibility and feasibility of these assumptions might allow a means of adjudicating between these comprehensive and mutually incompatible methods of historical study. I proceed to draw on the work of John Rawls and Alasdair MacIntyre, among others, to show that Marx’s conceptions of human nature, reason, and freedom are ultimately flawed and therefore untenable. I conclude by arguing that Vico’s version of historical inquiry relies on an understanding of these concepts that is more plausible than Marx’s and withstands the objections to which Marx’s understanding succumbs. Finally, I return my focus to the study of the Sixteenth Amendment and consider how Vico’s version of historical inquiry might inform this project.

In this dissertation I identify the philosophy of Giambattista Vico and Karl Marx as representing, broadly, two rival versions of historical inquiry. Put simply, these rival versions endorse either reasons or causes, respectively, as the proper objects of study for historians. After introducing the study of the ratification of the Sixteenth Amendment to the U.S. Constitution as an example of the type of historical event towards which these versions of inquiry might by directed, I then outline the arguments Vico and Marx give for these rival versions. Paying special attention to the assumptions about human nature, reason, and freedom at work in these arguments, I propose that comparing the plausibility and feasibility of these assumptions might allow a means of adjudicating between these comprehensive and mutually incompatible methods of historical study. I proceed to draw on the work of John Rawls and Alasdair MacIntyre, among others, to show that Marx’s conceptions of human nature, reason, and freedom are ultimately flawed and therefore untenable. I conclude by arguing that Vico’s version of historical inquiry relies on an understanding of these concepts that is more plausible than Marx’s and withstands the objections to which Marx’s understanding succumbs. Finally, I return my focus to the study of the Sixteenth Amendment and consider how Vico’s version of historical inquiry might inform this project.

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This study empirically describes and analyzes the characteristics and functionality of the ―Communities of Practice (CoPs)‖ used within eXtension, a new initiative of the Cooperative Extension (CE) system. It also endeavors to lay the foundation for empirical analysis of CoP processes, which to date have been explained almost exclusively using qualitative case study methods. Land-grant universities were founded on the ideals that higher education should be accessible to all, that the university should teach liberal and practical subjects and should share the college's knowledge with people throughout their states. eXtension is an educational partnership of more than 70 land-grant universities. Its reported purpose is to help Americans improve their lives with access to timely, objective, research-based information and educational opportunities accessed through http://www.extension.org . This Web resource is customized with links to state land-grant university CE Web sites. This mixed-method, action research project applied to the virtual environment describes the extent to which people who became part of an eXtension Communities of Practice (XCoPs) reported that they engaged in purposeful cycles of continuous inquiry in dialog, decision, action, and evaluation (DDAE) and the attainment of eXtension‘s goals. An Internet survey obtained descriptive data of members‘ participation within the eight pioneer XCoPs to assess the extent to which each XCoP engaged in the DDAE cycles of inquiry. Analysis of the survey data resulted in the categorization of low-, medium-, and high-level functioning XCoPs. Members of three pioneer XCoPs representing each category (low, medium, high collaboration) participated in online interviews that revealed how CE‘s reward structure, XCoP membership composition, and leader/member skill sets impact XCoP performance in meeting eXtension goals. Two sets of ―best practices‖ for eXtension initiative staff and XCoPs emerge from the discussion of triangulated data.

This study investigates learners‟ understandings of the nature of scientific inquiry (NOSI) in relation to their classroom experiences. Using the constructs of nature of scientific inquiry; inquiry-based teaching and learning; and principles of scientific inquiry as theoretical lenses, the study empirically explored learners‟ (n = 120) understandings of the nature of scientific inquiry which were captured through a questionnaire called Learners‟ understanding of science and scientific inquiry (LUSSI) and interviews and their perceptions of classroom inquiry (their experiences of inquiry were elicited through a questionnaire called Principles of scientific inquiry- student (PSI-S) and interviews). The participants were one hundred and twenty learners, 60 from each of two schools in an Education District in Lesotho. Eight learners, four from each school participated in the interviews. At the centre, the investigation sought to understand whether there was any relationship between learners‟ perceptions of their experiences of scientific inquiry and their understandings of the nature of scientific inquiry. As a result, this study was guided by the following questions: what are learners‟ understandings of the nature of scientific inquiry? What are learners‟ perceptions of their experiences of scientific inquiry? Are learners‟ understandings of NOSI in any way related to their experiences of scientific inquiry? Typological approach was used to analyse the qualitative data and descriptive statistics for analysing the quantitative data. The results of this study suggest that learners hold less informed understandings of the nature of scientific inquiry and that learners are experiencing closed-inquiry in their science classroom. The results also show that other learners‟ experiences of scientific inquiry are not related to their understandings of the nature of scientific inquiry. It was recommended that teachers should engage learners in inquiry activities rather than always carrying out teacher-demonstrations. It is also recommended that further studies should be done in Lesotho to examine the relationship between learners‟ understandings of NOSI and their perceptions of their classroom experiences.

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Seeking to contribute clarity in understanding the essential characteristics of social science, the thesis this essay defends is that the legitimacy of "social science" as a distinct patterned activity oriented to attaining objective knowledge of humanity depends upon the recognition of its characteristic set of phenomena and that this set is comprised of meaningful behavior; this set was isolated by Max Weber in his major theoretical work and is the central subject matter of his empirical studies. Weber's approach and view is compared with that of the contemporary Chicago historian William H. Sewell, Jr.; specifically, examination of Sewell's view on the nature of the "social" leverages the importance of Weber's concept of "action" underlying "social action" and draws attention to the elemental importance of "action" for social science. Chapter 1 discusses science seen as a "social institution." In this context, the goal or end of "social science" is examined, and a discussion of Geertz' concept "cultural system" is introduced so as to offer clarity concerning the value of the concept of "social institution." Delineating the "social" for "social science" is argued to be essential for the testing of social scientific theories grounded in empirical phenomena. Chapter 2 engages Sewell's approach to the question of the "social" with a view toward the status of his response as an ontological claim and examines his definition of "semiotic practices." A theoretical discussion of the concepts of "action" and "social action" rooted in Weber's Economy and Society provides the framework for Chapter 3, and a discussion of the importance of explanation and understanding in Weber's view is developed. The central argument here is that the concept of "action" is elemental to Weber's approach. Chapter 4 looks forward and discusses the convergence of thought between Sewell and Max Weber and argues that the merits of this view are suggestive for contemporary scholarship. / 2031-01-02

<p>The purpose of this study was to describe school counsellor development, paying particular attention to (a) what experiences school counsellors identify as significant markers in the development of their professional beliefs and practices, and (b) how such events come to attain their significance. Narrative methodology was utilized, with the intent of eliciting storied material and presenting the findings in storied format. In-depth, semi-structured interviews were conducted with four participants: two school counsellors and two school social workers. A narrative was composed for each participant based on the researchers analysis of the interview transcripts. The researcher discussed the individual participants contributions to the research questions as well as some emergent across-cases themes.<p> Participants identified a wide range of experiences that had impacted upon their personal and professional development. There were several factors contributing to an experiences significance: (a) emotional intensity, (b) readiness to learn, (c) goodness of fit, (d) positive reinforcement, and (e) cognitive accommodation. Across-cases themes with reference to critical experiences included the influence of childhood, the challenging or painful nature of incidents, and the simultaneous strength and vulnerability of empathy. Issues in the practice of school counselling included a necessarily remedial focus, insufficient supervision, and interventions beyond counselling. Self-care practices and metaphors of counselling also frequently appeared in the narratives.<p>The narrative design of this study allowed for detailed descriptions of experiences that underlie general developmental trends identified in the counsellor development literature. The data suggested that school counsellors develop in much the same way as the wider counsellor population. However, they face impediments to optimal professional development in the form of excessive caseloads, inadequate supervision, and role confusion. Implications for future research and the practice of school counselling are discussed.

UN Fact-Finding Inquiry Commissions established for assassination of prominent individuals are unique fact-finding commissions not only because of their international nature but also because they are investigating a crime that could be prosecuted. These commissions resemble domestic inquiry commissions but do not have the same investigative powers as domestic commissions. The role of fact-finding commissions is limited to an investigation of facts; they do not adjudicate issues and determine civil or criminal liability. The commissions investigating assassinations do not replace criminal investigations that would be conducted prior to prosecution to the crime. Such commissions must be cognizant of the impact of the procedures they use to obtain information on the admissibility of evidence at the criminal trial. The increase in the creation of fact-finding inquiry commissions is part of the efforts to end impunity.

UN Fact-Finding Inquiry Commissions established for assassination of prominent individuals are unique fact-finding commissions not only because of their international nature but also because they are investigating a crime that could be prosecuted. These commissions resemble domestic inquiry commissions but do not have the same investigative powers as domestic commissions. The role of fact-finding commissions is limited to an investigation of facts; they do not adjudicate issues and determine civil or criminal liability. The commissions investigating assassinations do not replace criminal investigations that would be conducted prior to prosecution to the crime. Such commissions must be cognizant of the impact of the procedures they use to obtain information on the admissibility of evidence at the criminal trial. The increase in the creation of fact-finding inquiry commissions is part of the efforts to end impunity.

<p>The purpose of this study was to describe school counsellor development, paying particular attention to (a) what experiences school counsellors identify as significant markers in the development of their professional beliefs and practices, and (b) how such events come to attain their significance. Narrative methodology was utilized, with the intent of eliciting storied material and presenting the findings in storied format. In-depth, semi-structured interviews were conducted with four participants: two school counsellors and two school social workers. A narrative was composed for each participant based on the researchers analysis of the interview transcripts. The researcher discussed the individual participants contributions to the research questions as well as some emergent across-cases themes.<p> Participants identified a wide range of experiences that had impacted upon their personal and professional development. There were several factors contributing to an experiences significance: (a) emotional intensity, (b) readiness to learn, (c) goodness of fit, (d) positive reinforcement, and (e) cognitive accommodation. Across-cases themes with reference to critical experiences included the influence of childhood, the challenging or painful nature of incidents, and the simultaneous strength and vulnerability of empathy. Issues in the practice of school counselling included a necessarily remedial focus, insufficient supervision, and interventions beyond counselling. Self-care practices and metaphors of counselling also frequently appeared in the narratives.<p>The narrative design of this study allowed for detailed descriptions of experiences that underlie general developmental trends identified in the counsellor development literature. The data suggested that school counsellors develop in much the same way as the wider counsellor population. However, they face impediments to optimal professional development in the form of excessive caseloads, inadequate supervision, and role confusion. Implications for future research and the practice of school counselling are discussed.