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Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This paper proposes a possible solution to the current state of education in South African public schools, notably the underperforming schools. It uses various international studies, namely the Progress in International Reading Literacy Study (PIRLS), the 2003 Third International Maths and Science Study (TIMMS), the Southern and Eastern African Consortium for Monitoring Education Quality (SACMEQ), as well as the matriculation results to explore the reality of the education crisis as a poverty trap. I then explore possible reasons for the failure of the basic education system by means of the ‘Four As’ of the International Committee for Economic, Social and Cultural rights as a starting point to measure basic education. The ‘Four As’ (Woolman and Bishop, 2012:57-19 to 57-32) are Availability/Adequacy, Accessibility, Acceptability and Adaptability. I propose identity formation within a framework of complexity thinking as an approach to the problems in the underperforming system, especially the problems arising from education not meeting the criteria of the ‘Four As’, and in particular because education is a determining factor in social justice. Complexity thinking is inseparable from the ethics of complexity, just as identity formation cannot be separated from the ethics and politics of identity. Finally, the insights are applied to the purpose of teaching and learning, in terms of complexity thinking and identity formation, and in terms of the National Development Plan. The latter is the policy document shaping the future of teaching and learning, amongst others, in South Africa. This is followed by an assessment of the National Development Plan in the light of the requirements of the ‘Four As’. / AFRIKAANSE OPSOMMING: Hierdie skryfstuk stel ‘n moontlike oplossing voor vir die huidige stand van onderwys in Suid-Afrikaanse publieke skole, veral die onderpresterende skole. Dit gebruik verskeie internasionale studies, naamlik die ‘Progress in International Reading Literacy Study (PIRLS)’, die ‘2003 Third International Maths and Science Study (TIMMS)’, die ‘Southern and Eastern African Consortium for Monitoring Education Quality (SACMEQ)’, asook die matriekuitslae, om die realiteit van onderwys as ‘n put van armoede te ondersoek. Voorts ondersoek ek moontlike redes vir die mislukking van die basiese onderwyssisteem. Dit word gedoen aan die hand van die sogenaamde ‘Four As’ van die Internasionale Komitee vir Ekonomiese, Sosiale en Kulturele regte. Die ‘Four As’, soos vervat deur Woolman en Bishop (2012:57-19 tot 57-32) is, in Engels: 'Availability /Adequacy, Accessibility, Acceptability’ en ‘Adaptability’. Dit kan vertaal word as Beskikbaarheid/Voldoendenheid, Toeganklikheid, Aanvaarbaarheid en Aanpasbaarheid. Ek stel identiteitsvorming binne ‘n raamwerk van kompleksiteitsdenke voor as ‘n benadering tot die probleme in die onderpresterende onderwyssisteem, veral die probleme wat voortspruit uit onderwys wat nie aan die kriteria van die ‘Four As’ voldoen nie. Dit word gedoen omdat onderwys by uitstek ‘n bepalende faktor in sosiale geregtigheid is. Kompleksiteitsdenke is onafskeidbaar van die etiek van kompleksiteit, net soos identiteitsvorming onlosmaaklik deel is van die etiek en politiek van identiteit. Laastens, word die insigte toegepas op die doel van onderrig en leer, in terme van kompleksiteitsdenke en identiteitsvorming, en in terme van die Nasionale Ontwikkelingsplan. Laasgenoemde is ‘n beleidsdokument wat rigting tot 2030 verleen aan, onder andere, onderrig en leer, in Suid-Afrika. Dit word gevolg deur ‘n evaluering van die Nasionale Ontwikkelingsplan aan die hand van die vereistes van die ‘Four As’.

This dissertation explores teacher identities as they emerge, recede and collide with one another in the classrooms of four participating English teachers at the Cooperative School, a pseudonymous, single school site that is home to the researcher as well as to the study participants. Focusing first on how these teachers see themselves and how they articulate their roles, the study then turns to an analysis based on Judith Butler's theories of identity formation. The role of normative power in identity formation is exemplified by what the paper calls "The Regime of Teacher Norms," i.e., Teacher as Expert, Teacher as Guide, Teacher as Professional and Teacher as Boss.

Lim Wai-Man Jenifer. / Thesis submitted in: December 2002. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 102-105). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / INTRODUCTION --- p.1 / Chapter 1. --- The Problem of Personal Identity --- p.1 / Chapter 2. --- Personal Identity: A Review --- p.3 / Chapter 3. --- Different Versions of the Theory of Personal Identity --- p.6 / Chapter 3.1 --- Different Versions of the Physical Theory --- p.6 / Chapter 3.2 --- Different Versions of the Memory theory --- p.8 / Chapter 4. --- Cases of Exchanging Bodies --- p.14 / Chapter 5. --- Conclusion --- p.17 / Chapter CHAPTER ONE --- THE REDUPLICATION ARGUMENT --- p.19 / Chapter 1. --- Introduction --- p.19 / Chapter 2. --- Shoemaker's Brownson Case --- p.21 / Chapter 3. --- The Reduplication Argument --- p.22 / Chapter 4. --- "Memory Claims, Bodily Presence and Reincarnation" --- p.27 / Chapter 5. --- Objections to the Reduplication Argument --- p.31 / Chapter 5.1 --- The Two Cases are Different --- p.31 / Chapter 5.2 --- A Counter-Example by Robert Coburn --- p.33 / Chapter 5.3 --- A Too High Standard Set by the Reduplication Argument --- p.36 / Chapter 6. --- Conclusion --- p.38 / Chapter CHAPTER TWO --- THE NONDUPLICATION ARGUMENT --- p.40 / Chapter 1. --- Introduction --- p.40 / Chapter 2. --- Story 1: The Memory Theorist's Understanding of 'Exchanging Bodies' --- p.41 / Chapter 3. --- Story 2: Williams' Analysis of the Experiment --- p.44 / Chapter 4. --- Conventionalist Decision and the Best Candidate Theory --- p.49 / Chapter 5. --- Conceptual Undecidability --- p.51 / Chapter 6. --- The Relationships between Criteria and Perspectives --- p.52 / Chapter 7. --- Conclusion: 'Exchanging Bodies' as an Artificial Neatness --- p.55 / Chapter CHAPTER THREE --- PARFIT'S THEORY --- p.56 / Chapter 1. --- Introduction --- p.56 / Chapter 2. --- The Nature of Personal Identity --- p.57 / Chapter 2.1 --- The Basic Teletransportation Case --- p.60 / Chapter 2.2 --- The Branch-Line Teletransportation Case --- p.62 / Chapter 2.3 --- Physical Spectrum and Combined Spectrum --- p.65 / Chapter 2.4 --- Personal Identity: A Conceptual or Linguistic Issue --- p.68 / Chapter 3. --- The (Un)-Importance of Personal Identity --- p.71 / Chapter 3.1 --- Cases of Brain Operation --- p.71 / Chapter 3.2 --- Cases of Duplication --- p.73 / Chapter 3.3 --- Survival and its Moral Significance --- p.76 / Chapter 4. --- Conclusion --- p.78 / Chapter CHAPTER FOUR --- CONCLUSION: THE IMPORTANCE OF ONE'S IDENTITY --- p.79 / Chapter 1. --- Introduction --- p.79 / Chapter 2. --- The Dependence on External Facts Versus the Principle of Intrinsicness --- p.81 / Chapter 2.1 --- The Non-Branching Memory Theory --- p.81 / Chapter 2.2 --- The Best Candidate Theory --- p.86 / Chapter 3. --- The Importance (or Unimportance) of Personal Identity --- p.92 / Chapter 3.1 --- Unimportance: ´بPersonal Identity' as a Linguistic Issue? --- p.92 / Chapter 3.2 --- Importance: Subjective Linkage of the First Person --- p.94 / Chapter 4. --- Conclusion --- p.98 / References --- p.102

Li Chit-Ning. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 100-104). / Abstracts in English and Chinese. / Acknowledgements --- p.i / Abstract --- p.ii / 摘要 --- p.iv / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- Self in Childhood and Nature --- p.14 / Chapter Chapter Three --- Identification and Self-identity --- p.36 / Chapter Chapter Four --- A Voice and the Nature --- p.60 / Chapter Chapter Five --- Frameworks Dissolving into Uncertainty --- p.79 / Conclusion --- p.99 / Works Cited --- p.101 / Bibliography --- p.103

Except for literary historians and Germanists, Robert Walser (1878-1956), the Swiss poet, was known until recently only to a small circle of readers. The reason why Robert Walser was “rediscovered” a few years ago and is being read again, is that theme, content and style of his novels – they can be counted on one hand – as well as the several hundred short stories and about four dozen poems , touch upon a constantly more or less urgent problem: man’s ontological inquiry. The unassuming manner of Walser’s fragments and vignettes fascinates and elates the system-weary reader; yet, his lack of assumption is not synonymous with idle chatter. Rather, the absence of presumptuousness is based on the realization that absolutes, whether intellectual, emotional or physical are meaningless. Thus they are incompatible with the “Lebensgefühl” of Walser’s literary protagonist, who suspects essence in the loss of identity of self. It has been said of Robert Walser that he was the first writer to explore the domain of the absurd in a novel. This at the beginning of the 20th century. Walser, quite likely, would be too modest to claim literary avant-garde. The absurdity of uncertainness creates a perspective and attitude which characterize Walser’s literary figures, perspective and attitude similar to the terminal mood at the end of an era, familiar from the writings of Thomas Mann, Franz Kafka and Georg Heym. The mood Walser portrays distinguishes itself insofar that he builds no cosmic or philosophical systems, because he abhorred the finite limits of man’s intellect. Where Kafka’s intellect ad absurdum metamorphoses into the madness of the incapable insect, Walser’s realization transforms into a gay carelessness; a careless superficiality that has healing quality, since it exhausts itself in the service to humanity and revels without point of reference in an existence without system. Nature serves as the poetic spring for the delightful game of the intellect. This paper [written in German] examines the dilemma of identity in two ontological main categories and eight social-philosophical motives. Interpretation of a short story and reference to the entire works of Robert Walser served as the vehicle in this attempt.

This thesis uncovers the rational and Romantic assumptions about the relationship between objects and identity that are embedded in occupational therapy, and critiques current practice from that perspective. It is based on an initial assumption that there is in fact a relationship between people's identity and the objects they make, have, use and are associated with. This assumption is explored through an interpretive examination of the fields of literature that are commonly identified as informing occupational therapy, supplemented by selected popular literature. The exploration takes a philosophical approach, guided by notions from philosophical hermeneutics, including pre-understandings, the hermeneutic circle and fusion of horizons. The conclusion reached is that people informed by Western philosophies interpret the identity meanings of objects in both rational and Romantic ways. To inform the study, the nature of rationalism and Romanticism are then explained, and the implications of these philosophical traditions in relation to objects and identity are teased out. This interpretation is guided by a history of ideas methodology, which entails approaching historical texts from a new perspective, in this case the identity meanings of objects. Thus informed, occupational therapy literature, primarily that published in Britain between 1938 and 1962 is examined from the perspective of objects and identity. What is revealed is that rational and Romantic understandings of objects, and of patients' and their own identity are clearly discernible. Such understandings afforded early occupational therapists both ways to organise their growing knowledge of the therapeutic application of crafts and the transformative outcomes of occupational therapy intervention. Gradually however, factors both internal and external to the profession served to undermine therapists' Romanticism. Primary amongst these were World War II, which saw a redeployment of occupational therapists from mental health to physical rehabilitation settings; advances in rehabilitative medicine, which brought a reduction in secondary complications and the adoption of teamwork; and the development of new practice areas including domestic rehabilitation using gadgets to enhance function and pre-vocational rehabilitation. As a result, tensions between rational and Romantic understandings crystallised around two long-standing controversies. These were whether or not craft equipment such as weaving looms should be adapted to serve specific remedial purposes, and whether it was the process of making a crafted object or the quality of the finished product that was more important. In the event, these contested ideologies became largely irrelevant as craftwork was sidelined from mainstream practice. With it, occupational therapists' Romantic vision of transforming people's lives through creative activity also slipped away. Several reasons for this loss of one of the profession's founding philosophies are proposed. They include the substantial absence of the professions' philosophical foundations from its education, and the paucity of theory and research methodologies that might have informed the nature and process of transformative change that earlier occupational therapists had observed and reported. The thesis concludes by arguing for the importance of recovering a balance between rationalism and Romanticism. A call to action is issued, addressing change in educational practice, concerted research effort to identify and articulate transformative processes within occupational therapy, and political action focusing on the inclusion of Romantic perspectives within policy and strategic documents.

In this thesis I will argue that it is irrational to anticipate the future. I do not claim that the future will not exist, but rather that our current selves will never experience that future. Support for this seemingly implausible thesis begins when consider the problems posed by personal identity puzzle cases. When we consider hypothetical cases such as fission, where one existing person will divide into two future people (for example through brain transplants or teletransportation), we instinctively wonder which of the two post-fission bodies the pre-fission person would 'wake up' in. Could it be the case that our subject of experience does not in fact 'go' anywhere? I initially consider the interdependency between personal identity and the displacement of our current selves into the past or future. Ultimately, I will argue that self displacement is not based on personal identity, but rather the reverse that is, that personal identity is based on our hard-wired tendency to displace our current selves into the past or future. I then present the crux of my argument, that it is irrational to anticipate the future. I will do this by presenting cases in which it is clearly irrational to anticipate 'waking up' in a certain body and demonstrating that these cases are comparable to 'waking up' in the same physically or psychologically continuous body. Contrary to our most deeply held beliefs, it is not rational to expect that our present subject of experience will somehow be there in the future. This astonishing conclusion removes our most obvious reason for concern about future selves. I will argue that if this conclusion is correct, we have relatively weak reasons for prudential concern about the future. One of the key objectives of this thesis will therefore be to determine whether it is rational for our current self to be concerned about a future self that it will never experience being. I will show that if we are irrational to anticipate the future, then we must radically rethink the sort of prudential concern we have for our future selves. I argue that our reasons to be concerned about future selves are much weaker than (or at least very different than) those we might have originally imagined. I will also show that it is not against reason to be unconcerned about future selves, unless we believe that we are morally obliged to be concerned for all future people.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 23-24). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 253-259). Also available on the Internet.