This research project investigates images from the contemporary Australian mid-life psyche, exploring the contribution to individual transformation made through the creation of, and reflective engagement with, personal imagery. Asking the question: 'What do contemporary Australian mid-life males consider to be a rich and sustaining inner life?' This project documents the visual images, descriptions, and reflections of a group of five participants, discussing the individuals' experiences of aesthetic self-inquiry with reference to divergent theories of psychology, art therapy and philosophy of aesthetics.

The reading of selected literary texts in this thesis traces the changes from a divinely ordered world of stability (Thomas Mann's Bud<lenbrooks) to surroundings characterized by insecurity (William Faulkner's The Sound and the Fury) to an unstable environment giving rise to largely futile attempts at finding answers to seemingly illogical questions (Thomas Pynchon's The Crying of Lot 49). As a product of the accelerated speed of technological progression and the information revolution in the twentieth century, man is more often than not incapable of adjusting to changed circumstances in a seemingly hostile environment. Indeed, instability and unpredictability are external factors determining the sense of insecurity and uncertainty characterising the 'world' depicted in the literary texts under consideration. For this reason judicious use will be made of philosophical and psychoanalytical concepts, based, amongst others, on Nietzschean and Freudian theories, to explain the disintegration of families, the anguish experienced by individuals or, indeed, the shifting identities informing the portrayal of character in selected literary texts. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Theory of Literature)

The intent of this thesis is to understand how we as educators and learners in our Western system of education can bridge and heal the fundamental principles of a constructed divide embedded in our consciousness that continues to be reproduced in our Western academy. The primary goal is to make visible this divide that is based on the intellectualization of Western education in the absence of spiritual aspirations, thus revealing the potential of spiritual transformation within the academy and our everyday lives. In my literature-based thesis research I explored, analyzed and discussed two bodies of literature: the historical intellectualization of Western education on the one hand, and, on the other, Eastern Philosophy with the emphasis on Higher Self Yoga, African Philosophy and North American Aboriginal Spirituality. I investigated these bodies of literature employing a research paradigm that has its foundation in a spiritual ontology and epistemology. I analyzed my findings using such methodologies as appreciative inquiry, content analysis and textual analysis, including anti-colonial and indigenous knowledges theoretical frameworks. I found that the synthesis and integration of the inner life wisdom revealed in the three philosophies is an integral component fundamental toward a whole life vision of education, an educative vision that has the potential to serve as a catalyst to open the gates for life-enhancing change in the academy and our everyday lives. Change implies becoming aware of our true origin, who we truly are, and what our intrinsic purpose is. Change implies becoming aware of humanity’s accelerated transition toward a higher level of spiritual planetary consciousness, a spiritual evolution as an inner quest of unity with nature, the larger human community, the universe, and the divine Source itself. Change implies whole life educational processes, inclusive of the unfoldment of inner life wisdom, the authority of the human spirit, and the sense of divinity, as useful bridging work in healing the divide in our aware consciousness and our educational institutions. Whole life change needs to be the responsibility of academic education, as well our self-responsibility of realizing ourselves as citizen of the world living within one-world consciousness. All is one.

The intent of this thesis is to understand how we as educators and learners in our Western system of education can bridge and heal the fundamental principles of a constructed divide embedded in our consciousness that continues to be reproduced in our Western academy. The primary goal is to make visible this divide that is based on the intellectualization of Western education in the absence of spiritual aspirations, thus revealing the potential of spiritual transformation within the academy and our everyday lives. In my literature-based thesis research I explored, analyzed and discussed two bodies of literature: the historical intellectualization of Western education on the one hand, and, on the other, Eastern Philosophy with the emphasis on Higher Self Yoga, African Philosophy and North American Aboriginal Spirituality. I investigated these bodies of literature employing a research paradigm that has its foundation in a spiritual ontology and epistemology. I analyzed my findings using such methodologies as appreciative inquiry, content analysis and textual analysis, including anti-colonial and indigenous knowledges theoretical frameworks. I found that the synthesis and integration of the inner life wisdom revealed in the three philosophies is an integral component fundamental toward a whole life vision of education, an educative vision that has the potential to serve as a catalyst to open the gates for life-enhancing change in the academy and our everyday lives. Change implies becoming aware of our true origin, who we truly are, and what our intrinsic purpose is. Change implies becoming aware of humanity’s accelerated transition toward a higher level of spiritual planetary consciousness, a spiritual evolution as an inner quest of unity with nature, the larger human community, the universe, and the divine Source itself. Change implies whole life educational processes, inclusive of the unfoldment of inner life wisdom, the authority of the human spirit, and the sense of divinity, as useful bridging work in healing the divide in our aware consciousness and our educational institutions. Whole life change needs to be the responsibility of academic education, as well our self-responsibility of realizing ourselves as citizen of the world living within one-world consciousness. All is one.

The reading of selected literary texts in this thesis traces the changes from a divinely ordered world of stability (Thomas Mann's Bud<lenbrooks) to surroundings characterized by insecurity (William Faulkner's The Sound and the Fury) to an unstable environment giving rise to largely futile attempts at finding answers to seemingly illogical questions (Thomas Pynchon's The Crying of Lot 49). As a product of the accelerated speed of technological progression and the information revolution in the twentieth century, man is more often than not incapable of adjusting to changed circumstances in a seemingly hostile environment. Indeed, instability and unpredictability are external factors determining the sense of insecurity and uncertainty characterising the 'world' depicted in the literary texts under consideration. For this reason judicious use will be made of philosophical and psychoanalytical concepts, based, amongst others, on Nietzschean and Freudian theories, to explain the disintegration of families, the anguish experienced by individuals or, indeed, the shifting identities informing the portrayal of character in selected literary texts. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Theory of Literature)