Thesis advisor: Arthur Madigan / This dissertation is based on the claim that Taylor, in his immense philosophical writings, looks for the unifying forces, principles, and those desires in the human agent that can transform modern partial comprehension of reality into a new collage, i.e. a deeper and more meaningful picture of who we are and what is most essential for us. I argue that Taylor in his reflection on modernity adopts Hegel's concern for how to unite two ideals - radical freedom and expressive fullness. In search for an answer to Hegel's concern, Taylor repeatedly comes to the same conclusion. Adequate understanding of modernity, moral sources of modern identity, human agency, and human language, requires insertion in its context; therefore, the description of time, space, and other factors that condition modernity, is crucial. There are some aspects in Taylor's reflection on modernity that either preclude or impede the modern agent's search for fulfillment and freedom (i.e., reduction of the human sciences to the principles of the natural sciences), or open neglected or undiscovered perspectives for investigation, and offer new answers (i.e., challenge of achieving peaceful coexistence in a multicultural society). Underneath these aspects of modernity, Taylor perceives human desire to be free, authentic, and fulfilled. In the recent publications, Taylor brings into focus the closed horizons of modernity in the field of religion, especially the mainstream secularization theory. As long as modernity considers religion and spirituality as unimportant and pushes them aside from our daily life, it effectively closes off some possible answers regarding agent's fulfilment, flourishing, and freedom. It does not mean that every form of religious practice and belief brings us automatically to the goal; some might be narrow and exclusive as well, and therefore have to be examined in turn. Taylor's reflection unfolds the answer to Hegel's concern only gradually. In order to be free, fulfilled, and have a meaningful life, no dimension of human existence can be excluded, all dimensions remain to be examined. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Philosophy.

Thesis advisor: Sarah Byers / In this thesis, I argue that the Stoic value theory and understanding of emotion is a theoretical abstraction of human agency over values and emotions that has limited pertinence to empirical human life. Towards this effort, I discuss the Stoic ethical naturalism that relies on oikeiôsis to illustrate their notion of eudaimonia. Moreover, I discuss Stoic epistemology and action theory to illustrate how the Stoics can place well-being completely within human agency. Drawing on their understanding of both human nature and agency, the Stoics derive a value framework and corresponding understanding of emotions that proposes a radical detachment and devaluation from all that lies beyond the moral character. However, I show through empirical evidence and logical reasoning how human agency is restricted and therein, disallows for the proposed radical detachment. Nonetheless, their philosophy on ethics can still be applied in a limited capacity to achieve therapeutic benefit and value. / Thesis (BA) — Boston College, 2024. / Submitted to: Boston College. Morrissey School of Arts and Sciences. / Discipline: Philosophy. / Discipline: Departmental Honors.

<p>The research work addresses the changes that occurred in the valley and the Yungas of Cochabamba during the Inka Horizon (1400-1538 AC) while introducing in an exploratory way, the Late Intermediate (1100-1400 AC) and the Middle Horizon (400-1100 AC) periods. In theoretical terms, we emphasize the local human agency (individual and social) as important elements in order to understand the processes of social change. We assume that the complex relational webs generated by the Inka presence in the valleys and the Yungas appear as "traces" in the space (as constructed landscapes: social, agro-hydrological, sacral, administrative, war landscapes etc.) that can be seized from two sources, archaeological and historical, that are seen as complementing each other. </p><p>We carried out two case studies in the Yungas of Tablas Monte and Inkachaca /Paracti. In both areas, previously unknown to Bolivian archaeology, we examined the impact of the Inka. Based upon material evidence, such as the sophisticated agro-hydrological system sustained by an intensive use of the stone as well as documentary data, we discuss the presence of warrior groups, i.e. that the arrival of the Inka had a relative impact in this area.</p>

In this thesis, I present a view according to which folk psychology is not only used for predictive and explanatory purposes but also as a normative tool. I take it that this view, which I delineate in chapter 1, can help us account for different aspects of human agency and with solving a variety of puzzles that are associated with developing such an account. My goal is to examine what it means to act as an agent in a human society and the way in which the nature of our agency is also shaped by the normative constraints inherent in the common understanding of agency that we share with other agents. As I intend to demonstrate, we can make significant headway in explaining the nature of our capacity to express ourselves authoritatively in our actions in a self-knowing and self-controlled manner if we place this capacity in the context of our social interactions, which depend on a constant exchange of reasons in support of our actions. My main objective is to develop a promising account of human agency within a folk-psychological setting by mainly focusing on perspectives from the philosophy of action and mind, while still respecting more empirically oriented viewpoints from areas such as cognitive science and neuroscience. Chapter 2 mainly deals with the nature of self-knowledge and with our capacity to express this knowledge in our actions. I argue that our self-knowledge is constituted by the normative judgments we make and that we use these judgments to regulate our behaviour in accordance to our folk-psychological understanding of agency. We are motivated to act as such because of our motive to understand ourselves, which has developed through our training as self-knowing agents in a folk-psychological framework. Chapter 3 explores the idea that we develop a self-concept which enables us to act in a self-regulating manner. I distinguish self-organization from selfregulation and argue that we are self-regulating in our exercises of agency because we have developed a self-concept that we can express in our actions. What makes us distinct from other self-regulating systems, however, is that we can also recognize and respond to the fact that being such systems brings us under certain normative constraints and that we have to interact with others who are similarly constrained. Chapter 4 is mainly concerned with placing empirical evidence which illustrate the limits of our conscious awareness and control in the context of our account of agency as a complex, emergent social phenomenon. Finally, chapter 5 deals with the way in which agentive breakdowns such as self-deceptive inauthenticity fit with this account.

Magister Artium (Development Studies) - MA(DVS) / This study explored how human agency could be unlocked through youth development programmes using a case study of a selected NGO working in youth development on the Cape Flats in the Western Cape Province in South Africa. The aim of the study was to explore whether the selected youth development organisation encourages and unlocks young people’s aspirations and agency in its program design. The objectives of the study were, firstly, to determine if the organisation provided the students with opportunities and spaces in which the young people could exercise their agency in the development process in order to pursue their goals and aspirations. Secondly, to identify challenges that could inhibit the students from exercising their agency; and lastly, to arrive at recommendations on how the challenges could be overcome or prevented. The argument in this study was that youth development organisations should empower and help to develop the youth in such a way that they could realise their full potential in order to make a positive and constructive contribution to their communities and the South African economy. Human development interventions, the kind that is instrumental to youth development, stresses the importance of helping people to expand on their existing capabilities and strengthening human values such as democracy and agency (Conradie & Robeyns, 2013). As such, the Capability Approach as pioneered by Amartya Sen (1988), was used as the theoretical framework because individuals, specifically young people’s well-being, is often dependent on the extent to which they have the aspirations, freedom and capabilities (in other words the opportunities) to live the lives which they value (Robeyns, 2005). Human agency is thus necessary to translate aspirations, freedom and capabilities into actions that could assist individuals to achieve their desired states of well-being. The six dimensions of agency that the study focused on were reflective judgement, motivation, goal pursuit, autonomy, relatedness and competence as conceptualised by Conradie (2013). The study was located in a qualitative research paradigm and used a case study design. The research participants consisted of two groups. The first group were the two programme managers of the selected organisation. The second group was 40 Grade 10 learners who participated in the youth development programme offered by the selected organisation at a high school on the Cape Flats. The research instruments used included a biographical information sheet, a self-reflective questionnaire and a focus group discussion for the student participants, and individual interviews conducted with the programme’s two staff members. The quantitative data consisted of the students’ biographical information and were analysed through Excel software. Content analysis was used to analyse the qualitative data through a three-stage open coding process. The importance of the findings of the study was that the youth development organisation added value to the students’ development by assisting them to identify their aspirations and unlock their agency role. The findings also showed that being part of a community characterised by poor households, alcohol and drug abuse, violence and crime, and disadvantaged public schooling; the students’ chances to succeed against those odds were slim. Based on the findings, recommendations were proposed for the Department of Social Development, youth development organisations, post-school institutions, families and communities, and young people, on how the different role players could engage collaboratively in order to empower and assist the youth to realise their full potential; and in so doing, enable them to make a constructive contribution to South Africa at large.

The research work addresses the changes that occurred in the valley and the Yungas of Cochabamba during the Inka Horizon (1400-1538 AC) while introducing in an exploratory way, the Late Intermediate (1100-1400 AC) and the Middle Horizon (400-1100 AC) periods. In theoretical terms, we emphasize the local human agency (individual and social) as important elements in order to understand the processes of social change. We assume that the complex relational webs generated by the Inka presence in the valleys and the Yungas appear as "traces" in the space (as constructed landscapes: social, agro-hydrological, sacral, administrative, war landscapes etc.) that can be seized from two sources, archaeological and historical, that are seen as complementing each other. We carried out two case studies in the Yungas of Tablas Monte and Inkachaca /Paracti. In both areas, previously unknown to Bolivian archaeology, we examined the impact of the Inka. Based upon material evidence, such as the sophisticated agro-hydrological system sustained by an intensive use of the stone as well as documentary data, we discuss the presence of warrior groups, i.e. that the arrival of the Inka had a relative impact in this area.

This exploratory mixed method study builds upon previous research to investigate the influence of teacher self- and collective efficacy on technology use in the classroom. This population was purposefully sampled to examine first- and second order technology barriers, instructional strategies, and human influences on technology. The quantitative finding was supported by qualitative analysis of the teacher interviews and led to the conclusion that even thought there were strong teacher tendencies towards a belief in using technology actual practice demonstrated a lack of productivity or transference of that belief into classroom practice. A high self- and collective efficacy had no effect on technology use in the classroom and a belief in technology did not lead to the use of technology. &lt;br&gt;The study explored three research questions: 1) what is the effect of teacher self-efficacy on technology use in the classroom, 2) what is the effect of collective efficacy on technology use in the classroom, and 3) what is the relationship among teacher self-efficacy, collective efficacy, and barriers that inhibit technology use in a K-12 classroom setting? Thirty-five teachers in a New Jersey K-8 school district volunteered to take a 36-question survey. Three teachers were interviewed to corroborate the survey data. &lt;br&gt; This study is unique in the combined analysis of self- and collective efficacy and technology. It raises several questions for future study. Teacher responses overwhelmingly identified first order or extrinsic barriers as impediments to technology. These included poor technical support, access, time issues, and a lack of vision and training. These barriers are decades old and have been acknowledged for as long as technology has been in the classroom. Why, despite thirty years of technology in education, do the same barriers that existed in the very beginning continue to be strong deterrents of technology use? &lt;br&gt;Teachers identified administrators as the least influential on teacher practices. If this is so, how can there be such a high sense of collective efficacy? How much influence does the collective agency have on classroom teacher behavior? Specifically, at what point in a teacher's decision-making does the collective agency over-ride personal beliefs and what are the characteristics that contribute to this conflict and possible submissive behavior? &lt;br&gt; Finally, are we seeking answers to the wrong questions? Is it possible that teachers and educational systems are not able to modify intrinsic and standard operating practices to utilize technology successfully? / School of Education / Instructional Technology (EdDIT) / EdD / Dissertation

This thesis aims to understand the experiences of community development practitioners who are located in the organisational context of bureaucracies. Over the last decade there has been a revitalised interest in community development as a means of addressing social issues within Australia. Local, state and federal governments, as well as large non-government organisations, have developed policies and programs aimed at building, strengthening, renewing and revitalising communities. At the same time, a set of ideologies have emerged that have given rise to a global neoliberal welfare regime, and that have shaped ways of thinking and behaving within bureaucracies. Whilst much has been written about these two broad trends and their impact upon Australia, what appears to be missing from these analyses is an understanding of the impact upon the actual practitioners operating at the intersection of these forces. This research addresses the gap in the literature between the academic discussion and the personal experience of undertaking community development in bureaucracies. This investigation adopts a qualitative approach. Twenty-two semi-structured interviews were conducted with community development practitioners from federal, state and local government and from large non-government organisations in Queensland and the Australian Capital Territory (ACT). The interview transcripts were then analysed utilising a framework known as Causal Layered Analysis (CLA) which enabled the responses to be examined through multiple lenses: social, discursive and metaphoric. What this study reveals is that community development practitioners have a largely negative experience of bureaucracies: the work is difficult to do, it is not well understood, and it is not well supported. Whilst this is not particularly surprising, what IS of interest is the level of shock and frustration felt by practitioners, and their lack of preparedness for these experiences. Whilst community development workers have a very good understanding of the content of their practice, what appears to be missing is a critical analysis of their context and themselves as practitioners, and this invites a more negative experience of the work. Practitioners respond to these experiences by distinguishing between themselves as bureaucrats and what they name as their true and authentic selves. They articulate a difference between “working developmentally” from within bureaucracies and undertaking what they call “real” community development, which occurs “in community”. The acts of distinguishing an authentic self and authentic community development are both forms of resistance. However, I suggest that such constructions are largely unhelpful as they construct false binaries which render practitioners ineffective. The work of community development practitioners is compromised because the context in which they are operating is compromised. I also argue that community development students require greater preparation for the organisational context of bureaucracy, which includes understanding not only methodology, but also the objectives, arenas and structures for practice. Practitioners need a deeper understanding of relations of power within these contexts. This requires workers to be clear about their motivations, their commitment and their analysis. Finally I contend that what is required is the creation and sharing of metaphors that articulate a relational rather than individualistic and heroic form of agency. In this way community development theory and practice can shift away from a modernist narrative of development to a discussion of mutual transformation.

This thesis aims to understand the experiences of community development practitioners who are located in the organisational context of bureaucracies. Over the last decade there has been a revitalised interest in community development as a means of addressing social issues within Australia. Local, state and federal governments, as well as large non-government organisations, have developed policies and programs aimed at building, strengthening, renewing and revitalising communities. At the same time, a set of ideologies have emerged that have given rise to a global neoliberal welfare regime, and that have shaped ways of thinking and behaving within bureaucracies. Whilst much has been written about these two broad trends and their impact upon Australia, what appears to be missing from these analyses is an understanding of the impact upon the actual practitioners operating at the intersection of these forces. This research addresses the gap in the literature between the academic discussion and the personal experience of undertaking community development in bureaucracies. This investigation adopts a qualitative approach. Twenty-two semi-structured interviews were conducted with community development practitioners from federal, state and local government and from large non-government organisations in Queensland and the Australian Capital Territory (ACT). The interview transcripts were then analysed utilising a framework known as Causal Layered Analysis (CLA) which enabled the responses to be examined through multiple lenses: social, discursive and metaphoric. What this study reveals is that community development practitioners have a largely negative experience of bureaucracies: the work is difficult to do, it is not well understood, and it is not well supported. Whilst this is not particularly surprising, what IS of interest is the level of shock and frustration felt by practitioners, and their lack of preparedness for these experiences. Whilst community development workers have a very good understanding of the content of their practice, what appears to be missing is a critical analysis of their context and themselves as practitioners, and this invites a more negative experience of the work. Practitioners respond to these experiences by distinguishing between themselves as bureaucrats and what they name as their true and authentic selves. They articulate a difference between “working developmentally” from within bureaucracies and undertaking what they call “real” community development, which occurs “in community”. The acts of distinguishing an authentic self and authentic community development are both forms of resistance. However, I suggest that such constructions are largely unhelpful as they construct false binaries which render practitioners ineffective. The work of community development practitioners is compromised because the context in which they are operating is compromised. I also argue that community development students require greater preparation for the organisational context of bureaucracy, which includes understanding not only methodology, but also the objectives, arenas and structures for practice. Practitioners need a deeper understanding of relations of power within these contexts. This requires workers to be clear about their motivations, their commitment and their analysis. Finally I contend that what is required is the creation and sharing of metaphors that articulate a relational rather than individualistic and heroic form of agency. In this way community development theory and practice can shift away from a modernist narrative of development to a discussion of mutual transformation.

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