Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Part One examines the general structure of Kant's System. Chapter I argues that his System cannot be fully understood without appreciating its radically theological orientation. Chapter II introduces the 'principle of perspective', and defines perspective as the 'context of or 'way of considering' a philosophical question and standpoint as the subject-matter which is under consideration. Chapter III suggests that a fixed, architectonic pattern gives Kant's System its 'Gopernican' character. Part Two investigates the epistemological underpinnings of Kant's System. Chapter IV defines his four main perspectives (the transcendental, empirical, logical, and practical) as dealing with the synthetic a priori, the synthetic a posteriori, the analytic a priori, and the analytic a posteriori, respectively. Chapter V applies this perspectival framework to Kant's six primary 'object-terms': 'thing in itself, 'transcendental object', and 'appearance' denote the object as viewed from the transcendental perspective; 'phenomenon', 'negative noumenon', and 'positive noumenon' denote the object as viewed from the empirical perspective. Chapter VT argues that faith in the thing in itself is the necessary starting point for Kant's System. Part Three uses the formal principles established in Parts One and Two to interpret the Critical System itself. Chapters VII-IX regard the three Critiques as systems based, respectively, on theoretical, practical, and empirical standpoints. Part Four discusses the theological implications of Kant's System. Chapter X portrays his theology as he himself regarded it: as a theism which urges a right respect for God by denying the possibility of human knowledge of His existence, yet allows for an adequately certain belief through moral and teleological arguments. Chapter XI interprets Kant's philosophy of religion as an experiment designed to prove that Christianity can serve as the universal religion of mankind. Chapter XII demonstrates Kant's deep concern for religious experience, and argues that the Critical System as a whole was intended to pave the way for a Critical mysticism.

Thesis (Ph.D.)--Hong Kong University of Science and Technology, 2008. / Includes bibliographical references (leaves 56-62). Also available in electronic version.

Not available / text

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 201-207). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 201-207). Also available on the Internet.

Metaphor is used for persuading, teaching, creating, exploring, problem solving, and explaining the unexplainable. Despite the generations of philosophical and literary scholars who have analyzed metaphor and the attention focused on metaphor in recent years by cognitive psychologists, little is known about how writers generate metaphor in the process of composition. Using Protocol Analysis to create a process model of the generation of metaphor, this case study examines the writing processes of four undergraduates Subjects, who were selected for their penchant for metaphoric writing, composed two drafts of a narrative and descriptive essay while recording their thoughts into tape recorders. Transcripts, essays, interviews, and observations were examined for evidence about how metaphor evolves. Findings indicate that a catalyst in the form of image, emotion, or tone precipitated the creation of original composed metaphor. The topic preceded the vehicle in sentence structure, as well as in thought processes. Search for the vehicle required effort and strategy that was lost in the short term memory: in the follow-up interview subjects had forgotten their struggle to identify a vehicle, reporting that the creation of metaphor was effortless and spontaneous. Metaphors that were generated spontaneously were usually clichés, derived forms, or were not original with these essays. Subjects reinforced their use of metaphors by expressing a fascination for them and pleasure in their creation. Metaphor not only enriched the text but opened investigation, engendered a point of view, reversed an attitude, and created new realities. / Ed. D. / incomplete_metadata

Thesis (M.A.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves 120-123). Also available via the World Wide Web.

Bullying has long-term negative effects on the mental health and wellbeing of everyone involved. School-wide interventions have been successful in some contexts, but they often require significant institutional and financial resources. Empathy is comprised of a cognitive component (perspective taking) and an affective component (empathic concern), both of which may be necessary for prosocial behavior. According to relational frame theory (RFT), empathy involves a transformation of stimulus functions across deictic relations (I-YOU, HERE-THERE, NOW-THEN), which also requires psychological willingness (i.e., psychological flexibility). The present study investigated this theoretical model of empathy based on RFT and the role of this model in middle school bullying. Results tentatively support this model by demonstrating two ways in which psychological flexibility moderates the relationship between deictic framing ability and empathy. The utility of deictic framing and psychological flexibility in predicting bullying behaviors was also examined. Deictic framing ability and psychological flexibility were expected to negatively predict bullying behaviors, and psychological flexibility was expected to moderate the relationship between deictic framing ability and relational bullying in particular. Additional research questions explored the roles of deictic framing and psychological flexibility in the relationship between relational bullying and other relevant psychological determinants: (a) parental discord, (b) social anxiety, and (c) social roles. The results of this study were insufficient to apply this model to bullying behaviors. Methodological and statistical limitations are discussed in depth, and future directions to improve on this study and clarify these relationships are emphasized.

This study uses sociology of time theories to determine the inner-structure of a social movement: the vest German Green Party. The data used in this study were obtained from a content analysis of articles found in the New York Times and the Washington Post from 1982 through 1985. Patterns of political/temporal perspectives, described by Mannheim, were explored. In this study, it is determined that a pattern of political/temporal perspectives exists in the Green Party. A close look at these political/temporal perspectives revealed that over time some change occurred in the pattern. Thus, some support for Michels' Iron Law of Oligarchy which predicts change in a social rnove..rnent's orientations once that movement gains a political office was found. / M.S.