This paper has had the purpose of examiniating how the chritical discussion about the well known archival theoretical topic The principle of provenance has been discussed by international researchers. The papper has also intended to examinate the discussion of the priniciple of provenance from the swedish national archives guidelines called Överlämnande av arkiv till annan myndighet. The author of this paper has been searching for answers of two research questions; In which ways are the principle of provenance being discussed by researchers in a chritical way? And, in which ways does the national archives of Sweden discuss the principle of provenance in their guidelines?  The papers results in the first research question shows that there is a lot of research about the problems and chritique about the traditional way of seeing and using the principle of provenance. The conclusion from the author regarding the first resaearch question is that many authors of the research articles found that the classical way of describing archives according to the priciple of provenance and respect des fonds, could use some modernazation. Similar patterns and words has been seen in discussion of research from the used articles of this paper, from 1983 to 2020 regarding the principle of provenance. Some special focus for the word of multi-provenance and a minimalistic and maximalistic understanding has been discussed in many of the articles, which has been analyzed by the author with the chosen theory of the paper. The results of the authors second research question shows that the national archives try to follow the principle of provenance at their best in the case were records and archives are being handled over to a new organization. The conclusion of the paper is that the priciple of provenance is chriticized and many searches for a more modern version of it, including multiprovenance and a broader perspective of the principle. The results from above has then been analyzed from a theoretical point of view with the records continuum model and a problematizized postmodern perspective.

The paper explores the complex nature of the postmodern world in which leaders find themselves and questions the appropriateness of the current discipline-based structure of MBA education in terms of its usefulness to develop effective postmodern leaders. What is called for is an approach to problem solving that is heuristic and also a tolerance for the temporal nature of solutions, flexibility, and multiple perspectives and inputs. Transdisciplinarity, which focuses on bringing together these different perspectives, provides a useful platform where developing leaders can engage with the dynamic and complex environment of a postmodern era. The nature of transdisciplinarity, from the perspective of a number of theorists, is presented. Furthermore, synergies between the transdisciplinary approach and the nature of postmodern leadership are identified and analysed. The paper examines synergies between transdisciplinarity and other scientific paradigms such as social constructivism, critical management theory, postmodernism, social cognitive theory, critical pedagogy, systems theory, complexity theory, cybernetics, narrative psychology, critical reflexivity, and others. The methodology is qualitative and involves the observation of a number of lecturing sessions at Business Schools in the United Kingdom, United States and South Africa, with the objective of noting whether any elements of transdisciplinary learning are evident. These observations are followed up with individual interviews with selected lecturers. The paper concludes with an analytical discourse on the value that a transdisciplinary andragogy can add to leadership development, particularly in relation to assisting students with embracing the complex challenges of leading in a postmodern era. The paper concludes that there is a significant lack of alignment with the prevailing approach to learning methodology in MBA programs and the nature of the postmodern world. The research recommends that a transdisciplinary learning methodology has a great deal to offer in terms of providing a learning environment for an emerging leader, that will equip him or her to be effective in a postmodern environment. Tools and methodologies for implementing a transdisciplinary approach to leadership development are suggested and outlined in some detail. / Psychology / (Ph. D. (Industrial and Organizational Psychology))

Many Emerging Church preachers claim the Bible is not viewed the same way it once was. Consequently ministers need to rethink some aspects of how they go about preaching and communicating. Emerging Church preachers argue that Christianity must develop a new way of describing, defining, and defending the gospel. The aim of this study is to answer the question: To what extent, if any, is preaching in the Emerging Church different than that of traditional expositional preaching in the Evangelical Church and how does one compare with the other as far as success in addressing the needs of post-modern Christians? Chapter one gives a brief introduction of the Emerging Church movement by briefly defining and describing the diverse movement (EC movement) that arose within Protestant Christianity due to a reaction to modernism in Western Christianity. Chapter two provides a literature study where definitions of both preaching styles are considered – emerging style(s) and expository preaching. Included with the emerging preaching style(s) and expositional preaching will be characteristics comprising these styles. Chapter three (methodology) consists of charts, definitions, and descriptions comparing both the modern and postmodern movement through their characteristics and values, purposes for the movements, and homiletics of the movements.Chapter four, "Findings From of The Comparisons From The Two Models of Preaching" consists of the results found from the research. Chapter five, "Conclusions Of Preaching For The Two Models Of Preaching" will consist of a critical analysis of the homiletics in both the Emerging Church and the Traditional Evangelical Church. Chapter six, "Expository Preaching In the Traditional Evangelical Church For Post-Modern Christians" will offer a model as a proposal on how to effectively preach to the postmodern congregation. Chapter seven contains concluding remarks concerning the effectiveness of the traditional expository preaching compared with the emerging dialogical/storytelling preaching for postmodern Christians. / Practical Theology / D. Th. (Practical Theology)

“What is more real than the thoughts in your mind?”, “Re/structure your memories, re/construct your reality, re/define yourself”. The foundation of my research is about practising theory instead of theorising practice. My project begins with theory, which then leads to the science fiction film Mnemophrenia that constitutes the practical aspect of it. I attempt to demonstrate how theory and practice can be joined to create a fruitful union, each one feeding the other. In my research, I am inspired by Marshall McLuhan’s idea and use the medium as the message in order to depict and explore how cinema can affect human memory and more specifically create artificial memories and thus contribute to the dissolution of any boundaries between reality and fiction. The key research question that Mnemophrenia explores is: what would happen if in a future postmodern society the Bazinian myth of ‘total’ cinema becomes a reality? If ‘total cinema’ is pure realism and cinema can lead to artificial memories, then artificial memories and pure realism become one and films become artificial memories. Mnemophrenia depicts a different kind of human being or species, a schizophrenic ‘cyborg’ changed from within due to the advancement of virtual reality films which signals the end of cinema as we know it today. Mnemophrenia is about the future of cinema and maintains a horizon of hope that could lead to utopia; it does not discard technology as something evil as many previous science fiction films have done. I am interested in depicting through the film and examining in my thesis the possibility of a society where the dissolution of borders between fiction and reality does not lead to horrific consequences for humanity but instead promotes a potential for a new kind of identity that is an amalgam of real and artificial memories.

No description available.

Contemporary debates in anarchism, particularly the conceptual debates sparked by the development of post-anarchism and those surrounding the emergence of the anti-globalization movement, have brought an old question back to the table: what is anarchism? This study analyzes the canonical representations of anarchism as a political movement and political philosophy in order to reflect on the ways in which that critical question, 'what is anarchism?' has been answered in mainstream literature. It examines the way that the story of anarchism has been told and through a critical review, it discusses an alternative approach. For this purpose, two seminal canon-building texts, Paul Eltzbacher's The Great Anarchists, and George Woodcock's Anarchism have been identified and their influence is discussed, together with the representations of anarchism in textbooks describing political ideologies. The analysis shows how assumptions, biases, and hidden ideological perspectives have been normalized and how they have created an official history of a political movement. In challenging the official account, this study highlights the exclusions and omissions (third world anarchists, women anarchists, queer anarchism and artistic anarchism) that have resulted in the making of the core. The question of how to tell the story of anarchist past carries us to the shores of postmodern history where theoreticians have been discussing the relationship between past and history and the politics of representation. The anarchism offered in this study demands an engagement with a network-like structure of information rather than a linear, axial structure. Consequently, this study aims to show several layers of problems in the existing dominant historical representation of one of the richest political ideologies, anarchism; and then to discuss ways of representing the past and especially the anarchist past, to seek an answer to a principal question: what is anarchism?

The paper explores the complex nature of the postmodern world in which leaders find themselves and questions the appropriateness of the current discipline-based structure of MBA education in terms of its usefulness to develop effective postmodern leaders. What is called for is an approach to problem solving that is heuristic and also a tolerance for the temporal nature of solutions, flexibility, and multiple perspectives and inputs. Transdisciplinarity, which focuses on bringing together these different perspectives, provides a useful platform where developing leaders can engage with the dynamic and complex environment of a postmodern era. The nature of transdisciplinarity, from the perspective of a number of theorists, is presented. Furthermore, synergies between the transdisciplinary approach and the nature of postmodern leadership are identified and analysed. The paper examines synergies between transdisciplinarity and other scientific paradigms such as social constructivism, critical management theory, postmodernism, social cognitive theory, critical pedagogy, systems theory, complexity theory, cybernetics, narrative psychology, critical reflexivity, and others. The methodology is qualitative and involves the observation of a number of lecturing sessions at Business Schools in the United Kingdom, United States and South Africa, with the objective of noting whether any elements of transdisciplinary learning are evident. These observations are followed up with individual interviews with selected lecturers. The paper concludes with an analytical discourse on the value that a transdisciplinary andragogy can add to leadership development, particularly in relation to assisting students with embracing the complex challenges of leading in a postmodern era. The paper concludes that there is a significant lack of alignment with the prevailing approach to learning methodology in MBA programs and the nature of the postmodern world. The research recommends that a transdisciplinary learning methodology has a great deal to offer in terms of providing a learning environment for an emerging leader, that will equip him or her to be effective in a postmodern environment. Tools and methodologies for implementing a transdisciplinary approach to leadership development are suggested and outlined in some detail. / Psychology / (Ph. D. (Industrial and Organizational Psychology))

Les années 1960 et 1970 furent l’objet d’une condensation de trois mouvements inhérents à la modernité. Ces années cristallisèrent un moment philosophique de critique de la métaphysique occidentale, un moment scientifique de reconceptualisation de la réalité, et un moment socio-politique de transition des valeurs et de remise en cause du modèle de développement. Le phénomène postmoderne est issu d’un tel contexte, il en est même le produit. Quelles sont les perspectives politiques de cette interpénétration ? Le postmoderne est significatif d’une crise politique de dissolution des grands récits du savoir mais aussi de dissolution du grand récit de l’émancipation humaine, du progrès de l’humanité. Les crises politiques coïncident, en effet, avec les crises scientifiques. Avec le postmoderne disparaissent et s’effondrent en occident les idéologies dont les hommes tiraient l’espoir de faire l’histoire. Entre libéralisme et socialisme, le postmodernisme dessine une figure idéologique que nous décrivons et discutons. Le travail de cette thèse consiste à repérer, d’une part, les changements épistémologiques, philosophiques et métaphysiques, et, d’autre part, les changements sociaux et politiques, qui sont au cœur de la notion de postmodernité ou de transition postmoderne. Après avoir mis à jour la pragmatique scientifique, nous tentons d’élargir l’analyse postmoderne au champ politique en déconstruisant la politique moderne, et ses modes de gouvernance, que nous définissons en tant qu’homogénéisation et négation, pour construire une politique postmoderne définie en tant que différenciation et ouverture. / The sixties and the seventies of the twentieth century have witnessed a condensation of three movements intrinsic to modernity. These years crystallized a philosophical moment of critics towards the Western metaphysics, a scientific moment of redescription of physical reality, and a socio-political moment of cultural transition and value change about the development pattern. The postmodern phenomena is rooted in this context, it is even a product of it. What are the political perspectives of such permeation? The Postmodern embodied a crisis that undermines the great narratives of knowledge but also the great narrative of human emancipation and progress. The political crises indeed coincide with the scientific and intellectual crises. With the Postmodern, disappear and collapse in Western Societies the ideologies on which men believed they were making history. Between Liberalism and Socialism, postmodernism draws an interesting ideological feature we describe and discuss. Our research consists in mapping, on the one hand, the epistemological, philosophical and metaphysical changes, and on the other hand, the social and political changes, that lie at the heart of the notion of postmodernity, or “postmodern transition”. After having underlined the scientific pragmatic, we attempt to broaden the postmodern analysis in the political field by deconstructing the modern politics, its foundations and its governance practices, that we define as homogenization and negation, and through a reflection on the construction of a postmodern politics defined as differentiation and affirmation.

In the late 1980s, references to postmodernism, post-structuralism, and Michel Foucault started to appear in nursing journals. Since that time, hundreds of journal articles and dozens of books in the discipline of nursing have cited these continental-philosophical ideas—in substantial or minor ways—in nurses’ analyses of topics in nursing practice, education, and research. Key postmodern and post-structural notions including power/knowledge, discourse, the clinical gaze, disciplinary power, de-centering of the human subject as the originator of “meaning,” and the challenge to grand narratives and binary thinking—all found their place on the pages of journals such as the Journal of Advanced Nursing, Nursing Inquiry, and Nursing Philosophy and in a predominantly American journal Advances in Nursing Science among a few other periodicals. In my dissertation, I assemble this voluminous body of publications into a “field of study.” Taking a comparative approach to this field, I argue that we can understand postmodern/post-structural scholarship in nursing as characterized by a marked difference between its non-American (in this case, Australian and New Zealand, British and Irish, and Canadian) and American domains. While each domain is heterogeneous, peculiar features distinguish American postmodern/post-structural nursing literature from its non-American counterparts. I build on a recent systematic critique of so-called American “unique nursing science” and (meta)theory by Mark Risjord (2010), who surfaced the unacknowledged legacy of the logical positivist philosophy of science on contemporary American nursing conceptions of science and theory. These influences, according to Risjord, have had profound and lasting intellectual impact on nursing theoretical work manifesting in the notions of “unique science,” a caution toward “borrowed theory,” a hierarchical model of theory, the language of metaparadigms, incommensurable paradigms, and so on. These ideas and related practices of theorizing have culminated in what I call the American disciplinary nursing matrices that shape the visibility and intelligibility of alternative practices of theorizing in the discipline of nursing. I show the ways in which these matrices are consequential for how postmodern and post-structural philosophical ideas are understood, discussed, and deployed (or not) in American nursing literature; indeed, I argue that these continental ideas, vital for nurses’ ability to critically reflect on the discipline and the profession—are unintelligible as a form of nursing knowledge within the American nursing theoretical matrices. / Graduate / 2017-09-29 / 0569 / 0344

The thesis is made up of episodes in which I am in dialogue with myself, sometimes in dialogue with the work, and yet other times I am speaking directly to the reader/viewer. The tense also sways from past to present as frequently as the visual language does. The following episodes are a selection of writings from my final year at graduate school. The episodes express my influences, inspirations, theories, and philosophies as a person and a maker. I think of these things as what allows me to wander and then wander somewhere else completely different within the same landscape. I feel it is important for an audience to experience these wanderings. I feel it is more valid for you to read exactly what I am thinking rather than to tell you about what I am thinking and making, because it is an expression of my relationship with my work. The images are supplemental to the writing. The images and writings fit together in that they inform one another. That is not to say that the ideas do not always transfer literally from image to writing but that they are what is thought about simultaneously through out my creative process. Most importantly I have developed through my graduate experience an intense relationship with the work. This is the most important relationship an artist has, the one with his or her work. It is deep and enriching, at times painful and frustrating, and at its best surprising, amazing, and even glorious. This is what I have to share through my thesis.