Thesis (Ed. D.)--Temple University, 1942. / Bibliography: p. 53-60.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1966. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Notre Dame, 2004. / Thesis directed by Kristin S. Shrader-Frechette for the Program in History and Philosophy of Science. "April 2004." Includes bibliographical references (leaves 385-406).

<p> Many concerns contributed to the creative success of Charles Darwin&rsquo;s theorizing, including his humble character, reading Wordsworth, courting Emma for his wife, and considering the origins of creative thought in a material mind. Creativity is not straightforward; in Darwin&rsquo;s case, it was fed by diverse interests, literary sensitivities, character traits, unusual introspection and even thoughts of marriage.</p><p> During the time frame of this study, the two important years between his return from the <i>Beagle</i> and his Malthusian insight that led to natural selection, Darwin twice read <i>The Excursion</i> and fell in love. While he thought hopefully of Emma, he was focused on reproduction to understand species transmutation and pondered evolved roots for emotions like love, thus linking his sexual and creative stimulation. Part of his drive to succeed was for Emma&rsquo;s approval, to be a victorious naturalist and demonstrate that he would be a good provider. Emma appreciated Darwin&rsquo;s humble character, a trait that also allowed him to question belief systems and intellectual conceits that restricted other naturalists. Darwin noted that many of his peers were blocked from understanding species transmutation by their intellectual vanities&mdash;like the idea that man was the crown of creation instead of just one species in nature&rsquo;s panoply.</p><p> In the intellectual culture of Darwin&rsquo;s time creationism was science, while scientists competed with poets for authority over explaining nature. Wordsworth epitomized creativity while asserting that <i>The Excursion&rsquo;s </i> themes were man, nature and human life&mdash;parallel to Darwin&rsquo;s. Wordsworth&rsquo;s insights into human emotions, morality and creativity were important to Darwin, who needed to explain all human traits, physical, emotional and mental, as evolved from simpler animals. Darwin reflected on the roots of imaginative thought and proposed a process for thinking that he applied it to his own theorizing; from nascent generation of ideas through rigorous dialectic testing to solid conclusions, thus demonstrating thoughts in competition.</p><p> The strong correlation between the productivity of Darwin&rsquo;s theorizing and his humility, poetry, Emma and considerations of creativity, offers new insights into the path of his theorizing, and perhaps into the origins of creativity itself.</p>

This study focused on the relationship between gender and science.The position taken was that this relationship is in need of theoretically informed clarification, from a perspective which allows for the questioning of taken-for-granted assumptions about knowledge. Thus, the sociology of knowledge, a discipline concerned essentially with the ideological basis of knowledge, provided the theoretical underpinnings for the study.The study's overall purpose was to advance understanding of the gender/science relationship through the development and testing of a theory. Secondary school science, an area in which the problematic gender/science relationship is of particular concern and an area which suffers acutely from lack of theory in this regard, was selected as the specific focus.The problem central to the study concerned the manner in which the structure of curriculum and assessment in secondary schools appears to influence the relationship between gender and science. In addressing this problem, the study involved two major tasks. The first task was to develop a theory which reconceptualises and integrates three strands of previous research, namely, (i) theories about the sociology of knowledge and the school curriculum, drawing initially on the research of Bernstein (1971b), Young (1971b) and Broadfoot (1979); (ii) empirical research, conducted mainly by science educators, concerning the manner in which science curriculum and assessment policy and practice appear to interact with gender; and, (iii) theories developed from the postmodernist feminist critique of science. The second task was to test this theory through a socio-historical analysis of patterns of sex differences in participation and achievement in secondary school science in one Australian State, namely Western Australia.The theory of the gender code of school science is the major outcome of the integration ++ / of the intellectual and empirical activities described in this thesis. Essentially, it is a conceptual, sociological framework in which gender is a central category. It is shown, in this study, to have both descriptive and predictive power with respect to the gender/science relationship at secondary school level.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 154-158).

Thesis (Ph. D.)--University of California, San Diego, 2002. / Vita. Includes bibliographical references (leaves 198-212).

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed February 12, 2010). Thesis advisor: Dr. Toni Kazic. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains xiv, 195 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 163-179).

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 292-307). Also available on the Internet.