The goal of this thesis is to explore the ways in which identity is represented in French Caribbean literature (Guadeloupe and Martinique). Literature is often the place where Caribbean writers explore new ways of defining themselves. This quest for an authentic cultural identity can be mostly explained by the colonial legacy of the French Caribbean. / This study will first explore the important role of re-writing history. It will then examine the Creolite movement and the way in which the Creole language and culture are celebrated in literary texts. Finally, it will look at how the French Caribbean define their relationship to the Other. The authors studied for this thesis are Edouard Glissant, Patrick Chamoiseau, Simone Schwarz-Bart and Maryse Conde.

The questions posed and examined in Violent Femmes take their genesis from psychoanalytic arguments which contend that identity is not a stable monadic thing but rather a continuing process of engagement and negotiation between the self and others. Sigmund Freud, Melanie Klein, D. W. Winnicott, and Christopher Bollas, amongst others, have noted the temporary, coalitional, and provisional nature of the ways in which identity is apprehended and experienced. This thesis expands upon such a theoretical framework of identity formation to specifically question the ways in which the formation and maturation of an artistic identity may, in part, be predicated upon the psychological capacity to enact violence within the realm of the imaginary. Violent Femmes examines the complex relationship between psychological violence and artistic identity as that relationship is recorded in the autobiographical writings of Virginia Woolf, Radclyffe Hall, and Emily Carr. / This project traces the written vestiges of Woolfs, Hall's, and Carr's individual internalised struggles to formulate an artistic identity in specific relationship with an already established 'model' of artistic creativity and identity. Woolfs, Hall's, and Carr's struggles to claim a personal artistic identity, in some ways from their individual model of the artist, are waged within the minds of the authors themselves. However, the violence enacted within their imaginations---the violence perpetrated against the models of the artist---is thrust into the external world, not only within the writings of these three women, but also by the ways in which each author resolves or fails to resolve her own violent conflict with her imaginary model of the artist.

Agricultural education, originally the province of land grant institutions, has recently entered the liberal arts curriculum. This represents a profound shift from the origins of agricultural education, when it was intended primarily as vocational training for future farmers, and has important implications for the future of the American food system. The first chapter of this thesis addresses the history of agricultural education: what was it originally like, and why did it come to be heavily criticized in the late twentieth century? Formal agricultural education changed significantly in response to these criticisms, making it more environmentally sustainable and bringing it into liberal arts institutions. The Pomona College Organic Farm is representative of a broader student farm movement that has gained momentum since the late 1990s, and offers the chance to evaluate agricultural education in the liberal arts. This thesis includes a curriculum in sustainable agriculture that was led as a group independent study at the Pomona College Organic Farm in fall 2013 and reflections on the process of curriculum design and implementation.

Amb aquesta investigació, que s'emmarca dins l'àmbit de l'Antropologia Filosòfica, el que ens proposem és escriure un capítol per a una genealogia de l'home contemporani, intentant respondre a la pregunta: com hem arribat a ser el que som? No pretenem descriure els principals factors que han influït en la manera de ser de l'home contemporani, sinó que l'objectiu d'aquest treball és molt més limitat: dibuixar algunes de les principals relacions entre el saber i el poder que s'han donat en el si de la medicina contemporània, i més concretament en l'àmbit de la Salut Pública, i que han contribuït a subjectar els individus d'una determinada manera, creant un model: l'home saludable.Volem mostrar com el discurs i la pràctica mèdica que es van començar a perfilar entre el segle XVIII i el segle XIX moment en què es solidificaren els fonaments de l'art de guarir tal com ara l'entenem , a part d'aportar un conjunt de tècniques de curació, també van oferir una determinada visió de l'home, la qual va tenir importants repercussions en la manera de ser de l'individu contemporani.Ens interessa mostrar de quina manera la medicina, a partir de la Salut Pública, ha intervingut en la gestió de l'existència humana, prenent una postura normativa que l'ha autoritzat a governar la vida de les persones.L'objectiu de la nostra investigació és respondre les qüestions: quin tipus de subjectivació implica la medicina contemporània? Quin tipus de subjecte ha ajudat a crear, incitant l'home a establir unes determinades maneres de relacionar-se amb si mateix i amb els altres? En definitiva, desciure algunes de les principals estratègies dibuixades des de la Salut Pública que han actuat com a poders de normalització, en tant que han fomentat un determinat tipus d'home.Tal com veurem, la nostra medicina, almenys des del moment en què es va poder parlar d'una salut pública, ha anat lligada al projecte d'una determinada tecnologia de la població. Entre els segles XVIII i XIX, la medicina va anar desenvolupant una nova política de la salut en la qual les malalties van passar a ser considerades com un problema polític i econòmic que afectava les col.lectivitats i que demanava solucions globals. El que va aparèixer en el segle XVIII no es pot resumir només en el fet que l'estat va començar a intervenir d'una forma constant en la pràctica mèdica, sinó que el que va passar va ser que la salut i la malaltia, vistes com a problemes que exigien algun tipus de gestió col.lectiva, van ser considerades des de múltiples llocs del cos social. És a dir, la política de la salut que s'inaugura en el llindar de l'època contemporània, més que una iniciativa vertical, va prendre la forma d'un problema amb orígens i direccions múltiples.Pretenem mostrar aquesta política mèdica que es va posar en joc al voltant de l'origen de la nostra Salut Pública, fent sortir a la llum el que podríem anomenar l'«ètica de la bona salut» que es va potenciar i que va servir no solament per elaborar algunes indicacions per prevenir o curar les malalties, sinó que també fabricà prescripcions que feien referència a la forma de vida en general (des de l'alimentació i la vestimenta fins a la procreació, la sexualitat, el comportament, les relacions familiars, etc.). És a dir, es tractaria de veure com a l'interior del discurs i de les pràctiques de la nostra Salut Pública, s'ha anat contruint un cert espai de la normalitat, en el qual ha estat possible associar Salut i Raó, Malaltia i Desraó. / This thesison Anthropological Philosophy studies the relationships holding between Knowledge and Power tha were originated in the domain of Public Health so as to prove the great influence of these relationships in the building-up of the contemporary man's identity.Besides furnishing a set of healing technics, contemporary Medicine has also promoted a certain view of Man (the Healthy Man) which has worked as a normalizing power of populations, clearfing the way for the associations Heakth and Reason, Illness and Unreason to be made.

The Socratic Method has been an educational tool ever since Socrates himself turned the marketplace of Athens into a classroom, enticing his interlocutors into dialogue whereby they could have their assumptions questioned and learn to journey towards new conceptions of knowledge and understanding. This concept has been reflected recently in a current proposal by UNESCO for educators and philosophers to find ways in which philosophy and philosophical inquiry may be approached in current education practices to enhance democratic ways of life. I draw on the UNESCO idea of philosophy as a ‘school of freedom’ and contend that not only is dialogical inquiry useful to teaching and learning, but that it is necessary. Inquiry is viewed in this way as necessarily dialogical and I draw on both Charles Peirce’s and John Dewey’s views on inquiry as being situated within the community if it is to satisfy some of the aims of the UNESCO report. This dissertation proposes a framework for Socratic pedagogy, a collaborative inquiry-based approach to teaching and learning suitable not only for formal educational settings such as the school classroom but for all educational settings. The term is intended to capture a variety of philosophical approaches to classroom practice that could broadly be described as Socratic in form. I explore three models that, I argue, make a significant contribution to Socratic pedagogy: Matthew Lipman’s Community of Inquiry, Leonard Nelson’s Socratic Dialogue, and David Bohm’s Dialogue. I also draw on the metaphors used by each of the proponents because they give an additional insight into the theoretical underpinnings of their models of dialogue for the development of Socratic thinking. Socratic pedagogy is multi-dimensional, which I argue is underpinned by generative, evaluative, and connective thinking. These terms are better placed to describe Socratic pedagogy than creative, critical, and caring thinking, because they are defined by the function they perform. It is hoped that this dissertation offers some way to show how philosophy as inquiry can contribute to educational theory and practice, while also demonstrating how it can be an effective way to approach teaching and learning. This, I contend is foundational to Socratic pedagogy.

Thesis(M.A.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references.

Thesis (M.A.)--University of Melbourne, Dept. of History, 2007. / Typescript. Includes bibliographical references (leaves 62-68).

Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed July 23, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 214-232).

Thesis (DLitt (English))-University of Pretoria, 2008. / E-thesis record : Krueger, Anton Robert . Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 179-185). Also available online in ProQuest, free to University of Oregon users.