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Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Gershon Tenenbaum, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Sept. 21, 2006). Document formatted into pages; contains xiii, 111 pages. Includes bibliographical references.

This dissertation asserts the importance of acknowledging and incorporating lack in the theory and practice of pedagogy. The alternative view, that identity can be fixed, can be understood in Lacanian terms as a fantasy construction. Such fantasies have powerful effects, sedimenting individual and social desires, and blocking potential alternative subjectivities and social practices from emerging. The dissertation therefore aims to challenge fantastic representations of the fixed subject and the fixed social structure prevalent in educational discourse, and to argue further that a differently oriented pedagogy, focused on acknowledging and maintaining the lack or negativity at the heart of identity, may provide the opportunity for these possible subjects and practices to proliferate. This dissertation critiques the fantasies of humanism and of structuralism that are widespread in educational theory and practice, arguing in particular that widespread understandings of the relationship between subjects and economic reality lead to a political impasse. Using Derridean deconstruction, post-structuralist marxian economic theory, and Lacanian psychoanalytical theory, the dissertation then explores discourses of subjectivity and economic reality in the context of the Rethinking Economy project, an interdisciplinary qualitative research project in the Pioneer Valley region of western Massachusetts. A symptomatic reading of the project's texts argues for the powerful presence of fantasy in the economic narratives of individuals, in the mainstream economic development conversation, in progressive educational discourse, and in alternative, marginal, or daily economic discourse. The pedagogical moments of the project are used to illustrate an educational practice that attempts to destabilize fantastical attachments. Based on this reading, I propose a more general model for educational philosophy and pedagogical practice, one which is based neither on an essentialist view of the subject nor on an essentialist view of the social field and yet which is still foregrounded in particular political and ethical commitments.

Thesis (D. App. Psych.)--Victoria University (Melbourne, Vic.), 2005. / Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences and the Program in Cognitive Science, 2009. / Title from PDF t.p. (viewed on Jul 19, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: B, page: 7870. Adviser: Jerome Busemeyer.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains x, 102 p.; also includes graphics (some col.) Includes bibliographical references (p. 100-102). Available online via OhioLINK's ETD Center

Thesis (M.S.)--Dept. of Exercise and Sport Science, University of Utah, 2006. / Includes bibliographical references (leaves [65]-69).

Thesis (M.S.)--University of Utah, 2006. / Includes bibliographical references (leaves [65]-69). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

This dissertation reflects on the construction of money as a way of informing management theory and, hopefully, will motivate scholars to render management theory and its associated practices more transparent and coherent. Management theory is less a discipline than an amalgam of social scientific insights about managerial (and more broadly, organizational) activities. In constructing this body of theory, the various contributors have been relatively unreflective about the sources of their insight. Did it derive from an economic approach, and if so, from which tradition; or did it derive from one of the other social sciences? As a result, contemporary management theory often mixes incomplete or incompatible presumptions. The dissertation is intended to disentangle these combinations by using the construct of "money," a varying concept depending on which of the social science disciplines one draws on. The dissertation has three main components: First, I argue that money is deeply social and complicated, rich with meanings and implications documented in sociology, anthropology, psychology and, especially, economics. I propose that these insights provide the basis for a multi-dimensional framework describing money as a social construction. I believe the money framework, because of money's centrality in organizational life, can facilitate more useful organizational analysis and focus attention on important social implications of money and organizations. Second, I use the money framework to describe the version of money relied on in most management theory through close textual analysis of a compensation textbook, highlighting management theory's reliance on the assumptions of neoclassical economics. As part of the analysis, I draw on scholarly accounts of compensation from sociology, anthropology, and psychology, and examine the ways in which tacit reliance on neoclassical economic presumptions undercuts management theory's aspirations to accommodate the broadly social realms of organizational activity. Third, I describe how the money framework can be used to identify the assumptions and biases of other management constructs such as strategy and how it can be used empirically to describe the organizational construction of money. By providing a framework for analyzing the common element of money, the dissertation lays a foundation for new interpretations of management theory and organizations.