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Literature in art education suggests a link between aesthetic experiences and value awareness. The existence of such a link could have important implications for the role of art education in our schools, answering to the often expressed need to address values within our educational programs. However, most available work on this subject is theoretical, and often based on untested prior assumptions. Therefore claims to knowledge of this link cannot yet be explicitly made. / It is my contention that an inquiry into the nature of aesthetic experiences is required before subsequent claims to knowledge of its relation to value awareness can be made. I also believe that phenomenology offers the best suited method for carrying out such an investigation. / This thesis is therefore concerned with the rationale for the need of a phenomenological investigation into aesthetic experiences: justifications being provided on the basis of the available literature and the phenomenological method itself.

The central objective of this thesis was to explore relationships between personal values, and depressed mood and subjective wellbeing, and to determine if the notion of values can be more useful in the fields of clinical and positive psychology. An initial literature review of values identified the potential importance of values in relation to mood and wellbeing, but also showed that more research was required to clearly establish such links. Two survey studies using Schwartz’s model of values (Schwartz, 1992), and one longitudinal study investigating relational aspects of values, were conducted to explore these relationships. Study 1 was a New Zealand paper-based study and investigated links between the importance of, and satisfaction with, values and depressed mood and subjective wellbeing. Study 2 was a larger international internet-based study which sought to replicate important findings from Study 1 and investigate links between people’s knowledge of their values and the extent to which they were living in alignment with values. Study 3 consisted of a sub-sample of participants from Study Two who completed a subset of Study 2 assessment measures six months later. This study explored how relational aspects of values (knowledge of values, living in alignment with values) related to changes in depressed mood and SWB over time. Cumulatively the results from these studies re-orientate our thinking towards an increased utility for the notion of values in the areas of clinical and positive psychology. Regarding depressed mood, these studies found links between greater depressed mood and lesser importance of Self-Direction, Stimulation and Hedonism value types. The importance of values as a whole was not associated with depressed mood; however being satisfied, knowing values, and living in alignment with values were associated with less depressed mood. Regarding subjective wellbeing, these studies found links between greater subjective wellbeing and greater importance of Self-Direction, Stimulation, Hedonism, and Benevolence value types. The importance of values as a whole was not associated with subjective wellbeing; however being satisfied, knowing values, and living in alignment with values were associated with greater subjective wellbeing. A causal relationship was found between living in alignment with values and latter subjective wellbeing, but not for knowledge of values and later subjective wellbeing. In addition, no major deviations in the coherence of values’ systems between individuals with and without depressed mood, or for individuals with and without high subjective wellbeing, were found. Strengths, implications, and limitations of the studies are noted for the fields of clinical and positive psychology, and suggestions for future research are made.

The aim of this study is to conduct a theoretical study on the foundations of trust on an intra–organisational level, while assessing the level of trust and relationships present within the organisation. Foundations of trust with respect to i) intra–organisational management and ii) peer–to– peer relations are discussed in the literature study with specific relation to sustainable competitiveness. The literature study highlights several factors that either promote or hinder intra–organisational trust. Values can create a sustainable competitive advantage for any business, if the values are supported by the employees of the organisation on every level. Trust is one of the foundations of values – without trust there is not much on which to build an organisation that will thrive in today‘s competitive market place. A survey consisting of two established questionnaires was distributed to determine the trust levels, as well as the attributes that are present with respect to values on an intra–organisational level. The significant differences on trust levels were identified by the empirical research and it was concluded that not all employees experience trust levels equally in the organisation. A significant effort needs to be made by management on all levels and the complete population; age, race and job category in order to foster a trusting environment. This intra–organisational study will focus on the basic principles of trust in order to improve the trust relationships in the organisation. This effort will lift the trust relationship to extra–ordinary levels by identifying the significant problem areas and then focussing the trust–building activities on those areas. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to conduct a theoretical study on the foundations of trust on an intra–organisational level, while assessing the level of trust and relationships present within the organisation. Foundations of trust with respect to i) intra–organisational management and ii) peer–to– peer relations are discussed in the literature study with specific relation to sustainable competitiveness. The literature study highlights several factors that either promote or hinder intra–organisational trust. Values can create a sustainable competitive advantage for any business, if the values are supported by the employees of the organisation on every level. Trust is one of the foundations of values – without trust there is not much on which to build an organisation that will thrive in today‘s competitive market place. A survey consisting of two established questionnaires was distributed to determine the trust levels, as well as the attributes that are present with respect to values on an intra–organisational level. The significant differences on trust levels were identified by the empirical research and it was concluded that not all employees experience trust levels equally in the organisation. A significant effort needs to be made by management on all levels and the complete population; age, race and job category in order to foster a trusting environment. This intra–organisational study will focus on the basic principles of trust in order to improve the trust relationships in the organisation. This effort will lift the trust relationship to extra–ordinary levels by identifying the significant problem areas and then focussing the trust–building activities on those areas. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

This is a study of Nietzsche's thought which focuses upon his account of self-hood, his ambition to bring about a 'revaluation of all values', and the structure and strategies of his texts. The introductory chapter raises a series of questions about the relationship between representations of the self, self-transformation and the problem of truth in Nietzsche's writings. I discuss the force and implications of Nietzschean 'truthfulness'. Chapter One is an exploration of Nietzsche's account of modern subjectivity. The point I seek to establish here is that there are important continuities between asceticism and Nietzsche's own thought about the self. I also discuss Nietzsche's 'perspectivism', treating it as arising out of modem self-consciousness about the contingency of our identities, and argue that Nietzsche translates that sense of contingency into a sceptical treatment of the conditions of self-knowledge. Chapter Two examines Nietzsche's sceptical treatment of the conditions under which we claim 'knowledge' in the light of his reception of Schopenhauer's and Kant's philosophies. I discuss a reading of Nietzsche's perspectivism which suggests that it expresses an epistemic caution which nonetheless permits us to suppose that we can legitimately speak of our access to 'truths' about the empirical world. I argue that this is too narrow a view of the role played in Nietzsche's thought by the appeal to 'truth' and that we need to take account of the wider rhetorical and aesthetic context within which such appeals are made. The significance of this discussion lies in the question of how we are to characterize Nietzsche sense of our relationship to 'reality', and hence the character of his 'realism'. Chapter Three explores the poetic aspects of Nietzsche's characterization of a life which would embody the principles of a tragic vision. The relationship between art and truth in Nietzsche's thought is discussed. The concluding remarks consider the status of a text which aims to transfigure our understanding of ourselves at a fundamental level.

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This dissertation discusses the issues surrounding the teaching of values in teacher education programmes in a multi cultural context, specifically, in this case, McGill University in Montreal, Quebec. It is part of a three-nation collaborative study that took place in the Faculties of Education at three universities: Universidad Pedagogica Nacional, Mexico; California State University, Long Beach and McGill University, Montreal, Quebec. Anecdotal evidence gathered from participants in an exchange program between the first two institutions indicated that significant cultural differences among both students and faculty impacted on the learning experience. Differences in values and teaching styles led to problems of communication, teaching and learning. This finding led to collaboration among the three faculties of education in order to conduct similar inquiries. My dissertation is based on the study that I carried out at McGill. My ultimate goal was to identify how values are perceived in teacher education and how they are actually taught. I interviewed selected groups of student teachers and teacher educators and asked them to respond to questionnaires. With this data, I was able to draw some conclusions about the teaching of values as seen by these particular groups of prospective teachers and teacher educators. I generated data in two phases. In Phase 1, I conducted interviews with Faculty and students in the pre-service teacher education programme in order to identify the values that these participants considered the most important in teacher education. These interviews allowed me to develop two instruments that were subsequently used in Phase 2. In Phase 2, I obtained additional information on the values that participants considered to be important for teacher education, the values that are taught in the programs, the strategies used to teach those values and the issues that cause value conflicts. My study indicates that respect is a value that dominates the / Ma recherche porte sur l'enseignement des valeurs dans les programmes de formation des enseignants en milieu multiculturel, plus particulierement a l'universite McGill, Montreal, Quebec. Elle s'inscrit dans le cadre d'une etude menee conjointement par la faculte des sciences de l'education de trois universites differentes : Universidad Pedagogica Nacional au Mexique; California State University a Long Beach, Californie et l'Universite McGill a Montreal, Canada. L'etude interfacultaire est nee des experiences vecues par des professeurs et des etudiants des deux premieres universites citees, dans le cadre d'un programme d'echange. Les temoignages recueillis aupres des participants au programme d'echange revelent que des differences culturelles importantes entre les etudiants et les professeurs ont des incidences pour l'apprentissage. En fait, il en est ressorti que des problemes importants de communication et d'enseignement apprentissage resultent des differences au niveau des valeurs et des styles d'enseignement. Ce constat m'a amene a entreprendre mon etude aupres d'un public cible a McGill. J'ai voulu verifier comment le concept de valeurs est percu par les formateurs et les formes ainsi que la maniere dont les valeurs sont enseignees dans la realite de la classe. A l'aide d'entrevues menees aupres de groupes d'enseignants en formation et de formateurs ainsi que d'un questionnaire, j'ai pu recueillir des donnees qui m'ont permis de tirer un certain nombre de conclusions quant it l'enseignement des valeurs. J'ai procede en deux etapes. Dans un premier temps (Phase I), j'ai mene des entrevues aupres d'enseignants en formation initiale et de formateurs, afin d'identifier les valeurs qu'ils jugeaient les plus importantes dans la formation. Ces entrevues m'ont permis d'elaborer deux instruments qui m'ont servi lors de la phase deux de ma recherche. Lors de la deuxieme phase (Phase II), j'ai recueilli des informations supplementaires concernant les valeurs jugees impo

The aim of this study was twofold: to investigate (i) the relationship between values, social identities, constructions of European Union (EU) and (ii) reactions to December 12th Copenhagen decision concerning Turkey. In order to fullfil the aim, two methodologically different analyses were carried out: A qualitative analysis of newspapers representing different ideologies, and a quantitative analysis of Turkish university students&amp / #8217 / responses to questionaries. The qualitative analysis revealed different constructions of Turkey&amp / #8217 / s relationship with EU: Advantages of joining the union in terms of human rights and economic development were made in the newspapers as well as disadvantages in terms of emperalism. In additon, historical references to Tanzimat and Islahat decrees were iii made. The quantitative analyses performed on university students&amp / #8217 / responses to questionnaires revealed three social identities: Nationalist-Islam, Turk, and European / three different constructions of EU: Europe As Different, Impermeable Boundaries, and Dissimilar but Advantageous / and two reactions to the decision, Justification and Attribution of decision to Differences and Conflict, as well as negative evaluation of decision. Further analyses revealed that values of patriotism, ethnocentrism, and antisecularism were significant predictors of Nationalist-Islam social identity. Patriotism was a significant predictor of Turk social identity and antisecularism was a significant predictor of European social identity. Seeing EU boundaries as impermeable was related to negative evaluation of the decision and Europe As Different was a significant predictor seeing the decision as a result of differences and conflict. Viewing Europe as dissimilar but advantageous was associated with justifying the decision and ethnocentrism was related to low justification (rejection) of the decision. European and Turk Identity emerged as a significant predictor of the construction of EU. Endorsement of European identity was related negatively to Europe As Different and to seeing EU boundaries as impermeable. High endorsement of European Identity was also negatively related to seeing Europe as dissimilar but advantageous.