The purpose of this thesis is to trace Marx&rsquo / s critique of Hegel from the beginning to the end and to draw attention to his continuous dialogue with Hegel, which results in Marx&rsquo / s appropriation of Hegel&rsquo / s dialectic in all its aspects. To this aim, we will focus on the texts in which Marx criticizes Hegel and try to understand how he develops his position against Hegel&rsquo / s philosophy. Marx has always become in a critical relationship with Hegel&rsquo / s philosophy and considered it as a philosophy which must be transcended since it, for Marx, amounts to justify the present reality which, in Marx&rsquo / s eyes, constitutes a great barrier for human freedom. However, Marx also regards Hegel&rsquo / s philosophy, in which dialectic occupies a central place, as one which includes the most developed conception of science and the true scientific method, and attempts to use Hegel&rsquo / s dialectic in his critique of political economy. In this thesis, by following Marx&rsquo / s critique of Hegel, we will try to show that Marx comes closer to Hegel&rsquo / s dialectic even when he criticizes Hegel&rsquo / s philosophy.

The purpose of this thesis is to trace Marx&rsquo / s critique of Hegel from the beginning to the end and to draw attention to his continuous dialogue with Hegel, which results in Marx&rsquo / s appropriation of Hegel&rsquo / s dialectic in all its aspects. To this aim, we will focus on the texts in which Marx criticizes Hegel and try to understand how he develops his position against Hegel&rsquo / s philosophy. Marx has always become in a critical relationship with Hegel&rsquo / s philosophy and considered it as a philosophy which must be transcended since it, for Marx, amounts to justify the present reality which, in Marx&rsquo / s eyes, constitutes a great barrier for human freedom. However, Marx also regards Hegel&rsquo / s philosophy, in which dialectic occupies a central place, as one which includes the most developed conception of science and the true scientific method, and attempts to use Hegel&rsquo / s dialectic in his critique of political economy. In this thesis, by following Marx&rsquo / s critique of Hegel, we will try to show that Marx comes closer to Hegel&rsquo / s dialectic even when he criticizes Hegel&rsquo / s philosophy.

Thesis--Freiburg i. Br. / Includes bibliographical references (p. 338-356).

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 480-510). Also available for download via the World Wide Web; free to University of Oregon users.

Practicing argumentation in secondary school classrooms benefits students both in terms of learning how to argue and learning the course material at hand. Amidst the onset and growth of engineering design courses in secondary schools, this dissertation is an exploratory case study to characterize the use of argumentation among novice student engineering designers. The setting is a high school robotics class. Specifically, a group of students from one class section teamed up with a group of students from a separate class section to design and build a single robot. The team members communicated online via a shared, editable document. That text is the primary data set for my analysis. I looked for indications of argumentation structure that emerged from the online discussion, given that, to my knowledge, the students had not been taught argumentation strategies, per se. Engineering design is relatively new to secondary school, so I thought it appropriate to develop a baseline—a case study that reveals how students communicate about their designs when left largely to their own devices. This study may inform the development argumentation scaffolds that support the students’ existing strengths while ameliorating their weaknesses. My analytical supposition was that argumentation in design will take the form of resolving differences of opinion toward the creation of a single design. Hence, I used Pragma-dialectic theory as my analytical framework. It is a broad theory, based upon resolving differences of opinion in everyday conversation. As such, Pragma-dialectic theory may also be able to encompass the idiosyncrasies of team design, such as reliance on intuition and experience, as well as the important roles that designed objects play throughout the process. Taken together, the importance of intuition, experience, and objects suggests multiple modes of communication that ought to be considered arguments within design deliberations. Results suggest that the students worked to resolve differences of design opinions. In doing so, the students relied heavily on their designed objects to make their arguments meaningful. I classified five object-based claims which emerged from the students’ discussions: keystone, tinkering, visual, tactile, and counterfactual. These form the beginnings of a theory of object-based argumentation. / text

This study is launched from the general understanding that History is a dialectical process comprised by the contributions of multiple actors, all of which interact in a contentious give-and-take. Keeping in mind this precept, ,I look at the novel La carga, by contemporary Equatoguinean author Juan Tomas Avila Laurel, as an alternative source of history, and assess that history as he has constructed it. This entails not only a detailed exploration of the world he creates within the novel, but a look at the intertextual bonds he establishes with such nineteenth-century writers as Manuel Iradier and Jose Marti. My analysis begins with the general notion that in Avila's granting of textual agency to natural elements one can begin to see the first inklings of a challenge to typical Eurocentric historiography. In the first major, section I look at what for all intents and purposes has been deemed the colonial dialectic, or the greater social dynamic that maintained colonial hegemony, as it is presented in the vignettes of 1940 Equatorial Guinea that we see in La carga. In the next section, I look at what Avila does with some of the discursive tenets of Spanish imperialism, especially those associated with the monolithic conception of Africa and Europe. And finally, I look at the way that relations between spatiality—mainly the geographic classifications inherent in colonial discourses—and subjectivity give way to Avila's commentary on modern-day Equatorial Guinea. I try to close with some speculation on the strategic formation of which Avila and La carga may form part, beginning with a look at his prefacio and concluding with a questioning of where the attitudes outlined in the prefacio may place him on the grand scale of African discourses of resistance.

Thesis--Munich. / Bibliography: p. 216-219.

Habilitationsschrift - Munich. / Includes bibliographical references (p. 283-288).

Thesis (Ph.D.)--York University, 2005. Graduate Programme in Social and Political Thought. / Typescript. Includes bibliographical references (leaves 452-455). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNR11593

John Dewey was a philosopher of experience; if there is a thread that ties his vast literary output together it would be just that--the tracing and understanding of the various forms of experience. Dewey developed and elucidated three distinct kinds of experience throughout his career. If taken "subjectively" one might term these experiences immediate, mediate, and consummate; the corresponding "objects" of each would thus be, in order, events, relations between events, and the work of art (which is itself a sublation of events and their relations). To speak loosely, we might call these unconscious experience, conscious experience, and aesthetic experience. My thesis is that consummate experience is best understood as a kind of dialectical sublation between immediate and mediate experience: I intend to use the work of John Dewey to describe each of these three types of experience and show how consummate experience might be understood as a sublation of the immediate and the mediate.