Thesis (M Arch)--Montana State University--Bozeman, 2010. / Typescript. Chairperson, Graduate Committee: Zuzanna Karczewska. Includes bibliographical references (leaves 81-90).

Thesis (Ph. D.)--Columbia University, 1928. / "Vita ..." Bibliography: p. 78-79.

Thesis (Ph. D.)--New York University, 1906. / Bibliography: p. [56]-58.

Thesis (Ph. D.)--Columbia University, 1928. / Published also without thesis note. Vita.

Thesis (Ph. D.)--Columbia University, 1936. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago. / Pub. also as no. 3 of Philosophic studies issued under the direction of the Department of philosophy of the University of Chicago.

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, 2000. / [Abstract]. Includes bibliographical references (leaf 55).

AN ABSTRACT OF THE DISSERTATION OF Anthony Cashio, for the Doctor of Philosophy degree in Philosophy, presented on February 25, 2011, at Southern Illinois University Carbondale. TITLE: History, Nonviolence, and the Experience of Values MAJOR PROFESSOR: Dr. Randall E. Auxier The goal of this dissertation is to address the question: what are values? To carry out this inquiry in a manner which will provide new insights into the complexity, difficulty, and importance of this question, I propose to look to actual historical events, specifically the event known as the Children's Movement that took place in Birmingham, Alabama on March 3, 1963. Coupling this historical approach with an analysis and exploration of the philosophies of nonviolence, specifically the works of Mohandas K. Gandhi and Martin Luther King, Jr., will allow for answers to age-old axiological problems that are grounded in both pure theory and praxis of shared communal experience. I submit that one of the main lessons learned through this inquiry into the experience of values is that what is truly experienced in the liminal moment of the successful nonviolent protest is what I name a lived value-system. This lived value-system is characterized by the attempt in every moment to bring the culturally learned value-system, the values which we are taught are integral to a society, into resonance with the ideal value-system, the value-system of dogmatic objective certitude. The task of fleshing out these three value-systems in response to an understanding of history as a starting point for philosophical inquiry is the primary task of this dissertation.

Following clues suggested by Merleau-Ponty regarding Kantian intentionality, we lay out a phenomenological reading of Kant wherein aesthetic experience offers a unity of self and community, now and across time. What is new in our understanding is that the unity we articulate is not the abstract logical possibility of the rational idea, the community of ends and individuals as ends in themselves. Highlighting certain elements Kant addresses regarding work, education, and the genius, we will argue that it is not merely the abstract person working toward abstract ends that measures and directs our unity, but rather the concrete work of the concrete individual. It is only with the work of the individual that reason and nature can fulfill their trajectories by finishing. Finishing, as a unity of self and community, is a style that can show itself across a wide range of human comportments. Finishing is at once the concrete fulfillment of the essence and power of humanity, but in the individual and the individual’s work, and so also a soliciting invitation to all individuals, according to their universality, to do the same: become individual. No only does this reading loosen, but not set loose, Kant’s otherwise tight teleological ideology, but it also loosens, but not set loose, the bounds where we might find the concrete universal or exemplary individuation. This phenomenological reading of Kant allows for a more pliable, dynamic, and critical understanding of enlightenment and history than the rational idea alone allowed.

EQUIPPING MINDS: APPLYING A BIBLICALLY BASED CURRICULUM FOR IMPROVING WORKING MEMORY Carol Thompson Brown Ed.D. The Southern Baptist Theological Seminary, 2016 Supervisor: Dr. Danny R. Bowen Recent findings in neuroscience confirm the neuroplasticity of the brain. There has been strong interest in applying these discoveries to learners with learning disorders focusing on increasing working memory capacity. The aim of the present study was to explore the effectiveness of cognitive intervention with the Equipping Minds Cognitive Development Curriculum (EMCDC), based on Feuerstein’s theory of structural cognitive modifiability. Feuerstein’s theory states that a learner’s cognitive functioning can be modified through mediated learning. EMCDC is aimed at enhancing processing, working memory, comprehension, and reasoning abilities. Participants were learners with Specific Learning Disorders (SLD) Learners were randomly assigned into one of two groups. The active control group received small group intervention in academic subjects an hour a day five times a week for 7 weeks. The training group received small group intervention in the Equipping Minds Cognitive Development Curriculum an hour a day five times a week for 7 weeks. Both groups were tested on measures of working memory, verbal and nonverbal ability, and academic attainment before training and re-tested on the same measures after training. Analysis of the pre-to post-test scores demonstrated significant (p<0.05) advantage of the training over the active control group on the KBIT-2 in verbal, nonverbal, and IQ composite, as well as far transfer effects in science. This study’s design could be replicated in multiple educational settings with other neurodevelopmental disorders. Key words: Neuroplasticity, cognitive development, Feuerstein, Equipping Minds, mediated learning, working memory, Specific Learning Disorders