Thesis (M.A.)--Catholic Theological Union, 1975. / Bibliography: leaf 111.

Thesis (Ed. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2007) Includes bibliographical references.

Thesis (DTech(Marketing Management)--Cape Peninsula University of Technology, 2012 / Scientific social inquiry beholds four dimensions of research, namely the epistemological, the ontological, the sociological, and the methodological dimension. Regardless of the approach taken, the goal of any scientific social inquiry is to produce knowledge that is as close as possible to the truth (implicitly or explicitly). Nonetheless, in ensuring that all scientific inquiry is truthful, it also has to be objective as well as rational.The nature of reality as it manifested itself in the new quantum physics changed irrevocably the dimensions of what constituted objectivity in science. Quantum physics, but more so the Heisenberg Principle was so cataclysmic that it not only attacked one or two conclusions about Classical Physics, but it completely replaced the very cornerstone and foundation on which the whole edifice of the Newtonian reality was based. In short, the Heisenberg Principle was the realisation that the conscious observer directly influenced what was being observed. In some mysterious fashion, the subject and the object were intimately united. It held a monistic worldview by proclaiming only oneness, and consequently relinquished the Cartesian dualism of the world.Hence, this research draws on the key postulate of oneness (monism) as put forward by quantum mechanics and questions the objectiveness, rationality and truthfulness of scientific inquiry. It does so by using a theoretical research design, i.e. a non-experimental conceptual historical inductive study. Providing an overview of monistic philosophy, it concludes that all is mind and the physical dualistic reality is a mere illusion. In reconciling the physical with the metaphysical worlds, the paper draws on Ouspensky’s Space-time and Mind model. By analysing the so-called fifth dimension of space, the research then proposes the inclusion of the Precognitive Research design, which augments the existing research designs (exploratory, descriptive and causal), and will enable scientists to come closer to truthful knowledge.

The practice of inquiry, in which we seek and pursue true beliefs by forming justified beliefs, is important to us. This thesis will address two questions concerning the significance of this practice. These are the question of what explains our preference for this particular belief-forming practice, and whether this value can be explained by the value of true belief alone. To answer these questions I will examme a variety of our intuitive commitments to particular values, assuming their general accuracy. I will use an inference from the goal of a practice to the value of a practice, an inference based on the assumption that when we pursue something it is valuable. I will discuss our intuitive commitments to the value of justification. I will also rely on the implications of the presence of pride and admiration in relation to the outcome of an inquiry (especially in situations where a belief is difficult to form). By using this methodology, I will argue for three sources of value that explain the unique significance of the value of inquiry. The first is the value of its unique role in our being able to form reliably true beliefs. Second, I will argue for Wayne D. Riggs' account of epistemic credit; Riggs defends the value of our being responsible for true beliefs, they are our achievements. Third, I will argue for an additional the value of delivering a skilful epistemic performance, another kind of achievement. I will show that although the value of true belief plays a role in explaining some of the values, the third value for inquiry is independent of the value of true belief. This means that there are intellectual rewards, which can be gained from this practice, that extend beyond the value of true belief. / KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in

This study demonstrated that the notions of reflective practice, as advocated by Donald Schon, are applicable to student-teachers in practica settings. For Schon, a practitioner is reflective when he or she becomes intrigued or curious about some element of the practice setting, frames it i n terms of the particulars of the setting, reframes it in terms of past experience and knowledge, and then develops a plan for future action. Reframing occurs as a response to the 'back talk' in the action setting where something does not happen as expected (producing the 'curious' or 'intrigued' response). A number of issues specific to student-teacher reflection emerged from the analysis of four student-teachers engaged in a thirteen week practicum. The analysis was guided by three research questions: What is it that student teachers reflect upon?; What precipitates that reflection?; and What factors enhance or constrain that reflection? The student-teachers in this study reflected upon three main issues: the ownership of their practice; pupil learning; and the different levels of their understanding of practice. From the analysis, it was possible to identify up to four different précipitants or triggers for the types of reflective activity documented: a primary and secondary precipitant at each of the framing and reframing stages. The secondary precipitant at the reframing stage was deemed to be the most significant i n terms of student-teacher reflection. Factors that either enhanced or constrained reflection have been summarized in terms of their implications for enhancing reflective practice. These factors included: exposure to a multiplicity of perspectives; intense examination of one's practice; theorizing about one's practice; and the ability to entertain uncertainty. Finally, the study contributes in three ways to Schon's conceptualization of reflection as it applies to student-teachers in practica settings. Firstly, reflection is bom of incidents but is thematic in nature. Secondly, ownership of one's practice is central to a variety of reflective concerns raised by student teachers. Finally, Schon's coaching models need to be reviewed in light of changes that occur in the relationship between student and sponsor as the action which students reflect upon moves from a virtual world of planning to the real world of performance. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The goal of this project is to attempt a logical unfolding of one basic idea -that value emerges out of the chaos of energy through natural selection. The goal of the first chapter is to attempt to determine the origin of value. The goal of the second chapter is to attempt to determine the origin of the conception of value. A s a first approximation, it can be said that the first chapter seeks for an objective and the second for a subjective account of the origin of value. There is a paradox in this description, however. The objective gives rise to the subjective, but the subjective then constructs the objective. Objects give rise to subjects, but subjects then construct their objects, and different subjects may construct the world into different objects. This thesis shall attempt to resolve this paradox by describing the course of the emergence of value from the objective into the subjective and then back into the objective, without falling into the vicious circle that results from seeing the world as a juxtaposition of the objective and the subjective. As I hope to show, in the course of the first two chapters, and the ones to follow, the objective and the subjective are idealizations. They are two asymptotes which knowledge approaches but cannot touch. Knowledge ranges between objectivity and subjectivity, without attaining either. Knowledge is knowledge of something and is to that extent objective. Knowledge is knowledge by someone and is to that extent subjective. Because knowledge has an element of subjectivity, it cannot be purely objective. And because knowledge has an element of objectivity, it cannot be purely subjective. The resolution of the juxtaposition between the objective and the subjective, will allow us to describe the emergence of value out of the objective into the subjective and back in terms that do not presuppose either. Subjects arise out of reality that is undivided, and only then divide it into objects in accordance with their constitution, provided to them by undivided reality. / Graduate and Postdoctoral Studies / Graduate

No description available.

No description available.

Thesis(MA) -- Stellenbosch University, 1948. / No abstract available

published_or_final_version / Psychology / Master / Master of Philosophy