The introduction deals with the state of philosophy and science at the time McKinney constructed his theory. It introduces McKinney, his books and their public reception to the reader. Chapter One closely follows the development of McKinney's arguments as he expounded them in his first philosophical work, “The Challenge of Reason”. Chapter Two outlines the challenge McKinney had convincing his audience that his theory was noteworthy. Chapter Three reflects the problems of the modern view of knowledge as described in Chapter One and examines its historical development commencing with Socrates. Chapter Four discusses the 'tension of temperaments', a fundamental aspect of McKinney's theory where individual differences have an important part to play in the initiating of original consciousness. Chapter Five asks the question: What is reason? Here I examine the concept of reason from many angles, especially those that infer reason is a Universal. Chapter Six focuses on modern science. Chapter Seven discusses the three phases of human evolution as McKinney describes them in “The Challenge of Reason”. Chapter Eight explores the topic of pain. Chapter Nine is related to aggression and follows on logically from the discussion of pain covered in the previous chapter. Chapter Ten is about amateur philosophy and deals with the attitude of philosophers and scientists towards knowledge. Chapter Eleven deals with the problem of language. Chapter Twelve deals with the modern crisis of feeling and thought. It attempts to observe how McKinney's theory might extend to the everyday world. Chapter Thirteen is my last word on the subject of McKinney's philosophy. It is a brief personal expression of what I think McKinney is attempting to say. I have included an appendix, which expresses McKinney's ideas, mostly using his own words. / Thesis (PhD)--University of South Australia, 2005.

Thesis (D.W.S.)--Institute for Worship Studies, 2006. / Abstract. Includes bibliographical references (leaves 192-194).

Thesis (D.W.S.)--Institute for Worship Studies, 2006. / Abstract. Includes bibliographical references (leaves 192-194).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2003. / Includes abstract. Includes bibliographical references (leaves 975-985).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2006. / Includes bibliographical references (leaves 207-214).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2003. / Includes abstract. Includes bibliographical references (leaves 975-985).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2006. / Includes bibliographical references (leaves 207-214).

The problem under consideration in this study is to determine the constancy of sociometric scores in their relationship to the constancy of scores of some measures of achievement within a group of thirty-seven children enrolled in an elementary school of McKinney, Texas.

Texas textile mills comprise an untold part of the modern South. The bulk of Texas mills were built between 1890 and 1925, a compressed period of expansion in contrast to the longer developmental pattern of mills in the rest of the United States. This compression meant that Texas mill owners benefited from knowledge gained from mill expansion elsewhere, and owners ran their mills along the same lines as the dominant southeastern model. Owners veered from the established pattern when conditions warranted. This case study focuses on three mills in Texas that operated both independently and as a corporation for a total of sixty years. One mill in McKinney dominated the economy of a small town and serves as the primary focus of this paper. A second mill in Waco served a diversified economy in the center of the state; and the third mill, built in Dallas was concentrated in a major city in a highly competitive job market. All three of these mills will illuminate the single greatest difference between Texas mills and mills elsewhere, the composition of the labor force. Women did not dominate the mill labor force in Texas nor did children, except in limited cases, make-up a large portion of the workers. Today mill studies of southern mills have found only scattered textile factories with a preponderance of male employees, but in Texas this was the norm. This study demonstrates the unique features of McKinney's textile mill and its similarities to other mills in Texas and in the southeast.

The problem with which this investigation is concerned is that of determining the academic as well as psychological differences between the McKinney Texas Job Corps graduates and non-graduates. The purpose of the study is to gain knowledge that will be useful in the guidance of Job Corps students. Nine hypotheses were formulated to investigate the relationship between academic achievement and certain selected academic and psychological variables. It was concluded that significant personality differences do exist among the McKinney Job Corps graduates and non-graduates. Chronological age is a significant variable with respect to success at the Job Corps Center. Academic variables are not useful indicators of success at the Job Corps training program.