Thesis--Hamburg. / Includes bibliographical references (p. 193-202).

published_or_final_version / Chinese / Master / Master of Philosophy

Die Erinnerungskultur schlägt um in Erinnerungskult. wenn das, was über alle Konstruktionsabsicht hinaus sich zum Wissensschatz angehäuft hat, als geplantes Produkt von Strategien, Methoden und Techniken erscheint: Unsere eigene Meisterschaft wird in die Vergangenheit projiziert. Indem wir die Gelehrten des 17. und 18. Jahrhunderts zu unseren Kollegen machen und sie in ehemaliger Lebendigkeit auferstehen lassen, unterlaufen wir das Vergessen, das sie ereilt hat, und erhoffen ein ähnliches Schicksal für uns selbst. Aber ist die Gelehrtengeschichte heute nicht im gleichen Maße Rettung eines Vergessenen wie Nachahmung desselben?

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A Confucian-Socratic framework provides a structure for analyzing culture-influenced aspects of academic learning. It is argued that these ancient exemplars model approaches to learning that continue to differentiate students within a modern Canadian postsecondary context. Specifically, it is argued that Chinese cultural influence increases the likelihood that a student will report Confucian learning beliefs and behaviors and that Western cultural influence increases the likelihood that a student will report Socratic learning beliefs and behaviors. Socrates valued private and public questioning of widely accepted knowledge and expected students to evaluate others' beliefs and to generate and consider their own hypotheses. Confucius valued effortful and pragmatic acquisition of essential knowledge. Confucius also valued poetic summary and behavioral reform. Two self-report studies, one (pilot) expert study, and one work sample study assess the utility of this framework in a Canadian context. The self-report studies provide evidence that the framework is reflective of modern cultural differences as expressed in a Western postsecondary context; however, the work sample study produced mainly null results. Consequences of cultural differences in Western postsecondary contexts are discussed.

Recently, a division of legal scholarship, Critical Race Theory, began examining the law from a new perspective: creative literature. Within the legal community, CRT legal storytelling has received mixed reception; yet literary scholars have largely ignored this genre. This thesis aims to fill the research gap surrounding legal storytelling, examining the stories not only as works of legal scholarship, but as works of literature as well. Through application of literary theory and close-reading techniques, I argue for the value of literary works to legal scholarship, particularly civil rights. My research concerns four findings. First, literature broadens the scope of legal scholarship to examine how the law operates and our relationship to the law. Second, fiction allows for critique of the law and legal scholarship. Third, counterstories provide alternative strategies for the civil rights community. Finally, Derrick Bell’s science fiction contains elements of fantasy well-suited to judicial critique of racial inequality.

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Thesis (Ph. D.)--University of Notre Dame, 2008. / Thesis directed by James Turner for the Department of History. "March 2008." Includes bibliographical references (leaves 163-190).