A transcript of the audio that constitutes the work by the same title, along with an introduction and relevant bibliography.

This dissertation's purpose is to test the hypothesis that beliefs in the possibility of post-mortem survival can be rationally held within the context of the contemporary scientific and philosophical environment. In terms of criteria of rationality, a basic evidentialism is assumed, such that propositions which are sufficiently supported by the available evidence can be rationally held. With regard to the compatibility with contemporary science and philosophy, it follows as a further criterion that the relevant evidence must be satisfactorily anchored within the framework of these traditions. The relevant evidence concerns two levels. First, the basic level of the conceptual coherence of afterlife beliefs is addressed, so that the logical possibility of post-mortem survival can be established. Secondly, the viability of the metaphysics which are implied in the support of the logical possibility (i.e. the metaphysics needed to actualize post-mortem survival) is defended, establishing the metaphysical possibility of post-mortem survival. At this stage, reductive physicalism, which is the only position that effectively undermines post-mortem survival, is criticized, and the problem of interaction which burdens several of the survival-enabling ontologies is addressed. As for the criterion of scientific compatibility, it is further shown that contemporary physics are compatible with the survival-enabling metaphysics, and that contemporary physics can be argued to provide a moderate positive relevance with regard to these positions. The conclusion drawn is that belief in the possibility of post-mortem survival is not only rationally permissible within the framework of contemporary science and philosophy, but also rationally obligatory, i.e. that this possibility cannot rationally be denied with regard to the reviewed evidence.

What qualities, skills, and knowledge produce quality teachers? Many stake-holders in education argue that teacher quality should be measured by student achievement. This qualitative study shows that good teachers are multi-dimensional; their effectiveness cannot be represented by students’ test scores alone. The purpose of this phenomenological study was to gain a deeper understanding of quality in teaching by examining the lived experiences of 10 winners or finalists of the Teacher of the Year (ToY) Award. Phenomenology describes individuals’ daily experiences of phenomena, examines how these experiences are structured, and focuses analysis on the perspectives of the persons having the experience (Moustakas, 1994). This inquiry asked two questions: (a) How is teaching experienced by recognized as outstanding Teachers of the Year? and (b) How do ToYs feelings and perceptions about being good teachers provide insight, if any, about concepts such as pedagogical tact, teacher selfhood, and professional dispositions? Ten participants formed the purposive sample; the major data collection tool was semi-structured interviews (Patton, 1990; Seidman, 2006). Sixty to 90-minute interviews were conducted with each participant. Data also included the participants’ ToY application essays. Data analysis included a three-phase process: description, reduction, interpretation. Findings revealed that the ToYs are dedicated, hard-working individuals. They exhibit behaviors, such as working beyond the school day, engaging in lifelong learning, and assisting colleagues to improve their practice. Working as teachers is their life’s compass, guiding and wrapping them into meaningful and purposeful lives. Pedagogical tact, teacher selfhood, and professional dispositions were shown to be relevant, offering important insights into good teaching. Results indicate that for these ToYs, good teaching is experienced by getting through to students using effective and moral means; they are emotionally open, have a sense of the sacred, and they operate from a sense of intentionality. The essence of the ToYs teaching experience was their being properly engaged in their craft, embodying logical, psychological, and moral realms. Findings challenge current teacher effectiveness process-product orthodoxy which makes a causal connection between effective teaching and student test scores, and which assumes that effective teaching arises solely from and because of the actions of the teacher.

The essay is an attempt to make sense of the apparently special relation between self-knowledge and agency. To achieve that goal, the essay translates the account of what it is like to be a human self offered by Sartre into the language of evolutionary psychology. In L’être et le néant, Sartre describes the phenomenology of the self as a series of inescapable choices in a contingent set of circumstances. This essay identifies Sartre’s description with what Baumeister, Maranges and Sjåstad call a matrix of maybe: the mechanism of nonfactual pragmatic prospection found in humans. Consequently, it defines the self as a matrix of maybe operating within a contingency matrix and reflecting on its own operation. Self-knowledge, the essay concludes, seems special because we routinely and erroneously ascribe to the self features of its contingency matrix. Most of our true first-person claims should not be read as I PREDICATE. Instead, they can be explicated as I have to act in a world where C PREDICATE, where C is the relevant part of the contingency matrix.

This thesis is concerned with an analysis of how David Foster Wallace's treatment of technology defines his understanding of the self in late 20th-century and early 21st-century America. With a primary focus on how this understanding evolved between the publication of his major novel Infinite Jest (1996) and his posthumously published unfinished novel The Pale King (2011), this thesis also takes into consideration Wallace's ideas as expressed through his many short stories, non-fiction works, and critical essays, most prominently "E Unibus Pluram: Television and U.S. Fiction" (1993). This thesis first briefly places Wallace in the context of contemporary literary scholarship, evaluating the state and extent of the nascent field of Wallace Studies. It then proceeds to examine and map out the philosophical underpinnings to Wallace's conception of the self, emphasising the importance of existential thought and the notion that the self is to be created rather than pre-existing in the individual. Technology as it is presented in Infinite Jest and The Pale King is then examined in relation to this philosophical understanding of the self, proving itself consistently to be an impediment to the existential self-becoming valorised in the novels. Wallace's early interest in entertainment technology as...

This dissertation asserts that women’s anonymity in seventeenth-century devotional texts functions as a performance to be understood rather than a mystery to be solved. Anonymity has long been framed as merely a protean form of authorship or a barrier to the recovery of a lost literary history. The archive frequently renders anonymity invisible or reveals anonymity at the moment of its undoing; however, this study of women’s anonymity contends that, although women applied anonymity to avoid the stigma of print, their anonymity functions less as a blind than as a frame to emphasize those traits they wished most to expose. In my first and second chapters, I demonstrate how the anonymous Eliza’s Babes (1652) and the nearly anonymous An Collins’s Divine Songs and Meditacion (1653) use the anonymous text to replace the signification of sick, infertile, and therefore volatile female bodies with an imitative production of devotion that constitutes the text as a divinely-restored, alternatively-productive body through which they relate to God and reader. Readers’ positive reception of this devotional re-signification of the body’s productivity countermands stereotypes readers hold against women writing, affirms the woman writer as faithful, and reincorporates both reader and writer in a corporate body of believers through their mutual participation in devotional practices. My third chapter affirms the perceived authority of anonymity’s corporate voice through the exploration of George Hickes’s retroactive attribution of several late seventeenth-century anonymous devotional texts to Susanna Hopton. I argue that the derivative nature of the anonymous devotional collections invests them with a corporate voice Hickes finds to be a valuable asset in his defense of Hopton’s devotional acumen. Drawing together scholarship on seventeenth-century relationality and intersubjectivity, readership, devotion, and women’s health, this study reconsiders the signification of women’s anonymity and their unoriginality as a tool that facilitates agentive reading and rehabilitates women’s claim to corporate belonging. / Thesis / Doctor of Philosophy (PhD)

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<p>When environmental philosophy began as a political movement, one of its original goals was to transform people's lifestyles. This required appeals to everyday intuitions and emotional writing evoking the intrinsic value of nature. This style exists in institutional environmental philosophy today, but sits uneasy with academic pressure toward rigor and careful analysis. The first half of my thesis criticizes various problems in environmental philosophy regarding these issues and arguments for other moral principles that displace intrinsic value. I attempt to return the concept of intrinsic value to a prominent place in environmental philosophy, not as a popular intuition, but as an answer to one central philosophical question: the point of human existence. Engaging with particular topics in ecology, biology, phenomenology, ethology, complexity theory, and the assemblage theory of Deleuze and Guattari, the second half of my thesis builds a concept of selfhood that I hope is adequate to answer that question of why humanity should bother ensuring its survival.</p> / Doctor of Philosophy (PhD)

This thesis entitled "Teachers and their possibilities of building pupils' self- realization" is both, theoretical and empirical. Its objective is to map the problems of pupils' self-realization in school environment. It pays close attention to the self-realization of pupils and the possibilities of its shaping by people participating on the educational process. The thesis attempts to define the likely causes of pupils' failure to succeed and do well at school. It also provides possible solutions which might help shape pupils' personality and build their self-realization. The solutions might be of great use to teachers in their classes. The objective of the empirical part in the first place is to analyze the connection between pupils' self- realization, teachers' assessment of pupils' self-realization and pupils' attainment. Key words: selfhood, personality, self-realization, teacher, pupil, school success and failure, self-esteem, self-assessment, pedagogical and psychological diagnostics, pupils' (school) self- realization level, attainment

Theoretical and empirical thesis "Teacher and his role in the process of pupil's self- conception forming" aims to explore the theme of self-conception from the perspective of those involved in the educational process. Primarily in terms of personal and social development, whose major component is the development of self-conception of pupil. The thesis explores the possibilities and limits of teaching experience and tries to find some starting points and recommendations that can help teachers better manage claims that contemporary society places on education of children. It also seeks to give teachers a tool that would simply and effectively determine the level of their work on self-development of their pupils.