In partial fulfilment of the requirements for the degree of Doctor of Philosophy in Counseling Psychology, Department of Educational Psychology.

"A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Department of Physical Education and Sport Studies.".

Title on spine: Irrational beliefs and stress - parents.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Educational Psychology.

"A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts, Department of Physical Education".

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Sociology.

Title on spine: Irrational beliefs and parent stress.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Educational Psychology.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Physical Education and Recreation.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, in History of Education, Department of Educational Foundation.

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts, Department of Philosophy.

In partial fulfillment of the requirements for the degree of Master of Education in Social and Cultural Context of Education. Department of Educational Policy Studies.

In partial fulfillment of the requirements for the degree of Doctor of Philosophy, Department of Educational Foundations.

In partial fulfillment of the requirements for the degree of Master of Education in philosophy of education, Department of Educational Foundations.

In partial fulfilment of the requirements for the degree of Master of Education in Anthropology and Intercultural Education, Department of Educational Foundations.

In partial fulfilment of the requirements for the degree of Master of Education in Comparative and International Education, Department of Educational Foundations.

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts, Department of Recreation and Leisure Studies.

Spine title: Concept of work in Rousseau.

In partial fulfilment of the requirements for the degree of Master of Arts. Faculty of Physical Education and Recreation.

A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts, Dept. of Anthropology.

This thesis presents a unified reading of the social, political and educational thought of Rousseau, Hegel and Dewey by means of the concept of fragmentation. By the term "fragmentation" is understood the process of progressive disintegration of the ties that once united man and his community, as well as the complementary dissolution of man's psychological unity. This thesis interprets the social, political and educational thought of Rousseau, Hegel and Dewey as three kindred philosophical responses to the effects of fragmentation in (...) three different stages of development of modern society. ;What these responses have in common is that all of them are based on a fundamentally similar communitarian view of man and society. All of them also tried to harmonize this view with their liberal acceptance of the social and economic principles of capitalism. It is the crux of this thesis that the tensions which affect the social, political and educational philosophies of Rousseau, Hegel and Dewey are the result of their failure to work out consistent communitarian solutions to the problems of modern capitalist-liberal society. (shrink)

In this thesis, Lived meaning is defined as meaning that is actually felt in our experiences. Through a research approach called dialogical semiogenetics, the study explored how this lived meaning emerges. ;In part I, the following three methodological orientations of semiogenetics are explicated through an examination of the notions of lived experience and lifeworld: to regard the constitution of meaning from an intersubjective perspective; to acknowledge the multiplicity and the historicity of lifeworlds of different individuals and societies; to recognize meaning (...) and experience as equiprimordial, as articulations of the world--each unable to be derived from the other. ;Next, related notions such as meaning systems, apthegms, and social and personal lifeworlds are introduced and reformulated; and three levels of semiogenetic analyses are explored. From the intersubjective-evolutionary perspective, all meaning systems and apothegms have origins in concrete and contextual lived meanings at some points in human history. ;Part 2 of this dissertation starts the semiogenetic analysis at the macroscopic level to identify and illustrate such apothegms, or higher-order meaning systems, of how we feel, think, or act. The meaning systems of body, language, domestication, writing, and religion are analyzed as apothegms of premodern origins in human history. Next, the Enlightenment-Scientific, the Romantic-Historical, and the Critical-Emancipatory apothegms are explicated. ;Part 3 of the study provides examples of semiogenetic analysis at the microscopic level, recapturing the genesis and development of lived meaning. The first example concerns the lived meaning of the mountain hike. It illustrates the various dimensions of the contextuality of the lived meaning. The second example, of a girl's experience of reading a book, highlights the genesis of lived meaning. The third example, of mountain climbing of a child with her parents, emphasize the pedagogical aspect in the intersubjective constitution of lived meaning. ;As a summary, a conceptual framework of semiogenetics is added. Semiogenetics is an attempt to see each concrete lived meaning in its particular contextuality and, at the same time, to relate it to the diverse lived meanings and meaning systems that have emerged in the entire human history. (shrink)

In partial fulfilment of the requirements for the degree of Master of Education in Philosophy of Education, Department of Educational Foundations.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy in Philosophy of Education, Department of Educational Foundations.

In partial fulfilment of the requirements for the degree of Master of Education in the History of Education, Department of Educational Foundations.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Elementary Education.

In partial fulfillment of the requirements for the degree of Doctor of Philosophy, Sociology of Education. Department of Educational Foundations.

In partial fulfillment of the requirements for the degree of Master of Education, Department of Industrial and vocational Education.

This thesis defends a version of feminist empiricism as the theoretical position best able to accommodate the critical and positive moods of feminist philosophy of science. Strong emphasis is given to the importance of narrative approaches to knowledge, especially to the need to interrogate the structure of existing knowledge claims in order to mount effective challenges to them. These central commitments are supported by a survey and critique of some of the central arguments of recent feminist approaches to epistemology and (...) philosophy of science. The strong association between the core values of science and its intrinsic masculinity is examined and rejected as historically and conceptually untenable. The shift toward communally based epistemologies is received with guarded optimism. If due care is taken in the description and assessment of the scientific community and its projects, and so long as individual autonomy and responsibility are preserved, then recognition of the influence of group mechanisms in the construction of knowledge will be a positive advance for feminist theory. It is argued that treating the knowledge-seeking process as an interactive one will be a cautious and effective way to proceed. The dismissal of "bad" science as a fringe phenomenon with no serious philosophical implications is seen as hasty. One component of feminist empiricism is its commitment to socially dictated norms governing science, so it must be willing to confront violations of norms. This confrontation is also attuned to the feminist empiricist affirmation that science must be regarded as a process deeply embedded in multiple social structures. (shrink)

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Secondary Education.

In partial fulfilment of the requirements for the degree of Master of Education, Department of Educational Foundations.

In partial fulfillment of the requirements for the degree of Master of Education in Philosophy of Education. Department of Educational Policy Studies.

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts, Department of Philosophy.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Educational Psychology.

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts, Department of Political Science.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, the Department of Secondary Education.

Title on spine: Tech. computer use & the pedagogy of writing.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Educational Administration.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Educational Foundations.

In partial fulfillment of the requirements for the degree of Master of Education, Department of Educational Psychology.

"thesis submitted to the Faculty of Graduate Studies and Research. In partial fulfillment of the requirements for the degree of Master of Nursing".

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts, Department of Philosophy.

In partial fulfilment of the requirements for the degree of Master of Education, Department of Secondary Education.

In partial fulfilment of the requirements for the degree of Master of Education in History of Education, Department of Educational Foundations.

This study concerns Bells's Theorem that there can be no Bell local hidden variables theory for the quantum spin correlation statistics generated by pairs of spacelike separated spin--1/2 particles in the singlet spin state. Since Bell's Theorem rests on two assumptions: hidden variables and Bell locality, Bell's Theorem leaves us with a dilemma. According to Bell's dilemma we are faced with a choice between the hidden variables assumption and the assumption of Bell locality. Most theorists accept Bell locality and call (...) the hidden variables assumption into question. ;After I have presented the general concept of a hidden variables theory and a variety of hidden variables strategies for quantum measurement statistics, I will present Bell's Theorem from both a theoretical and an experimental perspective. ;This study will then deal with three questions: Is Bell's Theorem an inevitable consequence of the use of classical probability theory in the analysis of quantum spin correlation measurement statistics? What is the relevance of Bell's Theorem to the realist/anti-realist debate? Is the standard view that quantum mechanics itself has no commitment to hidden variables correct? ;In discussing these questions, this study aims to shift the focus of the debate concerning Bell's Theorem away from the hidden variables assumption and onto the Bell locality assumption. (shrink)

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts, Department of Political Science.

In partial fulfilment of the requirements for the degree of Master of Education in the History of Education, Department of Educational Foundations.

In partial fulfilment of the requirements for the degree of Master of Education, Department of Educational Administration.

In partial fulfilment of the requirements for the degree of Master of Education in Philosophy of Education, Department of Educational Foundations.

A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts, Department of Anthropology.

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts, Department of Philosophy.

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts, Department of Physical Education and Sport Studies.

Title on spine: Analysis of Freire, Gramsci on adult education.

Any philosophy of science ought to have something to say about the nature of mathematics, especially an account like constructive empiricism in which mathematical concepts like model and isomorphism play a central role. This thesis is a contribution to the larger project of formulating a constructive empiricist account of mathematics. The philosophy of mathematics developed is fictionalist, with an anti-realist metaphysics. In the thesis, van Fraassen's constructive empiricism is defended and various accounts of mathematics are considered and rejected. Constructive empiricism (...) cannot be realist about abstract objects; it must reject even the realism advocated by otherwise ontologically restrained and epistemologically empiricist indispensability theorists. Indispensability arguments rely on the kind of inference to the best explanation the rejection of which is definitive of constructive empiricism. On the other hand, formalist and logicist anti-realist positions are also shown to be untenable. It is argued that a constructive empiricist philosophy of mathematics must be fictionalist. Borrowing and developing elements from both Philip Kitcher's constructive naturalism and Kendall Walton's theory of fiction, the account of mathematics advanced treats mathematics as a collection of stories told about an ideal agent and mathematical objects as fictions. The account explains what true portions of mathematics are about and why mathematics is useful, even while it is a story about an ideal agent operating in an ideal world; it connects theory and practice in mathematics with human experience of the phenomenal world. At the same time, the make-believe and game-playing aspects of the theory show how we can make sense of mathematics as fiction, as stories, without either undermining that explanation or being forced to accept abstract mathematical objects into our ontology. All of this occurs within the framework that constructive empiricism itself provides the epistemological limitations it mandates, the semantic view of theories, and an emphasis on the pragmatic dimension of our theories, our explanations, and of our relation to the language we use. (shrink)

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Comparative Literature.

In partial fulfillment of the requirements for the degree of Doctor of Philosophy. Department of Secondary Education.

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts, Department of Philosophy.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, the Department of Secondary Education.

In partial fulfilment of the requirements for the degree of Master of Education in Counselling, Department of Educational Psychology.

In partial fulfillment of the requirements for the degree of Master of Education, Department of Industrial and Vocational Education.

In partial fulfillment of the requirements for the degree of Ph.D., Department of Secondary Education.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy. Department of Physical Education.

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of English.

In partial fulfillment of the requirements for the degree of Doctor of Philosophy. Department of Educational Policy Studies and Anthropology.

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts, Department of Philosophy.

The ancient Greeks were obsessed with the stability of various parts of their world: the ultimate stability of the cosmos, the stability of virtue and the stability of health. They postulated a number of mechanisms which were meant to explain how stability was to be achieved or maintained at the various levels of the cosmos. One such explanatory mechanism was that the underlying structure of phenomena--the proportionate blending or regulation of their parts--accounted for their dynamic or static equilibrium. ;In this (...) thesis two different kinds of proportion that were common in ancient explanations of phenomena are examined: isonomic proportion and harmonic proportion. Isonomic proportion , which was most commonly used in theories which made use of physical opposites, described and helped maintain the stability between opposites of equal strength or quantity. ;Harmonic or musical proportion , was used primarily in theories which made use of opposites that were not equal to one another . The opposites in this sort of union were brought together in such a way that one in the pair was preponderant, or one was clearly conceived as the ruler over the other. In such a relationship, there was no obvious mechanism internal to the harmonic structure that could account for the desired stability. ;It is argued that the Greeks relied on the belief of the inherent stability of number to account for the stability of harmonic structures. After background analyses of both the types of opposites employed in Greek natural philosophy as well as how value was connected to polarity, and the importance and influence of Pythagorean conceptions of number and musical proportion, there is an in depth consideration of the use of both isonomic and harmonic ratios in Greek theories of the body, the soul and the cosmos. In the final section the question of stability is directly treated. There both dynamic and static unions, the supposed inherent stability of numerical ratios, and the Greeks' use of analogy and presupposition to account for and safeguard the stability of their world are considered. (shrink)

"A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts in religious studies, Department of Comparative Literature, Religion and Film/Media Studies.".

A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts, Department of Anthropology.

According to some approaches to contract law, the criteria by which the existence and extent of contractual obligation is to be determined reside within the act of contracting itself. Such approaches are internalist and content-independent. Other approaches claim that contractual obligation arises only where the content of a contract is consistent with a principle of contractual obligation which stands independently of and prior to particular contracts. Such approaches are content-dependent and externalist. The principal theories of contract are either internalist and (...) content-independent or externalist and content-dependent. ;This thesis is concerned to argue that externalist content-dependent theories of contract are implausible. It is argued that contract should be conceived of as a modus vivendi: The criteria for the determination of contractual obligation are to be specified by communities as a way of settling issues which they would settle by appeal to external content-dependent standards if they could, but which they settle by internal content-independent standards because that is the only option available to them. ;Once the status of contract as a modus vivendi is appreciated, we can see that many of the specific criticisms of internalist content-independent accounts of contract can be met. One such criticism claims that internalist content-independent accounts cannot recognise the importance of the externalist concerns which are at issue in contractual adjudication. But the conception of contract as a modus vivendi is able to recognise the significance of such concerns, while retaining its status as internalist and content-independent. An immediate consequence of this feature of the conception is that it at once disarms many of the critics of internalist accounts of contract and removes much of the motivation for their critique. ;A number of leading theories of contract are examined in light of the distinction between internalist content-independent and externalist content-dependent conceptions of contract and the idea of contract as a modus vivendi. These perspectives show those theories to be inadequate. Though many common criticisms of will theory are misplaced, the theory relies upon an account of contractual language which cannot be sustained. Randy Barnett's consent theory of contract has much in common with the account of contract defended in this study, but Barnett ends up relying too directly upon an underlying moral theory, so that this account is ultimately vulnerable to the same objection both he and his study run against externalist theories. Similarly Charles Fried's defence of the promise theory of contract relies directly upon a particular moral theory for which Fried does not argue. Patrick Atiyah's admissions theory of promise is externalist and content-dependent, but in order to meet objections to this theory based upon features of contract doctrine, Atiyah resorts to a number of arguments which in fact undercut his own position; they are arguments for an internalist content-independent account of contract. ;The study, then, is concerned to present an account of contract as a modus vivendi and to show how that account allows us to satisfy both our belief in the importance of externalist concerns in determinations of contractual obligation and our need to make such determinations given that we cannot do so by direct appeal to such externalist concerns. (shrink)

In partial fulfilment of the requirements for the degree of Master of Education in History of Education, Department of Educational Foundations.

"A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Comparative Literature.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Secondary Education.

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts, Department of Philosophy.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Educational Foundations.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Secondary Education.

Contrary to the "received" view that only natural law theorists can account for the normativity of law, in Part I of the thesis I argue that the issue of normativity does not even arise for natural law theory. It is an issue, however, for legal positivists. ;The main content of the thesis is my critical examination of three legal positivist accounts of the normativity of law, those of Kelsen, Hart and Raz. Through analyzing Kelsen's conception of juristic normativity, I argue (...) in Part II that Kantian transcendental methodology may help Kelsen overcome the traditional jurisprudential dichotomy of fact and value, but it may also lead his theory to go beyond the boundary of legal positivism and force us to investigate the justificatory foundation of the normative force of law. In Part III, through examining Hart's conception of social normativity, I argue that while Hart's account of social normativity has its advantage of explaining the obligatory nature of law, it may force us beyond positivism to search for the moral or political foundation of the normativity of law. By discussing Raz's conception of practical normativity, I argue that while Raz's account has advanced our understanding of the normative nature of law, several basic theses constituting Raz's account are not really compatible with the central doctrine of his exclusive version of legal positivism. ;In conclusion, I suggest that the common problems explored in Kelsen's, Hart's and Raz's theories of the normativity of law are essentially associated with an unwarranted assumption of legal positivism, i.e., that the normativity of law can be and should be understood only in terms of the source of law as a social fact within an analytic jurisprudential inquiry. I further suggest that an adequate explanation of the normativity of law requires us to go beyond this assumption and to establish a higher social theory of law, a theory which can offer an intelligible explanation and justification of why law as a social fact must have its normative force in social practice. (shrink)

In partial fulfilment of the requirements for the degree of Doctor of Philosophy of Education, Department of Educational Foundations.

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts, Department of English.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy in Counselling Psychology, Department of Educational Psychology.

In partial fulfilment of the requirements for the degree of Master of Education in Counselling Psychology, Department of Educational Psychology.

A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts, Dept. of Philosophy.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Educational Foundations.

In partial fulfillment of the requirements for the degree of Master of Education, Department of Secondary Education.

In partial fulfillment of the requirements for the degree of Doctor of Philosophy in Special Education, Department of Educational Psychology.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy in the Philosophy of Education, Department of Educational Foundations.

In partial fulfilment of the requirements for the degree of Master of Education, Department of Educational Psychology.

"A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts in Recreation and Leisure Studies, Department of Physical Education and Recreation".

Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Science, Department of Philosophy.

In partial fulfillment of the requirements for the degree of Master of Education in Sociology of Education. Department of Educational Foundations.

In partial fulfillment of the requirements for the degree of Doctor of Philosophy in Counselling Psychology. Department of Educational Psychology.

In partial fulfilment of the requirements for the Degree of Doctor of Philosophy. Department of Secondary Education.

In partial fulfilment of the requirements for the degree of Master of Education in Philosophy of Education, Department of Educational Foundations.

In partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Educational Psychology.

A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts, Dept. of Sociology, University of Alberta.