ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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- All Subjects: philosophy
- Creators: Doody, John
- Creators: Cundiff, Caroline Rose
Description
The Enlightenment era in the West is traditionally referred to as the “Age of Reason” and the cradle of liberalism, which has been perhaps the dominant political ideology in the West since the eighteenth century. Philosophers such as John Locke and John Stuart Mill are credited with developing liberalism and their theories continue to be studied in terms of liberty, the social contract theory, and empiricism. While liberalism is heralded as a societal advancement in the field of philosophy, some thinkers’ actions were not consistent with their written principles. This essay investigates how John Locke was involved in the creation and perpetuation of slavery in North America, but later crafted and endorsed more liberal ideologies in his writings. This dual nature of Locke has a prominent place in academia and scholarly research. Many try to address the contradictory nature of Locke by looking to the location he had in mind when crafting his philosophies, specifically those concerning the state of nature, slavery, property rights, and empiricism. While some concepts, like slavery, seem to find him contemplating only English citizens, Locke’s reference to Indigenous Americans in his philosophical works supports the argument that the philosopher’s ideology was not necessarily written exclusively for English application. By analyzing Locke’s philosophy and his economic involvement in the Carolina colony through a postcolonial theoretical framework, this essay aims to understand the Eurocentrism of Locke and how his philosophy was applied differently across borders. Using postcolonial theory, this thesis concludes Locke was a colonialist and Western author who portrayed non-European cultures, practices, and experiences for European consumption and application.
ContributorsCundiff, Caroline Rose (Author) / O'Donnell, Catherine (Thesis advisor) / Wright, Johnson (Committee member) / Barth, Jonathan (Committee member) / Arizona State University (Publisher)
Created2021
Description
Political and educational institutions inevitably shape one another. When the telos, the end for the sake of which a thing exists, of either is incompatible with the other, tension inevitably mounts. One of the significant sources of friction which prevents both governmental institutions and educational institutions from effectively functioning is the way in which their teloi are at odds. The political philosophy which shaped the United States comes in no small part from John Locke, but the country could not and should not attempt to implement his educational theories. I argue that attempts to do so are disastrous, and that it would ultimately be better to have pedagogical truths shape political mechanisms. I end by offering a detailed examination of two ancient sources for better educational approaches, both found in the Socratic dialogues of Plato.
ContributorsLasser, Jesse Alfred (Author) / Doody, John (Thesis advisor) / Wright, Johnson (Thesis advisor) / Carrese, Paul (Committee member) / Arizona State University (Publisher)
Created2022
Description
There has been a recent change in education. Teachers face behavioral challenges inthe classroom that continue to increase. Students no longer show respect for teachers simply
because they are the authority in the classroom. The need for change is evident. But the
answer to what needs to change was fist articulated in the late eighteen hundreds through the
work of Friedrich Nietzsche. Nietzsche is one of the first thinkers to articulate the effect that
civilization had on man’s psyche and speaks to the internalization of his instincts. Further
thinkers such as Sigmund Freud and Carl Jung add to the understanding around what is
named the unconscious and help readers to understand its importance. The missing link in
education then is the failure to recognize and respond appropriately to this aspect of
students so that they become whole in themselves and develop into true individuals.
ContributorsMueller, Kirah (Author) / Doody, John (Thesis advisor) / Wright, Kent (Thesis advisor) / Bolmarcich, Sarah (Committee member) / Arizona State University (Publisher)
Created2023
Description
Aristotle’s great work, Nicomachean Ethics, presents a complex and sometimes overwhelming account of ethical virtue and the perfected nature of man. However, if one looks at the conflict inherent in ordering oneself to a telos, such as the pursuit of happiness or eudaimonia in Aristotle’s terms, then the prospect of sharing in or attaining Aristotelian virtue becomes less overwhelming and perhaps even inspiring for modern readers.
ContributorsSmith, Meredith Mae (Author) / Zuckert, Catherine (Thesis advisor) / German, Zachary (Thesis advisor) / Doody, John (Committee member) / Arizona State University (Publisher)
Created2023