Concerning Marya Schechtman’s narrative account
- Authors: Simuja, Clement
- Date: 2021-10-29
- Subjects: Schechtman, Marya, 1960- Criticism and interpretation , Narrative inquiry (Research method) , Identity (Psychology) , Identity (Philosophical concept) , Self , Individuality
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190748 , vital:45024
- Description: The persistence of personal identity stands at the heart of many human practices, such as paying individuals for their work or holding people responsible for their actions. As such, it seems important that theories of personal identity are able to account for the practical implications of continuity of personal identity. Mindful of the practical importance of personal identity, Marya Schechtman (1994) argues that her narrative view only accounts for the four features that persons must possess. Any account of personal identity is supposed to make persons capable of possessing these features. She then posits her narrative self-constitution view as an account of personal identity she feels is capable of explaining the link between personal identity and certain features of persons. In this thesis project, I present how the narrative views, as described by Schechtman and others, are interpretive enterprises and that this leads them to a potentially devastating conclusion. The narratives must be constructed from something, and I argue that it is memory. But empirical facts about memory do not allow for it to persist in a quantitative way, but rather in a qualitative way, much like persons. Upon making this argument, I further argue that if mainstream psychological views is correct, this reduces the persistence of memory to resemblance relations. And memory is the building blocks of narrative. If this is the case, then narrative is also reduced to resemblance relations. Narrative, therefore, does not persist through time in a non-qualitative way, and one is better off accepting a psychological theory by virtue of parsimony. Ultimately, I argue that Schechtman and narrative theorists may save narrative views by adopting what I call as a ‘causal narrative view’. A causal narrative view will encapsulate all of the relevant features of the typical narrative view, including the emphasis on construction, but will also add the addendum that narrative states must be placed in a causal relation to each other. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Simuja, Clement
- Date: 2021-10-29
- Subjects: Schechtman, Marya, 1960- Criticism and interpretation , Narrative inquiry (Research method) , Identity (Psychology) , Identity (Philosophical concept) , Self , Individuality
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190748 , vital:45024
- Description: The persistence of personal identity stands at the heart of many human practices, such as paying individuals for their work or holding people responsible for their actions. As such, it seems important that theories of personal identity are able to account for the practical implications of continuity of personal identity. Mindful of the practical importance of personal identity, Marya Schechtman (1994) argues that her narrative view only accounts for the four features that persons must possess. Any account of personal identity is supposed to make persons capable of possessing these features. She then posits her narrative self-constitution view as an account of personal identity she feels is capable of explaining the link between personal identity and certain features of persons. In this thesis project, I present how the narrative views, as described by Schechtman and others, are interpretive enterprises and that this leads them to a potentially devastating conclusion. The narratives must be constructed from something, and I argue that it is memory. But empirical facts about memory do not allow for it to persist in a quantitative way, but rather in a qualitative way, much like persons. Upon making this argument, I further argue that if mainstream psychological views is correct, this reduces the persistence of memory to resemblance relations. And memory is the building blocks of narrative. If this is the case, then narrative is also reduced to resemblance relations. Narrative, therefore, does not persist through time in a non-qualitative way, and one is better off accepting a psychological theory by virtue of parsimony. Ultimately, I argue that Schechtman and narrative theorists may save narrative views by adopting what I call as a ‘causal narrative view’. A causal narrative view will encapsulate all of the relevant features of the typical narrative view, including the emphasis on construction, but will also add the addendum that narrative states must be placed in a causal relation to each other. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Date Issued: 2021-10-29
Self-inquiry: Comparing Plato and Patanjali
- Authors: Coughlan, Daniel Michael
- Date: 2021-10
- Subjects: Plato , Patañjali , Self , Identity (Philosophical concept) , Comparison (Philosophy) , Justification (Theory of knowledge)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190066 , vital:44960
- Description: At its most effective my research hopes to re-affirm the central value and importance of self-inquiry. That is, I hope to echo the familiar call of the wise to know thyself. Of the many mouths and temple walls that have lent authority to this precept there is perhaps no mouth more important than one’s own. To know thyself is the task and responsibility of the individual. In order to arrive at the point where I can re-affirm its value I explore the nature of self-inquiry with the help of Plato, Patanjali and a comparison between them. I propose two general senses in which we might understand self-inquiry and seek to bring out the core problems faced by each. We find an account of these two senses and the relationship between them in both Plato and Patanjali, so too, though less obviously, in the comparison between them. The comparison provides the opportunity for reflecting on the ground that it moves from and depends on, the common ground we assume between the two compared philosophers/ies. I contend that this ground is ultimately the comparer, one’s self. The consequence is that the comparative project and the project of self-inquiry both meet and are mutually beneficial. The three together; Plato, Patanjali, and the comparison between them help us account for nature of self-inquiry in helping us to better understand the relationship between the two senses in which we can come to understand and think about it. In the first sense, self-inquiry is cast as the examination of one’s life. In the second sense, we are invited to consider the possibility of an unmediated knowing of the examiner, an unmediated self-knowing. With a better understanding of what self-inquiry is I stand to conclude by re-affirming its value. , Thesis (MPhil) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Date Issued: 2021-10
- Authors: Coughlan, Daniel Michael
- Date: 2021-10
- Subjects: Plato , Patañjali , Self , Identity (Philosophical concept) , Comparison (Philosophy) , Justification (Theory of knowledge)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190066 , vital:44960
- Description: At its most effective my research hopes to re-affirm the central value and importance of self-inquiry. That is, I hope to echo the familiar call of the wise to know thyself. Of the many mouths and temple walls that have lent authority to this precept there is perhaps no mouth more important than one’s own. To know thyself is the task and responsibility of the individual. In order to arrive at the point where I can re-affirm its value I explore the nature of self-inquiry with the help of Plato, Patanjali and a comparison between them. I propose two general senses in which we might understand self-inquiry and seek to bring out the core problems faced by each. We find an account of these two senses and the relationship between them in both Plato and Patanjali, so too, though less obviously, in the comparison between them. The comparison provides the opportunity for reflecting on the ground that it moves from and depends on, the common ground we assume between the two compared philosophers/ies. I contend that this ground is ultimately the comparer, one’s self. The consequence is that the comparative project and the project of self-inquiry both meet and are mutually beneficial. The three together; Plato, Patanjali, and the comparison between them help us account for nature of self-inquiry in helping us to better understand the relationship between the two senses in which we can come to understand and think about it. In the first sense, self-inquiry is cast as the examination of one’s life. In the second sense, we are invited to consider the possibility of an unmediated knowing of the examiner, an unmediated self-knowing. With a better understanding of what self-inquiry is I stand to conclude by re-affirming its value. , Thesis (MPhil) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Date Issued: 2021-10
A micro-ethnography: exploring relations between Somali and South African traders in Clarehill, Cape Town
- Authors: Solomon, Kelly Michelle
- Date: 2018
- Subjects: Immigrants South Africa , Immigrants Social conditions , Xenophobia South Africa , Social capital (Sociology) South Africa , Somalis Migrations , Identity (Philosophical concept) , South Africa Race relations
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/61277 , vital:27999 , https://doi.org/10.21504/10962/61277
- Description: Xenophobia has become a dominant narrative in contemporary South Africa. In this thesis, I hone in on a micro, informal economic market that functions cohesively and convivially with both South African and Somali transmigrant traders in it. Religion is one of the key ways through which migrants are able to access social networks and social capital. Islam, the dominant practised religion in the market, thus forms a foundation for strong, emotionally supportive, caring relationships between Somali transmigrants and South Africans The relationships between South African traders and Somali transmigrants are mutually constitutive, as they lean on one another for stability during a time that is unstable for both groups. The closeness of their relationships is evident through the way in which they tease and joke with one another, and the many ways in which they offer intangible support to each other. This thesis illustrates that despite the dominant xenophobic narrative, a close social kinship is formed in the Roelof Street market between South Africans and Somali transmigrants.
- Full Text:
- Date Issued: 2018
- Authors: Solomon, Kelly Michelle
- Date: 2018
- Subjects: Immigrants South Africa , Immigrants Social conditions , Xenophobia South Africa , Social capital (Sociology) South Africa , Somalis Migrations , Identity (Philosophical concept) , South Africa Race relations
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/61277 , vital:27999 , https://doi.org/10.21504/10962/61277
- Description: Xenophobia has become a dominant narrative in contemporary South Africa. In this thesis, I hone in on a micro, informal economic market that functions cohesively and convivially with both South African and Somali transmigrant traders in it. Religion is one of the key ways through which migrants are able to access social networks and social capital. Islam, the dominant practised religion in the market, thus forms a foundation for strong, emotionally supportive, caring relationships between Somali transmigrants and South Africans The relationships between South African traders and Somali transmigrants are mutually constitutive, as they lean on one another for stability during a time that is unstable for both groups. The closeness of their relationships is evident through the way in which they tease and joke with one another, and the many ways in which they offer intangible support to each other. This thesis illustrates that despite the dominant xenophobic narrative, a close social kinship is formed in the Roelof Street market between South Africans and Somali transmigrants.
- Full Text:
- Date Issued: 2018
'Underground' hip hop and rock music scenes in East London: exploring identity and authenticity, c1994 - 2010
- Mtshemla, Sinazo https://orcid.org/0000-0003-4057-5637
- Authors: Mtshemla, Sinazo https://orcid.org/0000-0003-4057-5637
- Date: 2014-01
- Subjects: Identity (Philosophical concept) , Rap (Music)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/25195 , vital:63993
- Description: This study explores how through music discourses and representations of identity and authenticity are articulated through a reading of hip hop and rock music scenes in post-apartheid East London. I have read through interviews, spaces where performances occur and material culture associated with the artists, of musicians moving between ideas of resistance to the mainstream as well as conforming in their representations of identity. The tensions aroused by these underground music scenes in my study ran between resistance and conforming narratives in relation to how musicians express how they make sense of identity and authenticity in the changing post-apartheid landscape. Therefore the complex readings of identity derived from the study showed how contradictory music allows one to be. Further the study found that the assertions about race, ethnicity and identity were often more subtle and contradictory at times, which warranted one to pay closer attention to these music scenes. Inasmuch as musicians attempted to move out of the mainstream by placing themselves in an alternative positioning, they remained limited to ‘authentic’ articulations of identity, where race remained either ‘invisibly’ white or problematically ‘native’ as centres of authentic representation. Moreover the study was able to show the anxieties and tensions around citizenship, identity and belonging. , Thesis (MA) -- Faculty of Social Sciences and Humanities, 2014
- Full Text:
- Date Issued: 2014-01
- Authors: Mtshemla, Sinazo https://orcid.org/0000-0003-4057-5637
- Date: 2014-01
- Subjects: Identity (Philosophical concept) , Rap (Music)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/25195 , vital:63993
- Description: This study explores how through music discourses and representations of identity and authenticity are articulated through a reading of hip hop and rock music scenes in post-apartheid East London. I have read through interviews, spaces where performances occur and material culture associated with the artists, of musicians moving between ideas of resistance to the mainstream as well as conforming in their representations of identity. The tensions aroused by these underground music scenes in my study ran between resistance and conforming narratives in relation to how musicians express how they make sense of identity and authenticity in the changing post-apartheid landscape. Therefore the complex readings of identity derived from the study showed how contradictory music allows one to be. Further the study found that the assertions about race, ethnicity and identity were often more subtle and contradictory at times, which warranted one to pay closer attention to these music scenes. Inasmuch as musicians attempted to move out of the mainstream by placing themselves in an alternative positioning, they remained limited to ‘authentic’ articulations of identity, where race remained either ‘invisibly’ white or problematically ‘native’ as centres of authentic representation. Moreover the study was able to show the anxieties and tensions around citizenship, identity and belonging. , Thesis (MA) -- Faculty of Social Sciences and Humanities, 2014
- Full Text:
- Date Issued: 2014-01
Foundation phase teachers' continuous professional development
- Authors: Gallant, Reinhold Justin
- Date: 2012
- Subjects: Foundation phase , Education, Higher , Identity (Philosophical concept) , Career development , Teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9448 , http://hdl.handle.net/10948/d1007898 , Foundation phase , Education, Higher , Identity (Philosophical concept) , Career development , Teachers
- Description: This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.
- Full Text:
- Date Issued: 2012
- Authors: Gallant, Reinhold Justin
- Date: 2012
- Subjects: Foundation phase , Education, Higher , Identity (Philosophical concept) , Career development , Teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9448 , http://hdl.handle.net/10948/d1007898 , Foundation phase , Education, Higher , Identity (Philosophical concept) , Career development , Teachers
- Description: This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.
- Full Text:
- Date Issued: 2012
Self-perceived professional identity of pharmacy educators
- Authors: Burton, Susan
- Date: 2012
- Subjects: Academic identity , Communities of practice , Identity (Philosophical concept) , Pharmacy -- Study and teaching , Pharmacy
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10139 , http://hdl.handle.net/10948/d1008352 , Academic identity , Communities of practice , Identity (Philosophical concept) , Pharmacy -- Study and teaching , Pharmacy
- Description: The philosophy of pharmaceutical care, which defines a patient-centred approach to practice, has been embraced and upheld by national and international pharmaceutical organisations for two decades. However, pharmacists have been slow to change their practice and implement a pharmaceutical care approach. It has been suggested that amongst other factors, short-comings in pharmaceutical education have contributed to this reluctance of the profession to transform practice. Efforts to address these short-comings in pharmaceutical education have focused on the curriculum and pedagogic practices, and not on the pharmacy educators themselves. Palmer (1998) asserts that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”. In essence, "we teach who we are" and good teachers have one common trait: “a strong sense of personal identity that infuses their work”. This study identified, described and analysed the self-perceived professional identities of pharmacy educators within the South African context. This included ascertaining factors and contexts which contributed to participants’ self-perception of their professional identity. In an effort to understand the influence the educators have on practice and on changing practice and vice-versa, the attitudes, beliefs and behaviours of participants regarding the philosophy and practice of pharmaceutical care, and pharmaceutical education were also explored. Situated within a constructivist-interpretive, qualitative paradigm and making use of methodological triangulation, this study was conducted in three phases, each employing a different qualitative method to collect data. The first phase made use of narrative analysis to gain an in-depth understanding of pharmacy educators’ perceived professional identities and to explore how their experiences, across various contexts, have formed their professional identities. In-depth individual narrative interviews were used to provide a forum in which the participants could reflect upon and tell their professional life-story. This phase of the study also made use of the exploration of metaphors to further investigate the participants’ professional identity and, more particularly, their images of themselves as “teacher” and role model for students. A maximum variation, purposeful sampling approach was used to recruit eight pharmacy academics - one from each school or faculty of pharmacy in South Africa, as participants in this phase of the study. The second and third phases explored more widely, the insights gained from the first phase and the formation of professional identity, attitudes, beliefs and practices of pharmacy educators in South Africa. Two focus groups were employed during the second phase and the study sample was broadened to include a further ten pharmacy educators. In the third phase, a purpose-designed, qualitative questionnaire was used to extend the study sample to all pharmacy educators in South Africa. A convenience sampling approach was used in both the second and third phases of the study. Thematic analysis and interpretation of the narrative interview and focus group transcripts and the questionnaire responses were conducted using qualitative data analysis software – Atlas.ti®. A multiplicity of self-perceived professional identities was described. However, all of these were multi-faceted and could be situated on a continuum between pharmacist identity on one end and academic identity on the other. In addition, six key determinants were recognised as underpinning the participants’ self-perception of their professional identity. These included three structural determinants: expected role; knowledge base; and practice, and three determinants relating to the emotional dimensions and agency of professional identity: professional status; passions; and satisfiers. The professional identity of the participants had been formed through membership of multiple pharmacy-related communities of practice and continued to be sustained through a nexus of multi-membership. There was extensive support by the participants for the concept of pharmaceutical care; however, it did not impact extensively on their role as pharmacy educators. Furthermore, many expressed concern around the use of the term ‘pharmaceutical care’: its definition; its lack of penetration into, and implementation within the practice environment; and even its relevance to the South African healthcare context. Many of the participants perceived the professional development of future pharmacists to be integral to their role as educators, and was often their source of greatest professional satisfaction. However, concern was also expressed at the dissonance that students were perceived to experience, sometimes, because of the incongruities that they are taught and what they experience in practice. This study has afforded pharmacy educators in South Africa an opportunity to understand better “who” they are as professionals, and to reflect on their role as educators and as role models for future pharmacist. Moreover, the findings contribute to a collective understanding of the professional identity of pharmacy educators and socialisation of pharmacy students into the profession. The insights and recommendations emerging from the study have the potential to make academic pharmacy a more attractive career choice which may have positive implications for the future attraction and retention of pharmacists to academic posts within universities.
- Full Text:
- Date Issued: 2012
- Authors: Burton, Susan
- Date: 2012
- Subjects: Academic identity , Communities of practice , Identity (Philosophical concept) , Pharmacy -- Study and teaching , Pharmacy
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10139 , http://hdl.handle.net/10948/d1008352 , Academic identity , Communities of practice , Identity (Philosophical concept) , Pharmacy -- Study and teaching , Pharmacy
- Description: The philosophy of pharmaceutical care, which defines a patient-centred approach to practice, has been embraced and upheld by national and international pharmaceutical organisations for two decades. However, pharmacists have been slow to change their practice and implement a pharmaceutical care approach. It has been suggested that amongst other factors, short-comings in pharmaceutical education have contributed to this reluctance of the profession to transform practice. Efforts to address these short-comings in pharmaceutical education have focused on the curriculum and pedagogic practices, and not on the pharmacy educators themselves. Palmer (1998) asserts that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”. In essence, "we teach who we are" and good teachers have one common trait: “a strong sense of personal identity that infuses their work”. This study identified, described and analysed the self-perceived professional identities of pharmacy educators within the South African context. This included ascertaining factors and contexts which contributed to participants’ self-perception of their professional identity. In an effort to understand the influence the educators have on practice and on changing practice and vice-versa, the attitudes, beliefs and behaviours of participants regarding the philosophy and practice of pharmaceutical care, and pharmaceutical education were also explored. Situated within a constructivist-interpretive, qualitative paradigm and making use of methodological triangulation, this study was conducted in three phases, each employing a different qualitative method to collect data. The first phase made use of narrative analysis to gain an in-depth understanding of pharmacy educators’ perceived professional identities and to explore how their experiences, across various contexts, have formed their professional identities. In-depth individual narrative interviews were used to provide a forum in which the participants could reflect upon and tell their professional life-story. This phase of the study also made use of the exploration of metaphors to further investigate the participants’ professional identity and, more particularly, their images of themselves as “teacher” and role model for students. A maximum variation, purposeful sampling approach was used to recruit eight pharmacy academics - one from each school or faculty of pharmacy in South Africa, as participants in this phase of the study. The second and third phases explored more widely, the insights gained from the first phase and the formation of professional identity, attitudes, beliefs and practices of pharmacy educators in South Africa. Two focus groups were employed during the second phase and the study sample was broadened to include a further ten pharmacy educators. In the third phase, a purpose-designed, qualitative questionnaire was used to extend the study sample to all pharmacy educators in South Africa. A convenience sampling approach was used in both the second and third phases of the study. Thematic analysis and interpretation of the narrative interview and focus group transcripts and the questionnaire responses were conducted using qualitative data analysis software – Atlas.ti®. A multiplicity of self-perceived professional identities was described. However, all of these were multi-faceted and could be situated on a continuum between pharmacist identity on one end and academic identity on the other. In addition, six key determinants were recognised as underpinning the participants’ self-perception of their professional identity. These included three structural determinants: expected role; knowledge base; and practice, and three determinants relating to the emotional dimensions and agency of professional identity: professional status; passions; and satisfiers. The professional identity of the participants had been formed through membership of multiple pharmacy-related communities of practice and continued to be sustained through a nexus of multi-membership. There was extensive support by the participants for the concept of pharmaceutical care; however, it did not impact extensively on their role as pharmacy educators. Furthermore, many expressed concern around the use of the term ‘pharmaceutical care’: its definition; its lack of penetration into, and implementation within the practice environment; and even its relevance to the South African healthcare context. Many of the participants perceived the professional development of future pharmacists to be integral to their role as educators, and was often their source of greatest professional satisfaction. However, concern was also expressed at the dissonance that students were perceived to experience, sometimes, because of the incongruities that they are taught and what they experience in practice. This study has afforded pharmacy educators in South Africa an opportunity to understand better “who” they are as professionals, and to reflect on their role as educators and as role models for future pharmacist. Moreover, the findings contribute to a collective understanding of the professional identity of pharmacy educators and socialisation of pharmacy students into the profession. The insights and recommendations emerging from the study have the potential to make academic pharmacy a more attractive career choice which may have positive implications for the future attraction and retention of pharmacists to academic posts within universities.
- Full Text:
- Date Issued: 2012
The nature of a self
- Authors: Le Chat, Gavin John
- Date: 1978 , 2013-10-17
- Subjects: Self , Identity (Philosophical concept) , Dualism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2737 , http://hdl.handle.net/10962/d1006916 , Self , Identity (Philosophical concept) , Dualism
- Description: The purpose of this thesis is to demonstrate just what kind of entity a self or person is (p. 1). , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 1978
- Authors: Le Chat, Gavin John
- Date: 1978 , 2013-10-17
- Subjects: Self , Identity (Philosophical concept) , Dualism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2737 , http://hdl.handle.net/10962/d1006916 , Self , Identity (Philosophical concept) , Dualism
- Description: The purpose of this thesis is to demonstrate just what kind of entity a self or person is (p. 1). , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 1978
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