In light of the long-lived, on-going debate surrounding the Aristotelian doctrines of prime matter and the four simple bodies (or 'elements'), the general message of this thesis is surprising: that Aristotle's theory is centred on neither. I argue that Aristotle does in fact have a substantial prime matter, but not the single, featureless, immutable prime matter of tradition.

The chronology of the Late Bronze and Early Iron Age Near East is currently a topic of intense scholarly debate. The conventional/orthodox chronology for this period has been assembled over the past one-two centuries using information from King-lists, royal annals and administrative documents, primarily those from the Great Kingdoms of Egypt, Assyria and Babylonia. This major enterprise has resulted in what can best be described as an extremely complex but little understood jigsaw puzzle composed of a multiplicity of loosely connected (...) data. I argue in my thesis that this conventional chronology is fundamentally wrong, and that Egyptian New Kingdom (Memphite) dates should be lowered by 200 years to match historical actuality. This chronological adjustment is achieved in two stages: first, the removal of precisely 85 years of absolute Assyrian chronology from between the reigns of Shalmaneser II and Ashur-dan II; and second, the downward displacement of Egyptian Memphite dates relative to LBA Assyrian chronology by a further 115 years. Moreover, I rely upon Kuhnian epistemology to structure this alternate chronology so as to make it methodologically superior to the conventional chronology in terms of historical accuracy, precision, consistency and testability. (shrink)

This thesis aims to show that Coleridge's thinking about science was inseparable from and influenced by his social and political concerns. During his lifetime, science was undergoing a major transition from mechanistic to dynamical modes of explanation. Coleridge's views on natural philosophy reflect this change. As a young man, in the mid-1790s, he embraced the mechanistic philosophy of Necessitarianism, especially in his psychology. In the early 1800s, however, he began to condemn the ideas to which he had previously been attracted. (...) While there were technical, philosophical and religious reasons for this turnabout, there were also major political ones. For he repeatedly complained that the prevailing 'mechanical philosophy' of the period bolstered emerging liberal and Utilitarian philosophies based ultimately on self-interest. To combat the 'commercial' ideology of early nineteenth century Britain, he accordingly advocated an alternative, 'dynamic' view of nature, derived from German Idealism. I argue that Coleridge championed this 'dynamic philosophy' because it sustained his own conservative politics, grounded ultimately on the view that states possess an intrinsic unity, so are not the product of individualistic self-interest. (shrink)

This thesis undertakes a description and analysis of the way in which Australian higher education students perform roles through the use of online role-play systems at the University of Melbourne. It includes a description of two case studies: DRALE Online, developed in 1997, and The Campaign, developed in 2003. The research undertakes a detailed study of The Campaign, using empirical data derived from classroom observations, online communications, and semi-structured interviews. It undertakes a qualitative analysis of these data using an interpretive (...) approach informed by models drawn from social theory and sociotechnical theory. Educational authors argue that online educational role-plays engage students in authentic learning, and represent an improvement over didactic teaching strategies. According to this literature, online role-play systems afford students the opportunity of acting and doing instead of only reading and listening. Literature in social theory and social studies of technology takes a different view of certain concepts such as performance, identity and reality. Models such as actor-network theory ask us to consider all actors in the sociotechnical network in order to understand how society and technology are related. This thesis examines these concepts by addressing a series of research questions, such as how students become engaged with identities, how identities are mediated, and the extent to which roles in these role-plays are shaped by the system, the scenario, and the agency of the actors themselves. (shrink)

The mirror, central to traditional Western epistemology and representation, has shattered. Yet its metaphors, mechanisms, operations and poetics continue to powerfully shape and evocatively describe, contemporary Western culture. The exhibition, After Reflection, investigates realist representation in a post-mirror paradigm, through paintings, prints and projections that incorporate perceptual plays, virtual imaging and digital modeling. The dissertation charts the history of the mirror metaphor and its reconfiguration through post-modernity. It suggests that while the metaphor may be superceded it remains useful and evocative (...) but only if considered in the form of a mirror-ball rather than as a planar mirror. The dissertation examines the mirror metaphor and its relationship to a wide selection of aspects crucial to the arrangement of contemporary Western culture, art and space. (shrink)

This dissertation explores perceived contradictions and mismatches through a phenomenological, poetic and individual approach to language as a means of expanding rather than contracting concepts, specifically in relation to musical phenomena. It reappraises the way in which we use language, re-envisioning it as something that is a departure from the realm of the literal. Here, language becomes a means to reveal, to use Heidegger’s term, to un-conceal (1971) rather than to represent or codify. The observations in this dissertation are not (...) made from a distance. Personal context is necessarily epistemically implied in the discussion of this problem, and as such, the response to the subject matter and the nature of the research undertaken over the course of this dissertation is also drawn from a personal relationship with language. (shrink)

This thesis argues for a pragmatist theory of music education and develops a new theoretical basis for the development of music programs conceived as aesthetic in emphasis.

An account of modality is produced which takes as its foundation the idea that modal concepts are parasitic upon our background theoretical commitments. This position is distinguished from the majority of philosophies of modality, which are either primitivist or reductionist. It is in this sense that our account is less burdened by metaphysics. The primary purpose of the document is to demonstrate that our approach is a coherent one. It supports this claim in three stages. First, we identify the historical (...) lineage of our position and elucidate the main desiderata which must be met if the project is to succeed. Second, we provide a series of logical systems which are designed to meet our requirements. A raft of technical challenges beset this part of the project and this is where the bulk of the result in this thesis are located. Finally, we use the precise formalisation as a means to get a better understanding of what is at stake in the project and to understand the resultant position's relationship with other leading, contemporary philosophies of modality. (shrink)

Education is inseparable from experience. Consequently, lack of a coherent philosophy of experience amounts to confusion in education. This confusion is evident in the curriculum history of outdoor education, although not only there. Dewey argues that confusion is the major characteristic of the educational situation generally, a situation that spans more than a century and continues today in the contemporary experiences of young people in middle school. Through a combination of participant observation, auto-photography and photo-elicitation in interview, I investigate and (...) analyze these experiences with the support of Dewey’s notion of occupation (as interest) aligned with Heidegger’s being-a-possibility. Both of these contribute to an understanding of the importance of recognizing the who in education, revealing educational confusion from this perspective. These two portrayals of educational confusion (one a curriculum history, the other a contemporary investigation of lived experience), form the first and second strands of this study. (shrink)

This thesis investigates the nature of Senecan ontology by looking closely at metaphorical language, quotation and intertextual engagements in Seneca's Epistulae 33, 90, 86 and 84. Senecan ontology is deeply embedded in language and articulated through metaphor, narrative and intertextual engagement with both literary and philosophical traditions. An important aspect of this investigation is developing an improved view of Senecan hermeneutics, in particular how Seneca reads and how Seneca’s readers might read him.

Foucault’s ars erotica, one of the most enigmatic concepts in history-of-sexuality studies, has been largely overshadowed by the examination of scientia sexualis and its creation: sexuality constructed as a natural, inborn and permanent function of the body subject to acquired or congenital pathologies. With sexuality, a truth to be discovered and analysed, sexual acts and desires became involuntary manifestations of a fixed biological cause. Foucault argues that only scientia sexualis has operated in modern Western culture whilst ars erotica belongs to (...) Eastern and ancient societies, although in his late essays he suggests that invoking ‘sex as aesthetics’ may be a useful political strategy for marginalised sexualities. Ars erotica, then, is framed as preceding sexuality and as a possible replacement for it. In this thesis, I suggest that modern Western culture has indeed witnessed a form of ars erotica, encompassed in what I term ‘aesthetic sexuality’, which I argue has existed since the eighteenth century. (shrink)

This thesis argues that Meyer's analytical and aesthetic thought are interdependent. Essential terms used in developing the theory of Emotion and Meaning in Music belong to the realm of private language. It is through the correlation of these terms with specific musical structures that the theory becomes accessible to verification. In his later analyses, put forward in The Rhythmic Structure of Music and Explaining Music, Meyer eliminates specific references to perceptual events. Instead he locates qualities produced by perception in their (...) intentional object, a musical structure. Aesthetic presuppositions remain in effect though descriptive language takes on the appearance of objectivity. Significant evidence of this is found in Meyer's rejection of organicism and reappraisal of melody. ;An exposition of Meyer's theories of rhythmic grouping and linear structure is included in the thesis for the purpose of clarifying his analytical methodology and use of graphic symbols. His concept of linear structure is distinguished from that of Heinrich Schenker. A comparison of their analyses of two works clearly demonstrates the consequences of Meyer's aesthetic ideas, in that the 'intentional object' of his analyses is quite distinct from Schenker's organically-unified structure. (shrink)

The meaning of change is one of the fundamental subjects of inquiry of philosophy. It plays a substantial role in providing our understanding of reality. This thesis investigates the meaning of change from the perspectives of Mulla Sadra and Hegel and compares them. Through this comparative analysis, the concept and the ontological position of change, its characteristics and the framework of its evolvement in the world will be elucidated upon.

Philosophy for Children is an important educational programme that engages children in philosophical inquiry as the means for them to make sense of the world. A key to its success is that students make progress in their attempts to make sense of the world or, more colloquially, they develop better ideas. Although philosophical progress is essential to the value of Philosophy for Children, there is little written on this concept and what is written tends to be merely suggestive. The result (...) is that teachers and students often find themselves lost in the dialogical, open inquiry of Philosophy for Children where there are no pre-determined end-points or uncontroversial ‘ right ’ answers that they can move towards. This thesis uses philosophical analysis and inquiry to uncover the impediments to progress faced by this educational programme, and to answer the question: What conception of philosophical progress would be efficacious for Philosophy for Children? (shrink)

“The question has, as I have already said, been a central concern of moral philosophers from the time of Plato until the Nineteenth Century. It would be tedious to list the philosophers who have discussed the issue, for the list would exclude hardly any of the major moral philosophers of the past. The names of some of them will occur in the course of this thesis.” … “In the Conclusion, I consider the present state of the question and argue that (...) 'Why should I be moral?', despite its age-old importance, has yet to be answered. I maintain that the question is vital not only to the individual but also to society, and that if changes are made on a social level, it may be possible to answer it. This raises issues of political philosophy. A society in which the question could .be answered would be a step closer to being an ideal society than a society in which this is not the case.”. (shrink)

This thesis examines comedy and humour as they are seen in everyday life, and contends that they play a unique role in forming our outlook on the world. There is nothing quite like humour: it requires seriousness but it is silly; it uses rational constructs but creates something irrational; it seems to make fun of things which paradoxically we end up caring about even more. Through an exploration of the different ways comedy and humour are used, both in everyday life (...) and popular entertainment, this thesis aims to determine the value of having a sense of humour. It proposes that through an active participation in making fun – of ourselves, of each other and of the world – we realise a potential path to enlightenment. (shrink)

Catholic schools have experienced significant changes in recent years. Other than the pressures that all schools face, the issue of the identity of Catholic schools has loomed large. With the dramatic decrease in the active membership of religious congregations, the continuation of their charism, their philosophical and spiritual tradition, has been a crucial concern.

This thesis investigates reflexivity in ancient Greek literature and philosophy from Homer to Plato. It contends that ancient Greek culture developed a notion of personhood that was characteristically reflexive, and that this was linked to a linguistic development of specialized reflexive pronouns, which are the words for 'self'.

The thesis is about environmental values that we encounter in our everyday life. The thesis also talks about environmental justice dialogues and tensions that play in Bangladesh. The thesis, in the first place, explores how an environmental planning and resource management approach causes a particular type of environmental injustice; i.e., non-recognition of access to the decision making process of local ethnic communities, which identifies them as adivasi meaning indigenous, poses a threat to their livelihood and culture, and obstructs the process (...) of environmental protection in Bangladesh. (shrink)

This research investigates traditional and contemporary approaches of conserving and restoring mural paintings in Buddhist living heritage places in Thailand and Sri Lanka. These highly symbolic paintings enhancing the walls of Buddhist monasteries or stupas are an important aspect of South and South-East Asia’s legacy. Exploring local historical and social contexts highlights how the general epistemological shift that occurred in Thailand and Sri Lanka in the 19th century, acted on the new values associated with ancient monasteries and merged with longstanding (...) social and spiritual relations people maintain toward these recently labeled living heritage sites. (shrink)

The ‘Demarcation Problem’ is to mark the boundary between things that are scientific and things that are not. Philosophers have worked on this problem for a long time, and yet there is still no consensus solution. Should we continue to hope, or must we draw a more sceptical conclusion? In his paper, ‘The Demise of the Demarcation Problem’, Larry Laudan (1983) does the latter. In this thesis, I address the three arguments he gives for this conclusion.

This dissertation takes the form of an inter-subjective investigation into the ritual of performance, considering its function in terms of community engagement and its place in contemporary society. Ritual is placed in a secular context in which music is performed through the development of individual artistic expression, yet presented in a way that engages the audience as active participants. In this way audience and performer are united in experiencing the affect of music upon the emotions and the mind.

This study aims to develop the logic of relativism, then to apply that logic to the question of self-refutation in relativism.

Harm minimisation approaches to illicit drug use have proven extremely successful in reducing drug-related harm and improving health outcomes for those using drugs, their families and the broader community. Despite these successes, however, many harm minimisation programmes face strong community opposition, and many others are limited in their effectiveness by their reluctance to acknowledge the complex ways in which drug using contexts, social relationships, desire, pleasure and aesthetics are involved in the production and reduction of drug-related harm.[NP] Deleuze and Guattari’s (...) ethico-aesthetic philosophy offers a conceptual framework through which to begin to grapple with the sensory and affective elements of illicit drug use and their implications for an embodied ethics. Following an introduction to their key concepts, this thesis explores the implications of their ontology for understandings of injecting drug use across four inter-related dimensions: the drug using body; urban spaces of injecting; public overdose memorials; and drug referenced, ‘heroin chic’ advertising imagery. It argues that aesthetics and ethics are complexly intertwined, and that ethically positive responses to drug use require an active appreciation of the ways in which aesthetics affect bodies and their capacities to form relations with others. (shrink)