Arts and Humanities Commons^™

Kirschner's Modal Ontological Argument, Andrew Kirschner

Graduate Theses and Dissertations

Ontological Arguments for the existence of God, first discovered by St. Anselm (1033-1109), attempt to deduce the existence of God from the concept of God. It is the aim of this thesis to champion a modal version of the Ontological Argument as philosophically sound by demonstrating it to be logically valid and by successfully defending the argument's premises as true. Kirschner's version of the Ontological Argument states:

P1 For every type of entity, instances of that type of entity either actually exist, merely possibly exist, or necessarily do not exist.

P2 If an entity can be conceived, then that entity …

Learning Experiences And Perspective Transformation In Evangelical Faith-Based Adult Nonformal Education Programs, Philip Gerke

Graduate Theses and Dissertations

The study adapted an existing instrument to examine perspective transformation and its associated factors in participants of evangelical faith-based adult nonformal education in the Midwestern United States. Stratified random one-stage cluster sampling of 11 churches produced a nonprobability sample (N = 597) that was significantly (p < .05) different from the population of the geographical location of the study. An 86% majority self-reported a level of agreement or stronger of perceived transformation of perspectives, but differences predicted by gender were insignificant. The difference in perceived perspective transformations between respondents aged 40-59 that had the highest levels and respondents aged 60 and above that had the lowest levels was significant. The factors of influential individuals, personal reflection, and thought-provoking learning assignments significantly predicted all four factors of perspective transformation; the Writing Assignment factor was a significant negative predictor of only the Perception of Change factor, and a significant positive predictor of only the Future Benefits factor. The study recommended that additional research on faith-based frames of reference and age category differences. The study also recommended that faith-based practitioners consider emphasizing transformative learning experiences and personal reflection in their programs for adults.