thesis statement on individuality

105 Individualism Essay Topic Ideas & Examples

🏆 best individualism topic ideas & essay examples, 📌 simple & easy individualism essay titles, 👍 good essay topics on individualism, ❓ questions about individualism.

• Individualism vs. Collectivism From the perspective of collectivism, the society forms the fundamental element of moral concern, and a person has to serve the group to get value. In conclusion, collectivism and individualism are cultural aspects that have […]
• From Collectivism to Individualism in Marriage A marriage that is established on a collectivist ideal tends to be focused more on the interests of the in-group more than self interests.
• Individualism in Romantic Literature He discusses societal disapproval as well as foolish consistency as the main obstacles to self reliance and trust in one’s self.
• Youths’ Career Choices in Individualist and Collectivist Societies To study the influence of the different types of societies on young adults’ career aspirations, it is important to establish the distinct features of individualistic and collectivistic approaches to the issue.
• Economics of Individualism and Collectivism In particular, its advertisements are designed a way that seems to appeal to the best practices of both individualism and collectivism in the United States.
• Individualism as an Ideal of Civil War in America Most of the Americans believe that James town is the birth place of the distinctive, secular and unique ideals of America that led to America’s freedom and prosperity.
• Individualism Versus Group Cognition in Psychology In the political realm, the idea of individualism and group cognition determines the success of a candidate during elections. Some of the people support the idea of individualism in leadership while others believe that group […]
• Ayn Rand’s Anthem: Individualism and Language The central theme in Anthem is individuality, rediscovered as the protagonist is rejected by his society and has to learn to think and act for himself.
• Culture and Individualism: The Conflict Analysis The described stance is supported by a range of philosophical and cultural perspectives, including the notions of multiculturalism, cultural relativism, and the theory of rational choice, to name just a few. Therefore, active cross-cultural communication […]
• Coach-Player Relationship: Power Distance and Individualism-Collectivism Yet, in a low-power distance culture, power inequality is concerned immoral, and therefore the society strives to certify that everyone is equal and receives equal treatment.
• Global Issues, Common Good, and Individualism In such a case, the cohesion and commitment of each individual to shared goals and interests seem to solve the mentioned problems.
• The Causal Relationship of the Culture of Individualism The dynamism of social structure is perfectly observable through the study of the role of the individual in the overall system of relations.
• Individualism and Collaborative Culture It leads to the derivative nature of society, which does not have an independent existence outside the totality of individual actions and is a consequence of interactions between people.
• Academic Freedom: A Refuge of Intellectual Individualism Also known as intellectual, scientific or individual freedom, academic freedom is defined as the freedom of professionals and students to question and to propose new thoughts and unpopular suggestions to the government without jeopardizing their […]
• Do Modern Societies Grant Too Much – Or Too Little – Room for Individualism? In the field of individual rights, more or less for the purpose of protecting the rights of citizens in society critics have a shift from a philosophy of individualism to one of public welfare and […]
• Capitalism, Individualism, and Social Responsibility This has largely been attributed to the regulation of modern societies by the state, the localization of the life-worlds, and the crisis of the subject in the post modernist culture of intellectuals.
• The Conflict Between Individualism and Community in Andersen’s “Hands” In a way, the voice and the hands, the stroking of the shoulders and the touching of the hair were a part of the schoolmaster’s effort to carry a dream into the young minds.
• Individualism and Collectivism in Agreement-Making The original aims of the Federal arbitration legislation were to prevent strikes and lockouts, to provide for conciliation ‘with a view to amicable agreement between the parties’ or, in default of that, to settle disputes […]
• American Individualism vs. Capitalism Norms However, a large number of people would agree that the possibility to satisfy one’s basic needs is one of the constituents of contentment.
• Steve Jobs and His Romantic Individualism It is possible to note that the two articles in question focus on the way people’s views and values affect the development of society.
• Strong Individualism and Its Benefits to Society The only requirement that should be met is the time that is necessary for the analysis of personal worth, the development of skills, and the introduction of the results to society.
• Individualism and Economic Order Nevertheless, starting the analysis of the main ideas of these authors, it is vital to outline the background and the main processes in society that triggered the growth of the interest towards these issues.
• Individualism in the Current World The writer dedicates the second half of the book to exploring the consequences of individualism as seen in GenMe members. The first consequence, which perhaps draws attention to the root cause of individualism in GenMe, […]
• Individualism in Arab Countries What leads to generalisation of honour culture is the broad consideration of the Arab world. Therefore, accuracy of honour culture in the Arab world depends on a given context and circumstance.
• Cultural Audit in Society: Collectivism and Individualism The collectivism cultural audit is important to use in a school with the children with disabilities since it encourages interdependence and the success of the group.
• Cultural Differences: Individualism vs. Collectivism The understanding of the relevant cultures helps in knowing where the people around us originate. The religion types are unique to the areas where they are found and exemplify the culture of people who participate […]
• Collective to Individualism Employment Relationship HR There is an increasing rate in the shift from collectivism to individualism in major parts of the world and it is highly experienced at the workplaces particularly in the management of employment relationships.
• The ways, limits and opposition to individualism With the introduction of renaissance, it made sense to focus on an individual as a contributor to the beauty of the world and hence the one, who values the ideas of each and everyone.
• Individualism as the Desire to Show Personal Grace Proving the idea of the grandmother’s domination, her individualism and the desire to show that her point of view should be listened to, it is important to conduct a close reading of the text.
• Achievement, Success and Individualism The value of being persistence and staying consistent has made me to overcome a lot of obstacles in my life starting from my family life, in school, and in my social life.
• The Influence Of American Individualism In China Sociology
• Workplace Individualism and Teamwork
• Wendell Berry on the Grandeur of Small Places and the Perils of Our “Rugged Individualism”
• The Debate Between Methodological Individualism And Holism
• The Conflict between individualism and society in Arthur Miller’s ‘The Crucible’
• Liberal Democracy’s Dilemma: Individualism, Pluralism, and Toleration
• The Political Philosophy of Extreme Individualism of Herbert Spencer
• The Transformation of the American Family: The Pursuit of Individualism
• The Whispering Shadow: Collectivism and Individualism at Ikeda-Hoover and Nissan UK
• Understanding the Basic Concepts of Individualism
• What Values Are Gained Through Education And Individualism
• The Subcategories of Individualism and Collectivism
• The Theme Of Individualism: Ralph Waldo Emerson ‘s Works
• Redistribution and the Individualism–Collectivism Dimension of Culture
• The Importance of the Balance of Power and the Strive for Individualism
• The Perspectives On Mindsets Of Individualism
• Whitman, Emerson, Thoreau and American Individualism
• Significance of Work Groups as Compared to Individualism in Management
• The Growth Of Conflict In Peter Callero’s The Myth Of Individualism
• The Power Of Individualism Revealed In The Fountainhead
• UK Politics, Individualism, Nationalism, and Neo Liberalism
• The Myths Of Rugged Individualism And The Self Made Man
• The Role of Individualism in the Evolvement of Mankind
• The Effects Of Individualism On Society Within Britain Today
• The Cultural Effects of Individualism and Collectivism on Social Capital
• The Struggle Between Socialization And Individualism In The Hunger Games
• The Case Of Instagram And The Ethical Theory Of Individualism
• The Lingering Individualism in American Society
• The Major Role of Individualism in The Adventures of Huckleberry Finn, a Novel by Mark Twain
• Toward a Critical History of Methodological Individualism
• The Role of Individualism and Its Evolution in American Literature
• Self-Reliance: Philosophies Of Transcendentalism And Individualism
• Theorizing on the Role of Individualism-Collectivism in Tacit Knowledge Transfer Between Agents in International Alliances
• The Positive Impact of Individualism in American Society
• The Generation Gap Caused By Collectivism And Individualism
• The Aristocrat’s Perceptive of Individualism in American History
• Rousseau, Burke And Tocqueville: Political Ideology, Society And Individualism
• The Acceptance Of Individualism And Its Effects On Society
• The Relationships Between Individualism Nationalism Ethnocentrism And Authoritarianism
• The Individualism of Henry David Thoreau and Chris McCandless
• Why Citizens In Democracy Must Embrace Individualism
• Writers, Individualism and Self-Reliance
• The Non-Existence of Individualism in the Novel, Brave New World by Aldous Huxley
• The Formation Of Individualism And Uniqueness Of People
• How Can Selfish Individualism Lead to the Breakdown of Today’s Society?
• What Are English Individualism and Continental Altruism?
• Is Individualism Our Future?
• How Do Individualism-Collectivism Orientations Predict Happiness in a Collectivistic Context?
• What Are the Effects of Individualism on National Innovation Rates?
• What Constitutes True Individualism?
• Can Intelligence Overcome the Effect of Individualism on Economic Development of Regions?
• Did the Frontier Helped Shape American Individualism?
• What Are the Key Assumptions of Rational Choice Individualism?
• How Does the Director, Pete Weir, Shape Our Response to the Conformity Issue Versus Individualism?
• Are Rational Choice Individualism Valid Assumptions?
• Does Rice Farming Shape Individualism and Innovation?
• When Consensus Choice Dominates Individualism?
• How Individualism and Collectivism Shape Us Philosophy?
• What Individualism Awards Do People With?
• How Peter Abelard Began Individualism at His Young Age?
• How Are Individualism and Collectivism Presented in Literature?
• What Is Individualism in Society?
• How Technology Destroys Individualism?
• What Is Individualism vs. Collectivism?
• How Has Individualism Affected the American Society?
• How Can Individualism Affect Our Reality?
• Does Individualism Bring Happiness?
• What Are the Main Ideas of Individualism?
• How Individualism and Collectivism Shape a Nation’s Culture?
• What Is an Example of Individualism?
• What Values Are Gained Through Education and Individualism?
• What Values Are Most Important to Individualism?
• Who Is a Well-Known Individualist?
• What Are the Six Principles of Individualism?
• Chicago (A-D)
• Chicago (N-B)

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Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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The individuality thesis (3 ways)

• Published: 25 October 2016
• Volume 31 , pages 913–930, ( 2016 )

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• Matthew H. Haber 1  

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I spell out and update the individuality thesis , that species are individuals, and not classes, sets, or kinds. I offer three complementary presentations of this thesis. First, as a way of resolving an inconsistent triad about natural kinds; second, as a phylogenetic systematics theoretical perspective; and, finally, as a novel recursive account of an evolved character (individuality). These approaches do different sorts of work, serving different interests. Presenting them together produces a taxonomy of the debates over the thesis, and isolates ways it has been (and may continue to be) productive. This goes to the larger point of this paper: a defense of the individuality thesis in terms of its utility, and an update of it in light of recent theoretical developments and empirical work in biology.

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Individuals, Hierarchies and the Levels of Selection: A Chapter in Stephen J. Gould’s Evolutionary Theory

The concept of the ‘organic individual’ in Haeckel’s writings

Biological Autonomy: Can a Universal and Gradable Conception be Operationalized?

Amundson ( 2000 ) provides a similar argument, from the perspective of evolutionary-developmental biology.

My rejection of an absolute phylogeny against which all histories are measured is an extension of this argument (Haber 2012b ).

Sober ( 1980 ) can be read as offering a similar critique as Winsor, though one that ultimately defends the individuality thesis. Stamos ( 2005 ) argues that Winsor and other critics are mistaken about pre-Darwinian commitments.

See Rowe ( 1987 ), discussed below, and Will et al. ( 2005 ) for more contemporary phylogenetic critiques of typology as embodying essentialist thinking. To their credit, even the foremost champions of numerical taxonomy, Sokal and Sneath ( 1963 ), saw the force of this criticism, and actively sought to distance their “empirical approach” (Sokal 1962 ) from charges of essentialism. In their 1963 monograph, they acknowledge that typology in the context of “Platonic Idealism” is “untenable in the context of modern biological theory” (p. 266), and reject the applicability of Aristotelian logic to biological taxonomy due to its essentialist commitments (pp. 12 and 19).

There are other strategies available for resolving this triad, e.g., Walsh ( 2006 ) may be read as denying the third proposition by providing an Aristotelian account of contemporary developmental biology.

An exemplar is the impact of Wilson and Sober ( 1989 ), “Reviving the superorganism”, which extends the individuality thesis to social insect colonies in the context of level of selection debates (Haber 2013 ).

Thanks, in part, to Hull ( 1980 ).

Generalizations about the production of these sorts of successive cohesions are often provided in terms of evolutionary transitions (e.g., Maynard Smith and Szathmáry 1998 ; McShea 2001 ; Okasha 2006 ; Godfrey-Smith 2009 ; Clarke 2014 ).

Similar to what O’Hara ( 1997 ) calls tree thinking .

Padian expresses this commitment to history in other places as well, e.g., “First, taxa in a phylogenetic system are defined by their ancestry in several different ways. … Second, whereas taxa are defined by their ancestry, they are diagnosed by synapomorphy” (Currie and Padian 1997 , p. 543).

Notice the identification of pheneticists as the foil here, associated with relying on intrinsic defining characters. It is this perception of essentialist thinking in phenetics that is the target of Hull, Ghiselin, and other phylogeneticists.

Though whether it is taxa or taxon names that are defined remains a debate in taxonomy (Stuessy 2000 ; de Queiroz and Cantino 2001 ; Haber 2012a ). Regardless, taxon identity is tied to ancestry, though see Pedroso ( 2014 ) on why this does not entail origin essentialism.

Diversity may be produced by mutation, acquisition of exogenous genetic material, developmental plasticity, etc.

Importantly, the evolutionary lineages formed by these developmental modules may be discordant with the lineages of their containing organisms. This is one way these evolutionary systems generate complex and gradient boundaries and identities.

Thanks to Celso Neto for this observation.

On a pragmatist account we could eliminate this stipulation, instead letting the recursive definition play out as a tool and seeing how far down (or up) it may go and still be useful. (Thanks to Ken Waters for this observation.).

Fagan 2016 provides another candidate enkaptic hierarchy in her account of stem cells.

This is not to say those causal processes and interactions will always be well understood.

This locates the individuality thesis in the biological tradition of central theorems and concepts whose utility lies, in part, in the limits of its applications, e.g., the conditions of the Hardy–Weinberg equilibrium are never met by natural populations, an understanding of which provides explanatory resources; or, exceptions to biology's Central Dogma provide fruitful research problems that generate a deep understanding of biological systems.

This mirrors a strategy adopted elsewhere by Griesemer ( 2000 ) and Godfrey-Smith ( 2015 ).

As Jay Odenbaugh observed in comments on this manuscript, “mammals having more than one parent doesn’t deny their individuality, so presumably it needn’t in the case of the whole of life”.

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Acknowledgments

Thanks to Melinda Fagan, Jay Odenbaugh, Anne Peterson, Thomas Pradeu, and the University of Calgary Department of Philosophy. This project was supported by NSF Grant 1557117.

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Haber, M.H. The individuality thesis (3 ways). Biol Philos 31 , 913–930 (2016). https://doi.org/10.1007/s10539-016-9548-9

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Henry David Thoreau

Ask litcharts ai: the answer to your questions.

Thoreau’s life at Walden Pond embodies a philosophy set out most famously and directly in Ralph Waldo Emerson’s essay, "Self-Reliance." In fact, Emerson was Thoreau’s friend and fellow Transcendentalist, and Emerson owned the land by the pond where he allowed Thoreau to live and build his cabin. Self-reliance is a set of ideals according to which one must live one’s life, combining abstract philosophy with practical advice. According to these ideals, one must have unfailing trust in oneself and confidence in one’s faculties, choosing individuality over conformity to society. By leaving society and living in solitude, Thoreau makes the ultimate commitment to self-reliance, in order to, as he says, "follow the bent of [his] genius." He stresses the importance of living independently, as he builds his own house and lives off his own land. When he does take a job, he works as a day laborer, which he says is the best living because it does not commit him to an employer and leaves him freest to pursue his own affairs.

He believes, moreover, that a student in a university receives a lesser education listening to lectures about metalwork, for example, than if he would teach himself and attempt to forge a knife on his own. Self-reliance is based on a critical stance toward society, which Thoreau believes forces people into making compromises that trap them and make them unhappy. Thoreau writes, for example, that people spend too much money and energy on clothing, following changing taste and fashions frantically. Self-reliance, instead, places value on one’s own worth and individuality: quoting others is not as important as listening to one’s own thoughts, and society’s restrictions matter little in the face of one’s own beliefs, even if one is unpredictable and inconsistent. As Emerson writes in "Self-Reliance", "A foolish consistency is the hobgoblin of little minds." This commitment to inconsistency is a moral stance, and Thoreau takes it seriously, creating a book that is full of contradiction as he figures out the way of life that is right for him individually.

Self-Reliance ThemeTracker

Self-Reliance Quotes in Walden

When I wrote the following pages, or rather the bulk of them, I lived alone, in the woods, a mile away from any neighbor, in a house which I had built myself, on the shore of Walden Pond, in Concord, Massachusetts, and earned my living by the labor of my hands only. I lived there two years and two months. At present I am a sojourner in civilized life again.

I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived.

Objects of charity are not guests.

I was never molested by any person but those who represented the State.

My Good Genius seemed to say,—Go fish and hunt far and wide day by day,—farther and wider,—and rest thee by many brooks and hearth-sides without misgiving. Remember thy Creator in the days of thy youth. Rise free from care before the dawn, and seek adventures... Grow wild according to thy nature.

I learned this, at least, by my experiment; that if one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours. He will put some things behind, will pass an invisible boundary; new, universal, and more liberal laws will begin to establish themselves around and within him... and he will live with the license of a higher order of beings. In proportion as he simplifies his life, the laws of the universe will appear less complex, and solitude will not be solitude, nor poverty poverty, nor weakness weakness.

If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured or far away.

Rather than love, than money, than fame, give me truth.

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Digital Commons @ USF > Office of Graduate Studies > USF Graduate Theses and Dissertations > USF Tampa Theses and Dissertations > 636

USF Tampa Graduate Theses and Dissertations

Three theories of individualism.

Philip Schuyler Bishop , University of South Florida

Graduation Year

Document type, degree granting department, major professor.

John P. Anton, Ph.D.

Committee Member

Kwasi Wiredu, Ph.D.

Sidney Axinn, Ph.D.

Liberalism, John Dewey, John Locke, John Stuart Mill, Justice, Human nature, Social conditions

This thesis traces versions of the theory of individualism by three major theorists, John Locke, John Stuart Mill and John Dewey, as they criticize existing social, cultural, economic, legal and military conditions of their times. I argue that each theorist modifies the theory of individualism to best suit their understanding of human nature, adapting it where they can and outright removing aspects where they cannot. Based upon each thinker's conception of human nature, their corresponding theory of individualism does justice to that nature. With their view of individualism, each thinker criticizes the activities of their day for its lack of justice to human nature for the bulk of humanity.

I examine each thinker's concrete conditions, their theory of human nature, theory of justice and their corresponding theory of individualism. In the first three chapters, I examine first Locke's, then Mill's then Dewey's theory of human nature, justice and individualism. In my final chapter, I critically examine each thinker's theory of individualism and find that John Dewey's is most adequate for our current social conditions.

Locke's individualism was a criticism of the absolute rule of aristocratic Land-owners and was an attempt to undermine the conceptual basis for their continued power. John Stuart Mill's individualism was a criticism of John Locke's individualism insofar as majoritarianism had taken root in England and resulted in the "Tyranny of the Majority." Therefore Mill gave high value to the sanctity of the individual even in disagreement with the overwhelming majority. Dewey's theory of individualism largely was a criticism of widespread poverty and abuse of political power in America during the Great Depression. laissez faire economics, combined with cut-throat competitiveness and atomistic individualism had resulted in pervasive injustice and Dewey recommended recognition of our inter-connectedness and continuity rather than our separateness. While I believe Dewey's theory of individualism to be most fit for our current social setting, even his theory suffers from problems yet to be worked out. I lay out these problems in the final chapter and conclude with remarks on what needs yet to be done.

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Bishop, Philip Schuyler, "Three Theories of Individualism" (2007). USF Tampa Graduate Theses and Dissertations. https://digitalcommons.usf.edu/etd/636

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How To Write An Effective Declaration Page For Your Thesis – Template

Published by Alvin Nicolas at March 13th, 2024 , Revised On April 5, 2024

A declaration page stands as a testament to the integrity and authenticity of a thesis. It is a succinct section at the beginning of the document and outlines key information and affirmations regarding the authorship and originality of the work. 

Essentially, it serves as a formal declaration of the author’s adherence to ethical standards and their acknowledgement of the contributions made towards the completion of the thesis. 

A declaration page acts as a cornerstone of academic integrity and helps reinforce the credibility of the research presented within the thesis or dissertation . 

By explicitly stating that the work is original and free from plagiarism, the author not only upholds the principles of honesty but also demonstrates their commitment to scholarly standards. 

Let’s explore this further. 

What Is A Thesis Declaration Page

The declaration page within a thesis serves as a foundational element, providing essential information and affirmations crucial for academic integrity. 

The declaration page, often positioned at the beginning of a thesis, is a formal section dedicated to asserting the authenticity, originality, and ethical adherence of the work presented within the document. It serves as a declaration of the author’s commitment to scholarly integrity and honesty.

This declaration is typically mandated by academic institutions as a requisite component of thesis submission, aimed at upholding rigorous standards of academic conduct.

Purpose Of A Dissertation Declaration

The primary purpose of the declaration page is twofold: to affirm the originality of the research and to acknowledge the contributions of individuals or sources that have assisted in the thesis’s completion. 

By formally declaring the work’s authenticity and adherence to ethical standards, the author establishes credibility and trustworthiness, essential qualities in academic discourse.

Moreover, the declaration page functions as a transparent record of the author’s involvement in the research process , delineating their contributions and attributions. 

It serves as a testament to the author’s accountability and responsibility for the content presented within the thesis, thus safeguarding against plagiarism and intellectual dishonesty.

Key Components To Include

Here are some of the key components to include in your declaration guide. 

Title Of The Thesis

The declaration page typically begins with the title of the thesis , serving as a concise identifier of the research topic or subject matter. The title should accurately reflect the scope and focus of the thesis, providing readers with a clear understanding of its contents.

Name Of The Author

Following the title, the declaration page includes the name of the author, affirming their authorship and responsibility for the research presented within the thesis.

The author’s name serves as a key identifier, linking them directly to the work and asserting their ownership of intellectual contributions.

Declaration Of Originality

Central to the declaration page is the declaration of originality, wherein the author asserts that the work presented within the thesis is their own original creation.

This declaration typically includes statements affirming that the research has not been plagiarised and that any sources or references utilised have been properly cited.

Statement Of Contributions

The statement of contributions provides an opportunity for the author to acknowledge the individuals or entities that have contributed to the completion of the thesis. This may include supervisors , advisors, collaborators, or funding agencies, among others. 

The statement should clearly delineate the specific contributions made by each party, highlighting their roles in the research process.

Acknowledgements (If Applicable)

In some cases, the declaration page may include a section for acknowledgements, wherein the author expresses gratitude to individuals or organisations who have provided support, guidance, or inspiration during the course of the research. 

Acknowledgements may include mentors, peers, family members, or institutions that have facilitated the author’s academic pursuits.

Date Of Submission

Finally, the declaration page concludes with the date of submission, indicating the date on which the thesis was formally submitted for evaluation or examination. 

The inclusion of the submission date serves as a record of the thesis’s completion and submission timeline, ensuring compliance with academic deadlines and requirements.

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How To Write A Declaration Page

Creating a declaration page that is both impactful and professional requires attention to detail and adherence to certain principles. 

Clear & Concise Language

One of the cardinal rules of crafting an effective declaration page is to use clear and concise language. Avoid ambiguity or verbosity, and strive for clarity in expressing your affirmations and acknowledgements. 

The declaration should be easily understandable to readers, conveying your commitment to academic integrity without unnecessary embellishment.

Formatting & Presentation Tips

Formatting plays a crucial role in the presentation of the declaration page. Ensure that the page layout is clean and organised, with consistent font styles and sizes. 

Use headings and subheadings to delineate different sections of the declaration, making it easier for readers to navigate. Additionally, pay attention to spacing and alignment to maintain a polished appearance.

Honesty & Integrity

Honesty and integrity are paramount when crafting a declaration page. It is essential to uphold the highest ethical standards and truthfully affirm the originality of your work. 

Avoid any misleading statements or exaggerations, as they can undermine the credibility of your thesis. Demonstrating integrity in your declaration not only reflects positively on your character but also reinforces the trustworthiness of your research.

Institutional Guidelines & Requirements

Every academic institution may have its own specific guidelines and requirements for declaration pages. Before crafting your declaration, familiarise yourself with these guidelines to ensure compliance. 

Pay attention to formatting specifications, word limits, and any specific language or statements that may be required. Adhering to institutional guidelines demonstrates your attention to detail and respect for academic conventions.

Writing The Declaration Of Originality

The declaration of originality is a crucial component of the declaration page, affirming the authenticity and uniqueness of your work. 

What Constitutes Original Work

Original work refers to content that is created by the author and has not been previously published or plagiarised from other sources. When writing the declaration of originality, it is important to understand what constitutes original work within the context of your field of study. 

This may include original research findings, innovative ideas, or creative interpretations of existing knowledge.

Avoiding Plagiarism

Plagiarism is a serious offence in academia and must be strictly avoided. When writing the declaration of originality, explicitly state that the work presented in your thesis is your own and properly acknowledge any sources or references used. 

Take care to cite all sources accurately and follow citation conventions prescribed by your institution. By demonstrating a commitment to academic honesty, you uphold the integrity of your research.

Declaration Template

I, [Your Name], hereby declare that this thesis entitled “[Title of Your Thesis]” is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma at any university or equivalent institution.

I also declare that the intellectual content of this thesis is the product of my own work, except to the extent that assistance from others in the project’s design and conception or in style, presentation, and linguistic expression is acknowledged. Where applicable, any part of this thesis containing materials prepared jointly with others has been explicitly identified.

Any views expressed in this thesis are those of the author and do not necessarily reflect the views of [University Name] or any other institution.

Signed: ____________________

Date: [Date]

Frequently Asked Questions

What is an example of a declaration in a thesis.

An example of a declaration in a thesis might state: “I hereby declare that this thesis is my original work, conducted under the supervision of [supervisor’s name], and all sources used have been properly cited and acknowledged.”

Where does the declaration go in a thesis?

The declaration typically appears as a preliminary page in a thesis, preceding the abstract and acknowledgements. It is usually located after the title page and before the table of contents, providing a formal statement from the author regarding the originality and integrity of their work.

What is an example of a declaration statement?

An example of a declaration statement in a thesis could be: “I solemnly declare that this thesis is the result of my own research endeavours, conducted under the guidance of [supervisor’s name]. All sources used have been duly acknowledged and referenced according to the conventions of academic integrity and citation.”

What is the declaration format for Phd thesis?

The declaration format for a PhD thesis typically includes a statement asserting the author’s originality of work, acknowledgement of sources, compliance with ethical standards, and declaration of any assistance received. It’s usually structured in a formal, concise manner and is placed at the beginning of the thesis document.

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Home — Essay Samples — Business — Dress Code — Argumentative Essay On School Uniforms

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Commencement 2024: What You Need to Know

Don’t be intimidated by all of the events surrounding graduation: here’s what you need to know about BU’s 151st All-University Commencement.

Details about parking, transportation, security, and more

Rich barlow, janice checchio.

Degree requirements completed? Check. Hotel rooms booked? Check. Cap and gown reserved? Uh-oh … Boston University has done this 150 times before, but this year’s All-University Commencement is a first for the Class of 2024 and you don’t want to be caught flat-footed. Here are answers to some frequently asked questions and must-know topics about the big send-off on Sunday, May 19, the Marsh Chapel Baccalaureate earlier that day, and individual schools’ and colleges’ convocations. You can find more information on the University’s Commencement website .

Times and places?

Commencement begins on Sunday at 1 pm on Nickerson Field , rain or shine. The guest seating areas open at 11 am. There are no tickets or guest limits for the Commencement or individual school and college convocations. (Tickets may be required for certain Commencement-related celebratory events and activities .) Seating is first-come, first-served. The event will last about two hours. An estimated 20,000 guests are expected to join the approximately 3,700 graduates expected on the field.

Graduates should plan to arrive by 12:15 pm at Harry Agganis Way to reach their designated school or college line-up area so the academic procession onto Nickerson Field can begin on time. Those arriving after 12:30 cannot be guaranteed to walk with their school or college. Latecomers will walk together at the end of the academic procession and sit together as a group on Nickerson. University marshals will not be able to direct latecomers to their proper school or college area.

The interdenominational Baccalaureate service will be held in Marsh Chapel (735 Commonwealth Ave.) at 11 am Sunday and will run approximately an hour. Seating is first-come, first-served.

Both the Baccalaureate service and Commencement will be livestreamed on the Commencement website. Find a listing of times and places for individual BU school and college convocation events, military commissionings, and affinity group graduation events here .

Who gets to march?

Any student who earned a degree in August 2023, January 2024, and May 2024. Most BU schools and colleges permit those who will graduate this August to walk or participate in the All-University Commencement and/or in their school or college convocation; however, some schools, colleges, and programs do not. If you are not sure of your eligibility to participate, you should contact your school or college commencement coordinator .

What am I allowed to bring to the Baccalaureate, Commencement, and convocation ceremonies?

Only small and average-size handbags, purses, and camera bags will be allowed (no large totes, oversized purses, backpacks, large diaper bags, or messenger bags). Bag size is limited to 12″ x 12″ x 6″. All bags will be physically inspected prior to entry. No other bags, gift bags, wrapped gifts, packages, briefcases, backpacks, or luggage will be allowed in a Commencement or convocation venue, including Nickerson Field. Bomb-detection dogs from the Boston Police Department will sweep specific venues and open areas, including self-check bag storage and checkpoint areas. Graduates and faculty should carry their robes into event venues and then dress in designated lineup areas.

Will there be special security arrangements in the event of protests connected to the ongoing graduate students’ strike or the Middle East conflict?

“The area of 278 Babcock Street”—New Balance Field—“is the designated location for peaceful protest,” says Robert Lowe, chief of the Boston University Police Department . He adds that any Commencement attendees “who engage in disruptive activity will be provided with a verbal advisement to discontinue their disruption. Attendees who continue to engage in disruptive activity will be removed from the venue and could be subject to administrative sanctions and/or criminal charges. Attendees are encouraged to call (617) 353-2121 to report suspicious activity and/or file a police report.”

“The Boston University Police Department is working closely with local and state police agencies to support security plans for Commencement,” Lowe says. “There will be uniformed and nonuniformed resources assigned to ensure public safety.”

What about parking?

For families and guests who plan to drive to campus, all parking lots and garages will be open and available free of charge throughout the weekend. Any vehicles left overnight should park in Warren Towers Garage . For employees and volunteers who must drive to campus, please use parking facilities east of the BU Bridge, to allow families and guests to park in West Campus lots in the area of Nickerson Field.

On Commencement Sunday, the Langsam Garage will be reserved for pre-authorized guests with accessible parking needs.

All lots throughout BU have accessible parking for those with disabilities. Requests for accessible parking, seating, and individual services were due May 10; every effort will be made to provide accommodations requested after then, but they cannot be guaranteed.

For anyone parking a distance from their destination, Commencement shuttles will be running throughout the day, with signed stops along Comm Ave.

I’ll take public transit, please.

Boston’s MBTA Green Line (B) and 57 b us service will be operating on a normal Sunday schedule. In addition to its regularly scheduled summer weekday and Saturday service, the Boston University Shuttle (the BUS) will offer special Commencement Shuttles from Thursday, May 16, through Sunday, May 19.

What about ridesharing?

Those using rideshare services or being dropped off for the All-University Commencement are asked to instruct their driver to drop them off at 250 Pleasant St., Brookline Mass., in an effort to avoid traffic jams on Commonwealth Avenue. This location is across the street from the Agganis Way entrance to Nickerson Field.

After the ceremony, for those being picked up or those picking up their party, please proceed to Sullivan Tire at 950 Commonwealth Ave . Limited parking will be available, and any cars left unattended will be towed as parking is strictly forbidden in this lot. Please wait with your car until your party crosses the street after Commencement.

Who will I hear and see at the podium?

The Commencement speaker is journalist David Grann (GRS’94), author of the best-selling Killers of the Flower Moon and The Wager, who will receive an honorary Doctor of Humane Letters. Joining him for honorary degrees: Claudia Goldin, Nobel laureate and Harvard economist, Doctor of Laws; Kenneth Feld (Questrom’70), CEO of Feld Entertainment, Doctor of Humane Letters; and Walter Fluker , Martin Luther King, Jr. Professor Emeritus of Ethical Leadership at the School of Theology, Doctor of Laws. Fluker will deliver this year’s Baccalaureate address.

The All-University Commencement’s student speaker is Michael Arellano (CAS’24, GRS’24).

About avoiding that cap-and-gown goof…?

Graduation garb is available for purchase—or rental, for doctoral degree recipients—at the Barnes & Noble at Boston University, 910 Comm Ave. The store will be open extended hours during Commencement weekend for any last-minute needs: 9 am to 8 pm Thursday, Friday, and Saturday, and 9 am to 7 pm Sunday.

Find more information about Commencement here .

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Senior Writer

Rich Barlow is a senior writer at BU Today and  Bostonia  magazine. Perhaps the only native of Trenton, N.J., who will volunteer his birthplace without police interrogation, he graduated from Dartmouth College, spent 20 years as a small-town newspaper reporter, and is a former  Boston Globe  religion columnist, book reviewer, and occasional op-ed contributor. Profile

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Janice Checchio has been an art director, editorial designer, photo editor, photographer, or some combination of the aforementioned for 12 years. After seven years at The Boston Phoenix and Stuff Boston Magazine , she returned to direct photography at Boston University, where she had received a BFA in Graphic Design. She lives a photo–ready life in Dorchester with her husband, son, and way too many pairs of glasses. Profile

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