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Journal articles on the topic 'Autonomy in education'

Author: Grafiati

Published: 7 September 2021

Last updated: 29 July 2025

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1

Ross, Murray, and Eamonn Callan. "Autonomy and Education." Canadian Journal of Education / Revue canadienne de l'éducation 18, no. 4 (1993): 473. http://dx.doi.org/10.2307/1494952.

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2

Rödl, Sebastian. "Education and Autonomy." Journal of Philosophy of Education 50, no. 1 (2016): 84–97. http://dx.doi.org/10.1111/1467-9752.12175.

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3

Wettersten, John. "On education and education for autonomy." Interchange 18, no. 4 (1987): 21–25. http://dx.doi.org/10.1007/bf01812236.

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4

Zwarthoed, Danielle. "Autonomy Education Beyond Borders." Global Justice : Theory Practice Rhetoric 12, no. 01 (2020): 100–120. http://dx.doi.org/10.21248/gjn.12.01.227.

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This article examines whether autonomy as an educational aim should be defended at the global scale. It begins by identifying the normative issues at stake in global autonomy education by distinguishing them from the problems of autonomy education in multicultural nation-states. The article then explains why a planet-wide expansion of the ideal of autonomy is conceivable on the condition that the concept of autonomy is widened in a way that renders its precise meaning flexibly adjustable to a variety of distinct social and cultural contexts. A context-transcendent, core meaning of autonomy rem

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5

Winch, Christopher. "STRONG AUTONOMY AND EDUCATION." Educational Theory 52, no. 1 (2002): 27–41. http://dx.doi.org/10.1111/j.1741-5446.2002.00027.x.

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6

Schinkel, Anders. "COMPULSORY AUTONOMY-PROMOTING EDUCATION." Educational Theory 60, no. 1 (2010): 97–116. http://dx.doi.org/10.1111/j.1741-5446.2010.00348.x.

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7

Baldwin, Constance D., Mark S. Craig, Lynn C. Garfunkel, et al. "Autonomy-Supportive Medical Education." Academic Medicine 87, no. 11 (2012): 1468–69. http://dx.doi.org/10.1097/acm.0b013e31826cdc3f.

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8

Rayevnyeva, Olena, and Kostyantyn Stryzhychenko. "Autonomy of the system of higher education in the conditions of integration of Ukraine into the European educational area." Problems and Perspectives in Management 16, no. 3 (2018): 501–10. http://dx.doi.org/10.21511/ppm.16(3).2018.40.

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In the conditions of Ukraine’s integration into the European educational area, it is vital to follow the trend of democratization of the society and obtaining freedoms in various spheres of the Ukraine’s development. Therefore, the concept of university autonomy is one of the key in development of the Ukrainian higher education system, whereas obtaining additional freedoms in management of the higher educational institutionsenhances its competitiveness. The concept of autonomy has a dual nature, thereby impacting the need to determine such a level of autonomy that would ensure high quality of

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9

Gupta, B. L. "Sustenance of Autonomy in Higher Education Institutions." Issues and Ideas in Education 11, no. 1 (2023): 1–13. https://doi.org/10.15415/iie.2023.111001.

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Background: The higher education institutions will achieve autonomy traversing the path of graded accreditation. The autonomy of higher education is linked with the quality of education and accreditation. Higher education institutions will not only achieve autonomy but will sustain it in ever-changing external and internal environments. Purpose: The purpose is to design strategies for the sustenance of autonomy in higher education institutions. Method: The paper is based on an exploratory qualitative study conducted during 2020. The research objectives emanate from the review of the literature

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10

Sharmin, Sonia. "TEACHER AUTONOMY IN PEDAGOGY FOR AUTONOMY IN LANGUAGE EDUCATION." JOURNAL OF ENGLISH LANGUAGE AND LITERATURE 11, no. 01 (2024): 34–42. http://dx.doi.org/10.54513/joell.2024.11105.

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This article delves into the emerging idea of teacher autonomy in language education pedagogy. Even though it is commonly acknowledged that teacher autonomy is essential for professional development and for promoting learner autonomy, the term has proven challenging to define. To provide a more comprehensive grasp of the concept, this article compiles the various definitions of teacher autonomy offered by various authors. While doing so, it seeks to demonstrate the significance of educating educators on the value of learner autonomy-promoting pedagogical techniques and the significance of self

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11

Han, Ligang. "On the Relationship Between Teacher Autonomy and Learner Autonomy." International Education Studies 13, no. 6 (2020): 153. http://dx.doi.org/10.5539/ies.v13n6p153.

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With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between tea

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12

Railton, Diane, and Paul Watson. "Teaching autonomy." Active Learning in Higher Education 6, no. 3 (2005): 182–93. http://dx.doi.org/10.1177/1469787405057665.

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13

Morse, Jane Fowler. "FOSTERING AUTONOMY." Educational Theory 47, no. 1 (1997): 31–50. http://dx.doi.org/10.1111/j.1741-5446.1997.00031.x.

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14

Munćan, Suzana. "Student autonomy as the goal of education and education." Norma 28, no. 2 (2023): 181–95. http://dx.doi.org/10.5937/norma2302181m.

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The paper discusses student autonomy as part of the education in the context of school modernization. The very concept autonomous for a student does not have a single definition. Proponents of student autonomy in their theoretical statements emphasize how important its development is for a person in the XXI century. In a brief consideration of the educational goals of certain advanced educational systems, it was observed that school to a certain extent support autonomy of a student, which varies among different educational institutions the system has. In the education system of the Republic of

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15

Romero, Noah, Nate Koerber, Kenneth J. Fasching-Varner, and P. G. Schrader. "Relational Autonomy in Teacher Education: Deepening Teacher Quality through Indigenous and Decolonizing Education." Cultural and Pedagogical Inquiry 15, no. 1 (2023): 57–70. http://dx.doi.org/10.18733/cpi29711.

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Drawing from transnational and critical studies in Indigenous and decolonizing education, this paper argues for relational autonomy as a key dimension of teacher quality. Bridging feminist critiques of autonomy and Indigenous and decolonial conceptions of personhood, it defines relational autonomy as the personal and social factors that allow individuals to take principled action to benefit their communities when applied to teacher education, relational autonomy helps us understand that good teachers are those who ably support students while transmitting a love of learning, an ethic of care, a

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16

Kim, Duk-Soo. "Autonomy and Human Rights Education." Journal of the Daedong Philosophical Association 99 (June 30, 2022): 55–74. http://dx.doi.org/10.20539/deadong.2022.99.3.

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17

LEE, JEE-HUN, and COLIN WRINGE. "Rational Autonomy, Morality and Education." Journal of Philosophy of Education 27, no. 1 (1993): 69–78. http://dx.doi.org/10.1111/j.1467-9752.1993.tb00298.x.

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18

Morgan, Jeffrey. "Buddhism and Autonomy-Facilitating Education." Journal of Philosophy of Education 47, no. 4 (2013): 509–23. http://dx.doi.org/10.1111/1467-9752.12031.

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19

Carter, J. Adam. "Autonomy, Cognitive Offloading, and Education." Educational Theory 68, no. 6 (2018): 657–73. http://dx.doi.org/10.1111/edth.12338.

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20

Kitsell, Fleur H. "Student Autonomy in Physiotherapy Education." Physiotherapy 79, no. 7 (1993): 509. http://dx.doi.org/10.1016/s0031-9406(10)60270-2.

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21

Paterson, Lindsay. "Individual Autonomy and Comprehensive Education." British Educational Research Journal 23, no. 3 (1997): 315–27. http://dx.doi.org/10.1080/0141192970230305.

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22

Blacker, David. "The Institutional Autonomy of Education." Journal of the Philosophy of Education 34, no. 2 (2000): 229–46. http://dx.doi.org/10.1111/1467-9752.00170.

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23

Lothian, Judith A. "Choice, Autonomy, and Childbirth Education." Journal of Perinatal Education 17, no. 1 (2008): 35–38. http://dx.doi.org/10.1624/105812408x266278.

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24

Cook, Edward David. "Care, autonomy and nurse education." International Journal of Palliative Nursing 2, no. 2 (1996): 62. http://dx.doi.org/10.12968/ijpn.1996.2.2.62.

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25

Laborde, Cécile. "Female Autonomy, Education and theHijab." Critical Review of International Social and Political Philosophy 9, no. 3 (2006): 351–77. http://dx.doi.org/10.1080/13698230600900909.

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26

Melville, Wayne, Donald Kerr, Geeta Verma, and Todd Campbell. "Science Education and Student Autonomy." Canadian Journal of Science, Mathematics and Technology Education 18, no. 2 (2018): 87–97. http://dx.doi.org/10.1007/s42330-018-0011-6.

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27

Sorin, Cristea. "Autonomy and Responsibility in Education." Journal of Educational Theory and Practice DIDACTICA PRO... 21, no. 3 (127) (2021): 53–56. https://doi.org/10.5281/zenodo.5036104.

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Autonomy and responsibility in education is an operational pedagogical concept derived from the fundamental pedagogical concepts that define the pedagogical norm and the outcomes of the system and of the educational process. At this level we need to highlight the double significance of the concept, establishing its reference sphere epistemologically and operationally: a) normative – autonomy implies responsibility in education, which concentrates axiologically on a set of imperatives, categorical (axioms and laws of education) and hypothetical (principles of education/training) ones; b)

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28

Rayevnyeva, Olena, Iryna Aksonova, and Viktoriia Ostapenko. "Assessment of institutional autonomy of higher education institutions: methodical approach." Knowledge and Performance Management 2, no. 1 (2018): 72–84. http://dx.doi.org/10.21511/kpm.02(1).2018.07.

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In order to reform and modernize the system of higher education, an important step is to assess the constituent parts of the institutional autonomy of higher education institutions (HEI), which allows, on the basis of a combination of the level of autonomy of higher education systems of countries and their universities, and indicators of the quality of scientific and educational activities of the HEI, to ensure a unified approach to information and analytical assessment of university autonomy in general. This fact proves the necessity of developing a methodological approach to the assessment a

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29

Corngold, Josh. "Autonomy-facilitation or autonomy-promotion? The case of sex education." Theory and Research in Education 10, no. 1 (2012): 57–70. http://dx.doi.org/10.1177/1477878512437456.

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30

Danilenko, Alexey, Irina Kosmidis, Victoria Shershneva, and Yulia Vainshtein. "Learner autonomy in modern higher education." SHS Web of Conferences 48 (2018): 01022. http://dx.doi.org/10.1051/shsconf/20184801022.

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This article deals with the concept of learner autonomy as well as the peculiarities of the use of the learner autonomy-based educational technology in the educational system of Russia. The analysis of the concept of learner autonomy is given basing on the works of both foreign and Russian specialists: the origin of the concept is traced back, different variants of defining the concept are given, and the teacher role in the context of learner autonomy is laid emphasis on. Generalizing the views the authors put forward their own definition of the concept of learner autonomy. The authors also po

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31

Schwartzman, Lisa H. "Relational Autonomy." Teaching Philosophy 25, no. 2 (2002): 183–86. http://dx.doi.org/10.5840/teachphil200225228.

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32

Park, Jong-Ryeol, та Sang Ouk Noe. "교육감과 관련한 일본의 지방교육자치제도에 대한 연구". K Association of Education Research 8, № 1 (2023): 91–109. http://dx.doi.org/10.48033/jss.8.1.6.

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The purpose of this study is to identify the problems with the education autonomy system and conflicts of the Japan, which is implementing the local education autonomy system to find a way to resolve conflicts and disputes that occur between the Minister of Education and the educational superintendent., and to suggest reasonable improvements. In Japan, as in Korea, there are conflicts and disputes between the central government and local governments. However, what is different from us is that the autonomy of local governments has been strengthened following the decentralization reform promoted

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33

Pandey, I. M. "Governance of Higher Education Institutions." Vikalpa: The Journal for Decision Makers 29, no. 2 (2004): 79–84. http://dx.doi.org/10.1177/0256090920040207.

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Governance includes the issues of autonomy and accountability. In most countries, including developing countries, autonomy is being extended to higher education institutions (HEIs) in order to increase the flexibility which these institutions require to meet the needs of the society and the economy. Autonomy is the prerogative and the ability of an institution to act by its own choices in pursuit of its mission and goals. This ensures optimum allocation of resources for achieving the stated goals and missions of HEIs which are knowledge creation and dissemination. These institutions are missio

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34

Fekrat, Izzi, Nana Sepriyanti, Martin Kustati, Nurhasnah Nurhasnah, Eldarifai Eldarifai, and Sisri Wahyuni. "Autonomy and Democratization of Islamic Education." International Journal of Educational Narratives 2, no. 1 (2024): 116–28. http://dx.doi.org/10.70177/ijen.v2i1.676.

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Background. Autonomy is the freedom to maintain and promote the special interests of the region, with its own finances, determine its own laws, and self-government. Purpose. Educational autonomy according to the National Education System Law No. 20 of 2003 is revealed in the rights and obligations of citizens, parents, communities, and governments. Method. The research and development method is a research method used to produce certain products, and test the effectiveness of these products. Results. The results of this paper show that autonomy aims to autonomize a person or an institution or a

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35

CARMO (UFPA), Nilce Pantoja do, and Waldir Ferreira de ABREU (UFPA). "SABERES E AUTONOMIA DOCENTE: UM DIÁLOGO ENTRE ELEMENTOS IMPRESCINDÍVEIS À FORMAÇÃO DO PROFESSOR." Revista Margens Interdisciplinar 14, no. 23 (2021): 25. http://dx.doi.org/10.18542/mri.v14i23.5778.

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O presente trabalho faz-se como um desdobramento da dissertação “Um rio no caminho: processos de escolarização de alunos ribeirinhos em contexto escolar urbano”, apresentada em 2019 como critério avaliativo do título de Mestre em Educação ao Programa de Pós-Graduação em Educação (do Instituto de Ciências da Educação da Universidade Federal do Pará). Neste ínterim, “Saberes e autonomia docente: um diálogo entre elementos imprescindíveis à formação do professor”, caracteriza-se como uma pesquisa bibliográfica, que objetiva compreender as relações peculiares aos saberes e à autonomia, discorrendo

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36

White, John, and Eamonn Callan. "Autonomy and Schooling." British Journal of Educational Studies 37, no. 3 (1989): 297. http://dx.doi.org/10.2307/3121285.

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37

Rivero, Jose. "Learning for autonomy." International Review of Education 35, no. 4 (1989): 445–61. http://dx.doi.org/10.1007/bf00597629.

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38

Finnigan, Kara S. "Charter School Autonomy." Educational Policy 21, no. 3 (2007): 503–26. http://dx.doi.org/10.1177/0895904806289189.

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39

Stengel, Barbara S. "AUTONOMY? OR RESPONSIBILITY?" Educational Theory 60, no. 1 (2010): 19–28. http://dx.doi.org/10.1111/j.1741-5446.2009.00343.x.

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40

Hoa, Nguyen Tai. "Autonomy in higher education in Vietnam." International journal of business, economics & management 5, no. 4 (2022): 470–77. http://dx.doi.org/10.21744/ijbem.v5n4.2047.

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Currently, the education and training in Vietnam sector has had specific policies and actions in which to attach importance to the renewal of the management mechanism for universities in the direction that universities are more and more autonomous in their mission implementation, improve the quality of education. International experience shows that one of the solutions to improve the quality of public universities is to gradually increase autonomy for universities in the following areas: autonomy in program and education plan; autonomy in using finance and facilities; autonomy in recruitment,

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41

Gómez-Rodríguez, Víctor-Gustavo, and Roberto Tolozano-Benites. "LA AUTONOMÍA UNIVERSITARIA A DEBATE." Identidad Bolivariana 6, no. 1 (2022): 1–6. http://dx.doi.org/10.37611/ib6ol11-6.

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Academic freedom and institutional autonomy, from all its edges, are not a privilege. Responsible university autonomy is a condition for the development of each institution of higher education and of the country itself. Today there is a debate about what should be the University of the 21st century in Ecuador and what role or roles should be adopted, depending on the autonomy, to each of the actors of the Higher Education System (SES).

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42

Mousena, Eleni. "Forming Autonomous Citizens – The Role of Education." Social Phenomena 10, no. 1 (2020): 16–26. http://dx.doi.org/10.47929/2305-7327_2020.01_16-26.

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Forming intellectually autonomous and active citizens is a major goal of education. Several areas of autonomy can be identified in education, such as school autonomy, curriculum autonomy, educators' autonomy, and the formation of autonomous citizens. The development of intellectual autonomy is realized, first and foremost, through the content of social studies and political literacy within an educational context of democratic principles of operation. The aim of this paper is to explore the concept of intellectual autonomy and the parameters by means of which intellectual autonomy is fostered t

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43

Sethy, Satya Sundar. "‘Academic Freedom’ in Indian Higher Education Settings." Asian Journal of University Education 17, no. 2 (2021): 39. http://dx.doi.org/10.24191/ajue.v17i2.9022.

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The expression ‘autonomy’ means freedom from external control and influence. But what students’ autonomy and teachers’ autonomy constitute of has not been examined in detail in the Indian higher education (HE) settings. It is observed that students and teachers are often misleading and misinterpreting the concept of ‘autonomy’ as ‘legal freedom’ and confused autonomy with ‘civil and political rights’. This creates hurdle to achieve aims and objectives of Indian HE institutions. Against this background, the paper discusses the relation between students’ and teachers’ autonomy and their academic

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44

Erdayani, Rizki, Muslim Afandi, and Syed Agung Afandi. "Indonesian Education Autonomy: A Bibliographic Study." Indo-MathEdu Intellectuals Journal 4, no. 2 (2023): 369–83. http://dx.doi.org/10.54373/imeij.v4i2.179.

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This study aims to analyse the trend of educational autonomy in Indonesia. This study used a qualitative approach with a bibliometric analysis method. This study uses data from 2012–2022, sourced from the Google Scholar database and obtained using the Publish or Perish application. The data is then processed using the Vosviewer application to obtain a bibliometric map. The results of this study indicate that the study of Indonesian educational autonomy is quite attractive to researchers. Even though it fluctuated, in the span of the last decade, there were 205 papers on Indonesian education au

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45

Dal Pizzol, Andrieli, and Soraia Kfouri Salerno. "Autonomia Universitária: Reflexões Sobre a Universidade Estadual de Londrina." Revista de Ensino, Educação e Ciências Humanas 18, no. 3 (2017): 306. http://dx.doi.org/10.17921/2447-8733.2017v18n3p306-316.

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O tema deste estudo trata sobre a autonomia universitária com reflexões sobre o contexto vivido pelas universidades paranaenses, a partir da Universidade Estadual de Londrina - UEL. O conceito de autonomia faz parte do processo histórico constituinte da universidade, bem como da essência institucional, desde seu berço na Europa. A universidade contemporânea se estabeleceu pela conquista da ideia da autonomia do saber diante da religião e do Estado. Objetiva-se neste artigo reconhecer elementos do atual debate sobre autonomia, seus avanços e recuos, para refletir sobre a crise vivenciada nas un

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46

Mahawar, Krishna. "REVIEW OF AUTONOMY IN TODAY'S EDUCATION." International Journal of Research -GRANTHAALAYAH 5, no. 12 (2020): 401–5. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.527.

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Our decision making power without interfering with others is known as truth. And if it is studded with education, then a very important issue comes up. Today many political influences and other interventions can also be seen in the field of education. Which also raises questions about the future of the country. Today, there is a need for such revenge which prevents the autonomy of education from being chaotic. Here my focus in this article is from Badlau on the ground level. Neither I will disclose the reports of any commissions here nor give any statistics related to education nor present ref

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47

Nascimento, Victor Wladimir Cerqueira. "Autonomy and education in Immanuel Kant." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no. 1 (2020): e11738. http://dx.doi.org/10.20952/jrks1111738.

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The principles of Kantian pedagogy are deeply rooted in educational thinking. Although many educators and philosophers did not fully embrace their pedagogical conception, the principles and notions served on a large scale as a toolbox for different names such as Piaget, Kohlberg, Adorno, Habermas, etc. In this sense, Kantian pedagogy is a source of inexhaustible revisiting and critical reflection. The relationship between education and autonomy in Kant is the foundation of educational thinking in modern times. In view of the critique of modern values established by postmodernity, it is necessa

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48

Choi, Okkyung, Bowon Jung, Kwan-Woong Gwak, and Seungbin Moon. "Degree of autonomy for education robot." Journal of Internet Computing and Services 17, no. 3 (2016): 67–73. http://dx.doi.org/10.7472/jksii.2016.17.3.67.

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49

Jeon, Jae Ah. "Habituation and autonomy in moral education." Journal of Curriculum and Evaluation 4, no. 1 (2001): 209–21. http://dx.doi.org/10.29221/jce.2001.4.1.209.

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50

Perlman, Dana, and Collin A. Webster. "Supporting Student Autonomy in Physical Education." Journal of Physical Education, Recreation & Dance 82, no. 5 (2011): 46–49. http://dx.doi.org/10.1080/07303084.2011.10598628.

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