Dissertations / Theses on the topic 'Philosophy educators'

This dissertation will trace the emerging paradigm of transaction as a model for the dynamics of the reading process. The paradigm of transaction, implicit in John Dewey's writings as early as 1896 in "The Reflex Arc Concept in Psychology," was originally described in terms of "interaction" between organism and environment. Only in 1949, in the twilight of his career, did Dewey definitively distinguish between "transaction" and "interaction," ascribing a mutually transformative character to the former process. In Knowing and the Known, Dewey and co-author Arthur F. Bentley (1949) proposed adoption of a wholly new "transactional vocabulary" as a precision tool for a new mode of scientific inquiry, whereby inquiry itself was recognized as a species of transaction between inquirer and observed phenomena. Even before the publication of Knowing and the Known, literary theorist Louise M. Rosenblatt had applied an implicitly transactional model of the relationship between organism and environment to the relationship between reader and text. She described this dynamic model of the reading process in Literature as Exploration (first published in 1938), a work that has inspired an ongoing revolution in the teaching of reading and literature at all instructional levels. In the first edition of this work, Rosenblatt employed Dewey's original term--"interaction"--to describe the dynamic relationship between reader and text. Following the publication of Knowing and the Known in 1949, Rosenblatt began systematically to appropriate Dewey and Bentley's transactional terminology in her analysis of the reader-text relationship. Educators who share the transactional vision of Dewey and Rosenblatt tend to see the role of the teacher as that of a facilitator of reader-text transaction and of reader-reader transaction as arbitrated by the text, rather than as an imparter of authoritative interpretations of texts. Envisioning potentialities for students' growth through such transactions gives rise neither to sanguine optimism nor to despair, but rather to a hopeful meliorism.
Ph. D.

The aim of this study was to uncover and illuminate aspects of spirituality, which may be present in the work of primary school teachers. Four themes emerged out the analysis and were coded using the methodology consistent with an Interpretative Phenomenological Analysis (IPA). The themes were: ● Spirituality as an aspect of identity formation and understanding. ● Relationships as central to understanding and formation. ● Teaching and learning as a shared encounter through mentoring. ● Spirituality as a contextual resource. IPA was chosen as a methodology as it places the participant as central to and expert in their lived experience whilst acknowledging the ways in which the researcher impacts on the interpretative process. Drawing on phenomenology whilst adopting a systematic process of analysis, the material uncovered ways in which spirituality can be used a resource in the professional encounter. The implications for this study points towards a new definition of spirituality that encompasses ‘moments of profundity and connection with other that leads to change’. This is particularly important in relation to the teachers in this study and could be of value to others in the education profession. Seeing one’s spirituality as a source of wisdom and as a contextual resource has allowed the participants to make connections with their colleagues and pupils that draw heavily on their spirituality in order to make sense of and bring change to situations and relationships. These instances are profound in nature for each individual but has brought about change in the situation, relationship or way of teaching and relating to one’s environment. As such the definition of spirituality in this study both encompasses established understanding of what it means to be spiritual but places this in the educational environment and profession. It is hoped that the findings of this study lead to an awareness of the way in which one’s spirituality can be drawn upon as a positive agential resource will be acknowledged in teacher education programmes and school-based teaching.

The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms.
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Denna uppsats ger inblick i pedagogers, läroplanskrivares, lärares och elevers syn på begreppet självständighet. Uppsatsen tar sin utgångspunkt i vad som händer under tiden efter att en elev stött på problem till dess den fått handledd vägedning i ämnet slöjd. Självständighetsbegreppet står i centrum för uppsatsens framställning.

Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: This dissertation argues that teacher education and development policy lacks an explicit philosophy of education and a responding pedagogy that would promote transformation. Through a conceptual analysis of teacher education and development, the study points to a deficit in philosophical underpinning that calls for an inquiry into ontology − ways of being, and epistemology − ways of knowing to contribute to critical citizenship. I contend that it is in a Freirean philosophy of education and a pedagogy of hope that teacher education praxis establishes the notion of a teacher as an unfinished being. This dissertation contends that for this to become established practice, the authority of educators, teachers and learners, and their status as subjects of their own learning and teaching, have to become part of the reflexive praxis. A pedagogy of hope constitutes the unleashing of the emancipatory potential of a teacher as an agent of democratic change, authority and reflectiveness. In line with the National Development Plan and the Vision for 2030, and in order to make an impact on society, I suggest an agenda for mass-based dialogue for the re-orientation of current teacher education policy.
AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat beleid ten opsigte van onderwyseropleiding en -ontwikkeling nie eksplisiete opvoedingsfilosofie en ‘n ooreenstemmende pedagogie wat transformasie voorstaan, openbaar nie. ̓n Konseptuele analise van onderwyseropleiding en -ontwikkeling wys op die afwesigheid van ̓n filosofiese onderbou, wat vereis dat ’n ondersoek van ontologie, as wyses van wees of bestaan, en epistemologie, as wyses van weet of met kennis omgaan, tot kritiese burgerskap kan bydra. Ek gaan van die veronderstelling uit dat dit in ̓n opvoedingsfilosofie en ̓ isn pedagogie van hoop, soos deur Freire voorgestel, dat onderwyserpraksis die idee kan vestig van ̓n onderwyser as “onklare/onvoltooide wese”. Die proefskrif gaan verder van die veronderstelling uit dat om hierdie idee as praktyk te vestig, die outoriteit van die opvoeders, onderwysers en leerders en hulle status as onderwerpe van hulle eie leer en onderrig, deel moet word van hul refleksiewe praktyk. ̓n Pedagogie van hoop behels die ontketening van die emansipatoriese potensiaal van die onderwyser as agent vir demokratiese verandering, outoriteit en reflektiwiteit. In ooreenstemming met die Nasionale Ontwikkelingsplan en die Visie vir 2030, stel ek voor dat om ̓n impak op die samelewing te kan maak, ons ̓n agenda vir massagebaseerde dialoog ter bevordering van die reoriëntering van huidige onderwysopleidingsbeleid moet onderneem.

South Africa had a change in government and in education after the 1994 elections. A new curriculum was introduced and some of the underlying critical outcomes were to develop the learners to become critical thinkers. The methodology by which to teach these outcomes was not clear. An intervention programme, Philosophy for Children (P4C) is used in some countries across the world to promote thinking. Research across the world has shown that this programme has the ability to enhance the cognitive abilities of learners exposed to it. Stories for Thinking (SFT) is an intervention programme based on the principles of Philosophy for Children and was introduced in some schools in an Education District of the Western Cape. This study investigates the perceptions of Intermediate Phase educators about the implementation of Stories for Thinking in this Education District. Educators were asked their strengths and challenges of the approach, their way of using it and the support they received. A qualitative research method was used and data were gathered to answer the research questions by means of questionnaires and interviews. Research findings indicate that educators perceived that Stories for Thinking was able to enhance the reading ability of the learners, it showed a significant improvement in their confidence levels, and a positive change in their general behaviour. Language was seen as a barrier to learning, but the evidence indicates that the community of inquiry can be used as a tool to overcome some of the barriers. It seems as if educators valued the support from the project leaders. It is concluded that this kind of intervention programme is worth introducing as long as all the role-players play their part and the setting is conducive.

The research presented here is of a sort almost never seen in today's social science work. Attempted here is a hermeneutical examination of teacher education literature of the 1970's, with the goal of revealing what otherwise would and generally does go unseen by most who practice and study teacher education, the tacitly held and taken-for-granted pre-judgements or prejudices which make such teacher education the reality it is. That is to say, the aim of this research is to "go behind what is said" in this literature in order to reveal the questions to which the literature's contents are the answer. This is necessary because such prejudices, such questions, determine in the first place the sorts of answers which can be given, by excluding other questions and points of origin, and thereby structure the form and content of teacher education as it is lived. The more specific purpose of this "going behind what is said," apart from merely revealing such prejudices, is, however, to examine them after they are revealed in order to reach a judgement as to whether or not some portion or, perhaps, all of these prejudices reflect a belief in and devotion to the alienated consciousness of technological thinking. This revelation and this judgement are presented in a chapter of nine sections: Professionalism; Management, Control, and Systems; Humans as Substances; Rationalism, Empiricism, Knowledge, and Morality; Learning, Teaching, and Academics; Education as School; Selling Materialism; Meritocracy and the Perfectability of Humans; Freedom, Participation, Community, and Power. These investigations leave little doubt, it seems, that teacher education and teacher educators in the United States during the 1970's, and by inference today also, are engrossed in and committed to technological thinking as the founding source of such work, and that such belief and commitment threaten not only teacher education as a viable human event but also the entire education "enterprise" as an authentic activity of human living.

In this dissertation I examine the discourse of music educators as it relates to musical aesthetics in the United States from the creation of the Music Supervisors’ Conference in 1907 to the year of the publication of Basic Concepts of Music Education: The Fifty-Seventh Yearbook of the National Society for the Study of Education, Part 1 in 1958. The purpose of this dissertation is to show that philosophical discussion, especially in relation to musical aesthetics, was much more comprehensive than previously acknowledged. The conventional view that the arguments supporting music education were primarily utilitarian is a limited interpretation of the discourse prior to 1958. In actuality, arguments about music extended beyond its practical social, economic, and political utility. Additional aesthetic theories guided the field and girded ideas of musical understanding and informed instruction. A better understanding of the discourse of this period contributes to more informed conversations about musical aesthetics and its relation to music education. Utilizing philosophical analysis and archival research, I argue in this dissertation that the philosophical discourse relating to musical aesthetics was rich, varied, insightful, and pervasive. The evidence in this dissertation refutes the standard interpretation which eschews the possibility of discourse on aesthetics taking place prior to 1958. I show that there was deeper philosophical analysis than what is currently acknowledged by those who presently make the claim that what was intended to happen generally in the field of music education and during instruction was solely guided by utilitarian philosophy. In other words, it expands the current understanding of philosophical discourse relating to musical aesthetics in music education before the Music Education as Aesthetic Education movement that is argued to begin with the publication of Basic Concepts.

LIEB, SHERYL J., Ph.D. In Pursuit of a Pedagogy of Personhood: Existentialism and Possibilities for Educator Liberation. (2015) Directed by Dr. Glenn M. Hudak. 244 pp. In this study, I explore the problem of 21st century educator existential oppression (my term) as the negation of personal and pedagogical personhood that I experienced as a result of my confrontations (across three separate schools) with oppressive policies and practices instituted by the neoliberal business model within the institution of education. I use my story to reflect the individual educator?s situation of dehumanization as it has become embedded within a neoliberal pedagogy of standardization, measurement, and objectification, asserting that this is an increasingly common phenomenon among contemporary educators. I discuss philosophical conceptions of oppression, personhood, and pedagogy through the lens of existentialism, positioned as a humanizing response to the dehumanization of neoliberal educational ideology. Emphasizing the existential attitude of intentional self-consciousness for self- reclamation (personhood) and resistance to oppression, I also address existential tenets that inform my current efforts toward teaching for freedom in the undergraduate classroom. Four existential questions frame the conclusion of this study, the responses to which prioritize the concept of integrity as fundamental to the pursuit of an individual pedagogy of personhood and the rehumanization of education, even inferring the community at large. The methodology of this study is an integration of philosophical analysis and scholarly personal narrative writing (SPN), the latter including reflections and commentaries interspersed throughout the study, along with excerpts from post-class, teaching field notes (spring 2013, the University of North Carolina at Greensboro), most notably in Chapter IV.

Rooted in Freirean pedagogy and using the Life Story Interview as a methodological tool, this dissertation research provides insight into the preparation, performance, and resilience of urban high school teachers and explores the viability of the Life Story Approach to reveal an alternative means of researching a teacher's approach to instructional pedagogy. This dissertation examines how a White female teacher's life story has informed her liberatory approach to teaching writing as an act of freedom in her urban high school classroom in Oakland, California. Observations of how the formation of a teacher's identity and instructional approach were influenced by her experiences in the world are explored in her story. This dissertation argues that if liberatory approaches and a critical literacy framework were considered within the context of seminal research on secondary writing instruction, teacher preparation programs and instructional pedagogy in urban classrooms would be compelled to change. These approaches are necessary to raise the critical consciousness of urban educators committed to serving low- income students of color in our nation's public schools and to inform instructional pedagogy and transform urban students' experiences in school and society. Implications for teacher preparation and approaches to curriculum development are considered.

Length of time teaching shapes educators’ competence with intentional integration of democratic engagement in the classroom. This study finding stems from a pivotal understanding of civic engagement refocused and defined as democratic engagement by Saltmarsh and Hartley (2011). The authors determine that democratic engagement as an ideal includes far more than the civic participation element of voting. These authors suggest that for a representative democracy to thrive, communities and civic institutions must partner to create civic agency among not just the individual, but collective, social, and government entities. In this study, educators in a small to medium sized K-6 district are surveyed to identify differing levels of democratic engagement among demographic indicators as identified by Saltmarsh and Hartley (2011). Democratic engagement constructs of community engagement, political voice, civic participation and political knowledge combine to create a Civic Index Scale measure. This measure describes a sample population of highly democratic engaged versus disengaged participants. Identified educators with the most engaged, somewhat engaged, and disengaged civic scores were interviewed for attitudes, beliefs, and professional practice in relation to democratic engagement. A series of two interviews per educator yielded unexpected results. The study found that democratic disengagement does not equate to disengagement in the classroom, poor teaching, or lack of effort to promote citizenship as developmentally appropriate. A disengaged educator in the study was professionally fulfilled, and successfully created classroom community. A medium engaged educator identified in the interview process exhibited highly effective teaching practice as a seasoned professional with lower levels of job satisfaction and difficulty in classroom management. The highly engaged educator in the qualitative analysis exhibited not only effective teaching practice, but also intentional relationship building, and highly effective classroom management. Hierarchical Regression analysis indicated that time teaching, age, race, and gender were significant in the model and that time teaching persisted as a key factor contributing to variance in the model.

It is not known why the chronic mis-education of Black students has neither been adequately investigated nor treated as the most significant, widespread phenomenon of twenty-first century pedagogy. To attempt to understand this quandary, it was urgent to ask: How do Black educators understand the education of Black students? Are they able to incorporate the tensions and varied experiences they have had as students into their professional repertoire? This study described how Black educators’ unique cultural perspectives might enable increased insight into the problem of mis-education. Critical race theory framed this study with an emphasis on narrative inquiry and transformative learning. I interweaved narrative/counter-narrative and critical event research methods as both theoretical and methodological frameworks. I engaged in multi-part interviews and observations of 5 educators to explore their unique biographical narratives and analyze how their lives and teaching practices might better inform the success of Black students. Findings indicated (a) educators uniquely experienced the vestiges of mis-education as they faced insidious forms of racism during the course of their academic journey, (b) educators sought to interrupt the racism that their White teachers’ and peers exhibited, (c) educators encouraged students to use their voices and various platforms to effectively counteract their oppression, and (d) educators engaged transformative pedagogies in overt and covert ways depending on both the social and the teaching context(s). Based on the findings of this study, a liberation-based pedagogy is recommended to ensure the empowerment, increased performance, and well-rounded education of Black students.

The primary purpose of this study was to determine if a correlation exists between teacher dispositions, grounded in Perceptual Psychology, and student results on the Kentucky Student Voice Survey (KSVS), a 25-question survey adapted from Cambridge Education’s Tripod survey. A correlation was found between teacher dispositions and KSVS question number 25 which states “my teacher gives us time to explain our ideas.” Except for this question, no correlation was found between teacher dispositions and KSVS results.

The central premise of this enquiry is that the International Baccalaureate (IB) model of education fails to deliver the humanitarian values that its literature claims describe. Its curriculum lacks the moral authority of a coherent philosophical foundation, and this promotes 'emotivism,' which reinforces contradictory ‘neoliberal’ values. Accordingly, this undermines the basic aim of an IB education and leaves its teachers prone to the subjectivism of emotivist morality. The proposal is that a process of reflexive practice can create an Aristotelian alternative to emotivism that revitalises the IB’s values-based model. Furthermore, it will argue that technology can build this practice into a 'social ontology’ that challenges the ‘governmentality’ of contemporary international education. To test the premise, an isolated ‘classic’ type of international IB school is considered because it reveals how a teacher’s cultural displacement shows the ontological significance of difference. This is followed by an evaluation of the ontological impact of international education’s governmentality. Subsequently, Alasdair MacIntyre's virtue theory is combined with Michel Foucault's ‘care of the self,’ to build a framework for reflective teacher practice. Then, an argument is made to use technology to connect these individuals and form a reflexive social ontology. To conclude, the enquiry argues that technology represents an objective rationality that challenges emotivism by removing subjectivism from the moral issues of difference facing an IB teacher.

The purpose of this study is to better understand how the natural environment influences who we have become as adults. Recognizing the importance of childhood experiences, with and within nature, the intent of this study is to interpret the essential meanings associated with these experiences and how these, in turn, are situated in our beliefs and relationship with nature. The targeted respondents for the study were all K-12 educators teaching in schools in Central California. The driving research question is stated as In what ways do childhood experiences with and within the natural environment impact who we are as adults? Three sub-questions were also explored: What personal meanings are associated with childhood memories and experiences of being with and within the natural environment? In what ways do individuals assimilate childhood experiences of the natural environment into their adult beliefs about their relationship with nature? In what ways does the exploration of early childhood nature experiences affect the decision to become environmental advocates? Moustakas' (1990) six-stage heuristic inquiry process was adhered to. The initial data collection began within myself, the researcher. Aspects of the experience, which became the collected data by means of conversations with co-researchers, journal writing, and other personal documents, were filtered by way of my own self-inquiry, sense of eco-literacy and experience with my childhood experiences with and within the natural environment. From the organization and analysis I have derived the essential elements of the experience. Nature as the common denominator, Nature awakens inner passions, Nature as lived through a relational awareness, Nature experiences support and guide our every day lives, and Nature stimulates a child's potential were the key thematic elements that embraced my own experience and that of my co-researchers.

This thesis follows my journey as an educator to find purpose and fulfillment in a career whose demands make it challenging to maintain balance between work and life. The mental, emotional, and physical energy that working in a "helping" or "giving" profession demands often poses a threat to valuable personal and family time, as well as a struggle to keep professionals working in these fields.

Trends throughout my graduate research in education include educational transformation, critical pedagogy and cross-cultural, globally oriented competencies for educators. These threads have woven their way into my lens on the world, prompting questions about educational and curricular policy and reform, particularly challenging the ubiquitous Euro-centric platform from which most schools in the United States operate. In June and July of 2012, sponsored by the United States-Colombian Fulbright commission, 16 educators had the professional development opportunity to study in Mexico and Colombia, all with the charge to develop authentic multicultural curricula for the benefit of students and teachers in the United States. Through documentation of the Fulbright-Hays 2012 participants' reflections, the study addresses the scope of the Seminar's transformative impact on teachers and subsequently students, supporting its relevancy as a government social-service program. The study examines the larger impact of the Fulbright-Hays Seminar on educators' pedagogical and philosophic orientations to their work in the classroom. This research may be utilized internally by the Fulbright-Hays commission for evidence of transformational experiences starting with seminar participants and, ideally, filtering down to students of diverse demographics. The development of culturally representative and responsive curricula is a pressing area of need in the United States, both in public and private spheres. Work in this field could contribute to social change and equity-driven reform within the educational sphere: pedagogically, methodologically, and philosophically. The study analyzes the development of teachers with increased cultural competencies, understanding of cultures outside their own culture (and yet often represented in their classrooms), therefore being poised to create more inclusive, anti-biased atmospheres for their students.

What are a person’s core beliefs? What do they hold dear and to be true? How does one go about examining their ideals and challenging them risking discovering there is a different way of living, thinking, or showing up? These questions and more are what drove me to enroll in the University of Vermont Graduate College and the Interdisciplinary Studies (IDS) program. I probably could have attended a few self-help seminars, paid a life coach or seen some type of counselor to help me explore these issues. Doing the exploring via higher education and the IDS program seemed much more meaningful, especially as the program progressed. Through Scholarly Personal Narrative (SPN) I have been able to closely examine myself, my life stories, with a different lens, even different then using the advantage of hindsight, in hopes of finding a path toward different self-realization. Important to note I said different, not better, as each person’s experience is valid, something you will see as you read the thesis. In so doing, you will be exposed to three basic explorations, my personal stories, my professional stories, and my political stories. All intertwine and relate to each other, but each have their own narrative to contribute to this journey. By the end, you, as the reader and consumer of these stories, may find similar paths to search for yourself in whatever place you currently find your life.

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O objetivo desta dissertação é discutir a partir das últimas investigações, ético-políticas, de Michel Foucault, a problemática da política – o governo de si e dos outros –, da resistência e da vida como elementos constitutivos à formação ética do educador, na condição de um intelectual específico. Procede-se a localização, reunião, seleção e interpretação das evidências fornecidas por Foucault, desde os primeiros textos, conferências, cursos e entrevistas da década de 1970, até os anos de 1980. O desafio consiste em saber, se é possível, ao professor agir como um intelectual que resiste as formas de sujeição existentes e que cria novos modos de vida à vista da imanência das relações entre saber, poder e verdade. Pode o professor ter uma atitude ética na instituição escolar que não se confunda com um discurso moral, mas, que concorra à construção de outros modos de existência? No primeiro momento desta dissertação, tornou-se necessário relacionar a interrogação do presente com o diagnóstico de emergência de múltiplas racionalidades de governo da conduta dos homens. No segundo momento, tratou-se de discutir em que medida essa questão das artes de governo tiveram impacto sobre a problematização do papel do intelectual, correlacionando à atribuição do papel do intelectual com a reconstrução das três economias de poder, pode-se dizer que: primeiramente, o aparecimento de um intelectual defensor do saber da ordem clássica, aquele que se ocupava do problema da razão de Estado; segundo, surge o intelectual universal, figura alinhada a ideia de direito e justiça que defende os princípios universais da razão e acredita ser possível conduzir os homens, graças, as racionalidades governamentais assentadas na matriz filosófica do Homem; e, por fim, o intelectual específico, figura que adentra a reflexão a partir do momento que os cientistas passam a perceber os efeitos de poder da racionalidade científica, da relação entre épistemè e technè. Para Foucault o intelectual específico provém do cientista perito que se atentou às suas próprias condições de vida e trabalho e aprendeu a atuar de forma local, observando os efeitos políticos de seus saberes. No terceiro momento, o objetivo é situar o lugar de exercício do educador na instituição escolar considerando as dimensões pedagógicas do processo de governamentalização e das múltiplas formas de arte de governar. Procura-se correlacionar a reconstrução das economias de poder preponderantes no Ocidente com as tecnologias de si. Ressalta-se que, além da herança pastoral – os atos de verdade e a confissão – e disciplinar – bloco capacidade-comunicação-poder –, as tecnologias diversas que circunscrevem o papel do professor atualmente caminham no sentido de torná-lo um empresário de si mesmo. Considera-se que a figura do educador no espaço de poder/verdade está vinculada à reinscrição das técnicas de governo que agem em prol de um empresariamento da vida. A tarefa do educador será a de opor seu corpo, seu discurso e sua vontade decisória de não ser governado, situando-se no horizonte da desestabilização do jogo político de verdade instituído; de uma atitude ética de desprendimento das engrenagens históricas e sociais; será uma contraconduta diante produção social da sujeição.
The objective of this dissertation is to discuss, from the latest ethical-political investigations of Michel Foucault, the problematic of politics – the government of self and others -, of resistance and of life as constitutive elements to the educator’s ethical formation, under the condition of a specific intellectual. It proceeds with locating, gathering, selecting and interpreting evidence provided by Foucault, from the initial texts, conferences, courses and interviews from 1970 to 1980. The challenge consists in knowing if it is possible for a teacher to act as an intellectual who resists the existing manners of subjection and who creates new ways of life due to the immanence of the relations between knowledge, power and truth. Inside the educational institution, can a teacher have an ethical attitude that concurs to the construction of other ways of existence and is not mistaken by a moral discourse? In the initial part of this dissertation, it was necessary to relate the interrogation of the present time with the emergency diagnosis of multiple rationalities that govern the conduct of men. In the second part was discussed the manner in which the arts of government had an impact on the questioning of the intellectual’s role, correlating the attribution of the intellectual’s role with the reconstruction of the three power economies. It can be said that: first, the appearance of an intellectual who defends knowledge, the one who occupies himself with the State’s reason problem; second, the universal intellectual emerges, someone aligned with the idea of righteousness and justice, who defends universal principles of reason and who believes that it is possible to lead men thanks to the governmental rationalities laid in the philosophical matrix of Man; and, finally, the specific intellectual, someone who reflects from the time where scientists begin to realize the power effects of scientific rationality, of the relation between épistemè and technè. According to Foucault, the specific intellectual comes from the expert scientist who paid special attention to his own conditions of life and work and learned to act locally, observing the political effects of his knowledge. In the third part of this dissertation, the objective is to situate the placement of an educator’s exercise inside the educational institution, considering the pedagogical dimensions of the governmentalization process and the multiple forms of government’s art. We seek to correlate the reconstruction of the power economies preponderant in the West with the technologies themselves. It is important to point out that beyond the pastoral heritage – the acts of truth and confession – and disciplinary heritage – capacity-communication-power block -, the diverse technologies that circumscribes the teacher’s role nowadays are leading him to become a businessperson. The educator within the power/truth space is considered to be attached to the insertion of government techniques that act in favor of an entrepreneurship of life. The task of the educator will be to oppose his body, discourse and deciding will in order to not be governed, situating himself on destabilizing the instituted political game of truth; to have an ethical attitude of freeing himself from the historical and social gears, and to be a contrary conduct facing the social production of subjection.

Orientador: Áurea Maria Guimarães
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O intuito deste estudo é fazer um recorte literário e filosófico sobre a dança contemporânea e suas potências na educação do sensível através do corpo. Todo este recorte é feito a partir do método de história de vida oral e temática de uma educadora proponente de um projeto social em uma escola particular de dança em Uberlândia-MG. A transcriação foi a principal ferramenta metodológica para discutir e estudar as possíveis relações entre corpo, vida, dança, educação e sociabilidades a fim de ampliar e identificar potencialidades da dança contemporânea na educação como parte significativa nos processos de subjetivação da contemporaneidade. Conceitos como o de "amor fati" em Nietzsche e "dobra" em Deleuze estão presentes na discussão do corpo que dança e afirma a vida.
Abstract: The aim of this study is to make a literary and philosophic cutting on contemporary dance as well as its potentialities regarding the education of the sensible through the body. This entire cutting is performed through the method of life history, both oral and thematic, of an educator who is the proponent of a social project in a private school of dance in Uberlândia, M.G. The transcreation was the main methodological tool utilized to discuss and study the possible relationships amongst body, dance, education and sociability in order to expand and to identify the potentialities of contemporary dance in education as a significant share in the process of subjectification of the contemporaneity. Notions of concepts such as Nietzsche's "amor fati" and Deleuze's "fold" are present in the discussion of body dancing and life-reassurance and its meaning.
Mestrado
Ensino e Práticas Culturais
Mestre em Educação

16 familles libanaises (père, mère, et jeune), ont été l’objet d’une étude rétrospective, non aléatoire, afin d’explorer les notions de transmission et de dynamique identitaires, en relation avec les diverses éducations familiales. Les critères d’inclusion furent la cohésion familiale, et le niveau d’instruction des jeunes, supérieur ou égal au Baccalauréat. Les familles étaient choisies selon les principales communautés structurales d’une société pluricommunautaire, à savoir la société libanaise (et plus particulièrement, les communautés confessionnelles, géographiques, et socioéconomiques).L’analyse compréhensive et interprétative des données collectées, suivit une méthodologie de type qualitatif, selon la méthode de théorisation ancrée : 1) établissement de repères interprétatifs initiaux ; 2) co-construction de sens ; 3) analyse inductive / déductive ; 4) catégorisation en cours d’analyse de diverses conceptualisations ; 5) modélisation de ces catégories conceptualisantes en deux étapes (bidimensionnelle, et tridimensionnelle), et dont le résultat fut une modélisation théorique de l’identité individuelle ; 6) usage de cette modélisation afin de proposer une approche originale des transmissions identitaires et des dynamiques identitaires et interculturelles ; et 7) ultimement de dégager une théorisation sur « le cristal interculturel imparfait » (C.I.I.), et sur ses éventuelles et potentielles, applications et implications, en particulier, sur le plan éducatif. Le principal repère interprétatif initial personnel fut dégagé du terme arabe « oumour » : une représentation en termes temporels de l’Existence. Les principales conceptualisations que cette étude permit de catégoriser, sont : 1) la distinction entre trois formes d’appartenance : les identités existentielles, l’identité essentielle liée au sexe (gender), et l’identité nécessaire liée au « oumour » ; 2) la structure tripartite des appartenances existentielles, du fait de la double influence qu’y exercent la famille et la société ; 3) l’individualisation d’un troisième cercle intermédiaire d’appartenance, entre les cercles, privé, et public, qui est le cercle de la « assabiyya » ; 4) le caractère incomplet de chacun des trois cercles d’appartenances ; et 5) le concept de « dynamique identitaire nécessaire » (D.I.N.), qui est la somme indissociable de deux mouvements identitaires nécessaires. Quant à la théorisation du ʺcristal interculturel imparfaitʺ, celle-ci correspond à une simplification, dans un but didactique, de notre compréhension de la structuration de l’identité individuelle, de sa transmission, et de sa dynamique. Elle s’appuie sur deux notions fondamentales : 1) les souscomposantes identitaires, ou particules élémentaires de ce cristal imparfait ; et 2) D.I.N. de l’être, qui dynamise le tout, à travers des processus internes de rationalisation et de relativisation. L’approche interculturelle tient une place de choix, dans cette théorisation, eu égard la compréhension de la transmission et de la dynamique, identitaires. Si bien que l’altérité, se présente comme étant la relation élémentaire de cette structuration. Et dont l’approche use de façon combinée, interactive et obligatoire de trois logiques distinctes : 1) la logique intersubjective et existentielle ; 2) la logique subjective et essentielle ; et 3) la logique nécessaire, quant au sens que donne l’être à son existence, et qui est liée à son « oumour » (à sa D.I.N.)
16 Lebanese families (father, mother and youth) have been the subject of a retrospective, non-randomized study, to explore notions of identity transmission and dynamics, in relation to the various family educations. Inclusion criteria were family cohesion and the level of youth instruction level, greater than or equal to High School. Families were selected according to the main structural communities in a multi communitarian society, namely the Lebanese society (specifically: confessional, geographic, and socioeconomic communities). The comprehensive and interpretative analysis of data collected, followed a qualitative methodology, according to the grounded theory method: 1) establishment of initial interpretive markers; 2) co-construction of meaning; 3) inductive / deductive analysis; 4) categorization, while analysis is in progress, of various conceptualizations; 5) modeling of these conceptualizing categories in two stages (two-dimensional and three dimensional), the result of which was a theoretical modeling of individual identity; 6) use of this model to propose an original approach o identity transmissions, and identity and intercultural dynamics; and 7) ultimately to reach a theorization about the “intercultural imperfect crystal”, (I.I.C.), and about its eventual and potential applications and implications, especially in terms of education. The main initial interpretive and personal landmark, was that of the Arabic word of “oumour”: a representation, in temporal terms, of Existence. The main conceptualizations that this study made it possible to categorize, were: 1) the distinction between three forms of belonging: the existential identities, the essential gender-related identity, and the necessary “oumour”-related identity; 2) the tripartite structure of existential belongings, due to the double influence carried on by the family and the society; 3) the individualization of a third intermediate circle of belonging, between the private and public, circles, which is the circle of “assabiyya”; 4) the incompleteness of each of the three circles of belonging; and 5) the concept of “necessary identity dynamics” (N.I.D.), which is the sum of two inseparable necessary identity movements. As for the theorization of the “intercultural imperfect crystal”, this corresponds to a simplification, for didactic purposes, of our understanding of the structuring of individual identity, of its transmission, and of its dynamics. It is based on two fundamental concepts: 1) identity subcomponents, or elementary particles of this imperfect crystal; and 2) the N.I.D. of the being, that “dynamizes” the whole, through internal processes of rationalization and “relativization”. The intercultural approach is prominent in this theory, on regard of the understanding of the identity transmission and dynamics.That’s why otherness is presented as the elementary relationship of this structure. And whose approach is characterized by its combined, interactive and mandatory use of three distinct logics: 1) the inter-subjective and existential logic; 2) the subjective and essential logic; and 3) the necessary logic, as to the meaning, that the individual gives to his being, and which is related to his “oumour” (his N.I.D.)

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This thesis aims to investigate the possible impact of the learning of Philosophy in the High School of the Pará state public school and its possible influence on the philosophical formation of Pedagogy students of the Federal University of Pará - UFPA. The case study was used as an investigative method and, as analysis technique, the analysis of content applied to the elements collected in the interviews of the subjects interviewed. The empirical sample of the subjects was composed of five UFPA students, who reported, through a semi-structured interview, their experiences while they were high school students from schools belonging to the State Secretariat of Education of Pará - SEDUC-PA and as students of the discipline Philosophy of Education, already in the Pedagogy Course of UFPA. In the theoretical contextualization of this study, the works of Severino stand out, without prejudice of the other theoretical categories, that are put like sustentation of all the reflective work. In addition to a list of subsidies on the subject in the chosen literature, some courses of preparation of the teaching program of Philosophy practiced in the Schools belonging to SEDUC-PA and of the discipline Philosophy of Education belonging to UFPA were presented, with a dense description of the process On the agenda and advancing subsidies to rethink the training, both in the High School of SEDUC-PA and in the Course of Pedagogy of UFPA. The present work was concluded by explaining the scope of the pedagogical intervention of Philosophy and evidencing its character of Paideia, as well as its limits and possibilities of interference in the education of education professionals.
Esta tesis tiene como objetivo investigar el posible impacto del aprendizaje de la filosofía en la escuela secundaria la escuela del estado de Pará y su posible influencia en la formación filosófica de los estudiantes de Educación de la Universidad Federal de Pará - UFPA. Fue adoptado como un método de investigación, el estudio de caso y como técnica de análisis, análisis de contenido aplicado a los elementos recogidos en los testimonios de los entrevistados. La muestra empírica de los sujetos consistía en cinco estudiantes UFPA, que informaron a través de entrevistas semiestructuradas, sus experiencias mientras eran estudiantes de las escuelas secundarias que pertenecen al Estado de Pará Educación - SEDUC-PA y como estudiantes de la disciplina filosofía de la educación, como el curso de pedagogía de la UFPA. En el marco teórico de este estudio, se destacan las obras de Severino, sin perjuicio de otras categorías teóricas, que se ponen a apoyar todo el trabajo de reflexión. Además de las subvenciones encuesta sobre el tema en la literatura elegido, se presentaron algunos caminos de desarrollo Filosofía del programa de enseñanza practicados en las escuelas pertenecientes a SEDUC-PA y Filosofía de la Educación disciplina perteneciente a la UFPA, realizando una descripción densa del proceso en la agenda y sumando las subvenciones a replantear la formación, tanto en el medio de la educación SEDUC-PA como el curso de pedagogía de la UFPA. Se concluyó este trabajo para explicar el alcance de la filosofía de intervención educativa y mostrando su carácter de Paideia, así como sus límites y posibilidades de interferencia en la formación de profesionales de la educación.
Esta tese visa investigar o eventual impacto da aprendizagem da Filosofia no Ensino Médio da Escola Pública Estadual Paraense e sua eventual influência sobre a formação filosófica dos alunos de Pedagogia da Universidade Federal do Pará – UFPA. Adotou-se, como método investigativo, o estudo de caso e, como técnica de análise, a análise de conteúdo aplicada aos elementos colhidos nos depoimentos dos sujeitos entrevistados. A amostragem empírica dos sujeitos foi constituída por cinco alunos da UFPA, que relataram, mediante entrevista semi-estruturada, suas experiências enquanto eram alunos de Ensino Médio de escolas pertencentes à Secretaria de Estado de Educação do Pará – SEDUC-PA e enquanto alunos da disciplina Filosofia da Educação, já no Curso de Pedagogia da UFPA. Na contextualização teórica deste estudo, destacam-se as obras de Severino, sem prejuízo dos outros categoriais teóricos, que se põem como sustentação de todo o trabalho reflexivo. Além de levantamento de subsídios sobre a temática na literatura escolhida, foram apresentados alguns percursos de elaboração do programa de ensino da Filosofia praticados nas Escolas pertencentes à SEDUC-PA e da disciplina Filosofia da Educação pertencente à UFPA, realizando-se uma descrição densa do processo em pauta e adiantando subsídios para se repensar a formação, tanto no Ensino Médio da SEDUC-PA como no Curso de Pedagogia da UFPA. Concluiu-se o presente trabalho explicitando o alcance da intervenção pedagógica da Filosofia e evidenciando seu caráter de Paideia, bem como seus limites e possibilidades de interferência na formação dos profissionais da educação.

Den här essän startar i en berättelse som gestaltar min egen upplevelse som förskollärareunder en lämningsmorgon på förskolan. I berättelsen beskriver jag hur mina relationer tillbarnen sätts på prov i lämningssituationen. I reflektionen av det som sker skriver jag frammina strategier för att närma mig barnen som dels en trygg famn, dels som en rolig clown. Jagreflekterar också över hur barnens avvisande av mig, såväl som deras uttryck för närhet tillmig, påverkar mig och hur dessa känslor är kopplade till hur jag uppfattar mig själv som mereller mindre lyckad som förskollärare. Med denna utgångspunkt undersöker jag genomdeltagande observation och samtal de strategier mina förskollärarkollegor använder sig av föratt skapa och upprätthålla relationer, samt uttrycken för och känslorna av relationerna.Denna vetenskapliga essä är skriven ur den praktiska kunskapens teori. Utifrån praktiskakunskapsbegrepp såsom techne och fronesis förstår jag den trygga famnen och den roligaclownen som två strategier som även mina kollegor använder sig av. Med ett fenomenologisktantagande om att känslor spelar roll för hur världen framträder för oss utforskar jag, medessäskrivandet som metod, relationernas betydelse för förskollärare och hur de påverkarmänniskan i en yrkesrolls känslor. I det utforskande skrivandet tar jag hjälp av Bubersrelationsfilosofi och Noddings begrepp för de som befinner sig i en omsorgsrelation.I essän framkommer att det verkar finnas ett glapp mellan hur relationerna ser ut i specifikasammanhang där de uttrycks, och hur förskollärarna talar om och tänker på relationerna. Detframkommer att förskollärarna har ett något ambivalent förhållande till hur de ser på att ingå irelationer med barnen. Å ena sidan talar de om relationerna till barnen som det som gör jobbetroligt och meningsfullt, och ser det som självklart att ge av sig själva i relationen med barnen.Å andra sidan verkar de på olika sätt hålla relationen ifrån sig, något essän försöker hitta svarpå varför. Är det för att skydda sig från den sårbarhet som relationer innebär? För att framståsom professionella yrkesmänniskor? Eller kanske för att omsorg och relationer inte får tasamma plats i en förskola som mer och mer betonar undervisningen, och likställer kvalitetmed mätbara resultat?Essän visar också på hur förskollärarna tillämpar ett klokt omdöme i sina strategier gentemotbarnen och hur denna yrkesklokskap hämtar sin erfarenhet från just känslor och relationer.
This essay starts in a story portraying my own experience as a preschool teacher during a drop-offmorning. I describe how my relationships with the individual children are put to the test at the dropoff. As I reflect upon what takes place in the specific situation, I define my strategies in approachingthe children as being a safe embrace, or a funny clown. I also reflect on how the children's rejection ofme, or expressions of closeness to me, effect me and how my own feelings are linked to how Iperceive myself as more or less successful in my profession. With my own reflections as a startingpoint, I use participatory observation and conversations to examine the strategies that my colleaguesuse to create and maintain relationships, as well as the expressions and feelings of these relationships.The essay is written in the theory of practical knowledge. Based on concepts of practical knowledgesuch as techne and fronesis, I understand the safe embrace and the funny clown as two strategies usedby my colleagues as well as myself. The text is based on a phenomenological assumption thatemotions matter in how the world emerges to us. I use essay writing as a method to explore theimportance of relationships for preschool teachers and how they affect the emotion of an individualacting in their professional role. In doing so I draw from Buber's relationship philosophy andNodding's concept for those in a care relationship.The essay shows a gap between what the relationships look like when expressed in specific contexts,and how the preschool teachers themselves talk and think about the relationships. The preschoolteachers interviewed are somewhat ambivalent to how they view and feel about their relationshipswith the children. On one hand, they talk about their relationships as what makes the job joyful andmeaningful, and that they are never hesitant to give of themselves to build that same relationship. Onthe other hand, they seem to reject the relationship in different ways, and the essay tries to findanswers as to why. Is it to protect themselves from the vulnerability of the relationships? To appear asprofessional practitioners? Or perhaps because care and relationships have a smaller part to play in apreschool that tends to increasingly emphasize teaching, and equates quality with measurable results?The essay also shows how the preschool teachers apply a wise judgment in their strategies towards thechildren, and that this specific professional wisdom draws on experiences from emotions andrelationships.

Cette thèse porte sur le développement identitaire des éducateurs de jeunes enfants et des éducateurs spécialisés en formation. Elle étude identifie et analyse les éléments à l’origine du choix d’orientation, afin d’éclairer la construction du projet professionnel de chacune des populations au fil de l’expérience pratique. Elle met en évidence les liens entre expériences de socialisation (Dubar, 2015) et développement identitaire des jeunes (Erikson, 2014 ; Marcia, 1993; Arnett, 2000). Articulée au modèle des représentations sociales (Moscovici, 2004 ; Abric 2011 ; Moliner, 2001) et à celui de la reconnaissance (Honneth, 2000 ; Ricœur, 2004 ; Kaddouri, 2002), le cadre théorique éclaire leurs conduites entre engagement et exploration (Marcia,1993 ; Luyckx & al, 2006 ; Meeus 2011). Le dispositif méthodologique mixte fondé sur une approche qualitative longitudinale et une approche quantitative permet d’interroger l’élaboration et l’évolution du projet professionnel en formation. Les résultats montrent le rôle des expériences socialisatrices dans le développement identitaire et l’intérêt croissant des éducateurs de jeunes enfants pour les publics de l’éducation spécialisée. Cette recherche ouvre une réflexion sur la conception des formations plus flexibles en travail social (Wittorski, 2008), qui permettrait de faire advenir le projet de soi professionnel
This thesis focuses on the identity development of early childhood educators and specialised educators during their curriculum. The study identifies and analyses the factors underlying the choice of orientation in order to enlighten the construction of the vocational project of each population over their training experience. It highlights the links between social experiences (Dubar, 2015) and youth identity development (Erikson, 2014 ; Marcia, 1993 ; Arnett, 2000). Based on the model of social representations (Moscovici, 2004 ; Abric 2011 ; Moliner, 2001) and recognition (Honneth, 2000 ; Ricœur, 2004 ; Kaddouri, 2002), the theoretical scope illuminates their conduct between commitment and exploration (Marcia,1993 ; Luyckx & al, 2006 ; Meeus 2011). The mixed methodological system based on a longitudinal qualitative approach and a quantitative approach allows to better understand the development of student’s professional project and its evolutions. The results show the role of social experiences in identity development and the growing interest of early childhood educators in special education. This research opens up prospects for the design of more flexible curriculum in the field of social work (Wittorski, 2008), for the fulfillment of the professional self-project

Les auteurs qui se sont intéressés à la pratique des éducateurs sociaux s’accordent à penser que l’agir de ces derniers procède avant tout d’un engagement quotidien, d’un souci de l’autre porté par des gestes actualisés en situation, pratique dont la mise en intelligibilité fait appel à une logique plurielle. Or, depuis l’introduction de la gestion managériale et de la sémantique des compétences dans le champ de l’éducation sociale, l’activité des éducateurs se trouve placée sous un éclairage réducteur qui s’intéresse aux seuls faits et gestes mesurables. Aussi, afin de rompre avec une pensée positiviste binaire, nous avons opéré un changement de paradigme en optant pour une approche esthétique qui conçoit l’agir humain non pas morcelé, mais envisagé comme une globalité. Une telle approche coïncide particulièrement bien avec l’activité des éducateurs qui se singularise par un entremêlement des dimensions corporelle, affective et réflexive. Cette hypothèse, nous l’avons mise à l’épreuve grâce à une enquête de terrain menée au travers d’une observation participante dans deux structures éducatives de la région genevoise. Nos analyses reposent sur les contributions de chercheurs, majoritairement situés dans le courant esthétique et pragmatiste, qui se sont intéressés aux théories de l’action. Nos observations ont dans une large mesure permis de crédibiliser notre hypothèse, nous permettant, d’une part, d’identifier quelques axes majeurs qui contribuent à la construction d’une épistémologie de l’agir des éducateurs et, d’autre part, d’ouvrir quelques perspectives pour la formation des praticiens
Writers who are interested in the practices of special educators agree that their work proceeds above all else as a daily commitment to their concern for others undertaken as context adaptive moves. Making sense of this practice calls for multiple sources of logic. However, since the introduction of management skills and the semantics of those competences in the field of special education, the work of educators has been reduced to a singular focus on measurable acts. Therefore, in order to move away from this positivist binary thinking, we undertook a paradigm shift that opted for an aesthetic approach, one that views human action as whole rather than fragmented. This approach meshes particularly well with educators whose activities are distinguished by their intermingling of physical, emotional and reflective dimensions. We tested this hypothesis through a field survey conducted while engaged in participant observation in two educational facilities in the Geneva area. Our analysis rests on the contributions of researchers interested in the aesthetic and pragmatic dimensions of theories of action. Our observations have in large measure helped to give credibility to our hypothesis. We can, on the one hand, identify some major areas that contribute to the construction of an epistemology of educators’ actions, and, on the other hand, present some possibilities for training practitioners

Notre thèse traite du thème : « Fondements philosophiques du projet d’un État mondial chez Éric Weil. » Il faut relever que l’idée d’un État mondial a effleuré l’esprit de beaucoup de penseurs avant et après Weil lui-même. Sans revenir en détails sur les idées cosmopolitiques qui ont été développées depuis les stoïciens jusqu’aux auteurs contemporains, on peut retenir que l’idée d’un État mondial a toujours visé un seul et unique but : instaurer une paix perpétuelle dans le monde. Ce qui fait la particularité et l’originalité de l’approche weilienne de cette question, c’est qu’elle centre la problématique de l’État mondial sur la question fondamentale de sa philosophie : le problème de la violence. Si le problème de la violence du langage a été thématisé et traité de façon systématique dans la Logique de la philosophie ; si le problème de la violence en l’homme a pu trouver sa solution dans la Philosophie morale; si la violence de la nature a pu trouver sa solution dans l’organisation rationnelle du travail social ; si la violence entre les individus à l’intérieur des États particuliers a pu trouver sa solution dans le cadre des États-nations, il restait à Weil de résoudre le problème non moins fondamental de la violence entre les États. C’est dans ce but qu’il a envisagé dans la troisième et dernière partie de la Philosophie politique la création d’un État mondial dont le but est « la satisfaction des individus raisonnables à l’intérieur d’États particuliers libres ». En confrontant la conception weilienne de l’État mondial avec celles de Maritain et de Kojève notamment, nous sommes arrivés à la conclusion que Weil a utilisé l’appellation « État mondial » pour désigner, une administration mondiale de la société mondiale du travail social. En somme, la conception weilienne de l’État mondial est pertinente et pleinement justifiée sur le plan philosophique, sur le plan de sa philosophie. Elle est philosophiquement justifiée parce qu’elle trouve ses fondements dans la Logique de la philosophie de Weil. Elle est pleinement justifiée, parce qu’elle permet de surmonter les obstacles comme le nationalisme, l’impérialisme, le conflit des cultures par l’idée de la promotion d’un État mondial pluraliste qui préserve la diversité des formes de vie. Elle est pleinement justifiée, parce qu’elle permet de surmonter l’obstacle du droit des nations à disposer d’elles-mêmes par la garantie de la souveraineté bien comprise des États particuliers dans le cadre de l’État mondial. Elle est pleinement justifiée, parce qu’elle vise à réaliser un monde sensé, à réaliser un monde de raison où vivrons des hommes libres, égaux et raisonnables. En un mot, la création de l’État mondial, telle que l’a envisagée Weil à la fin de la Philosophie politique, permet à l’humanité de se réconcilier avec elle-même
Abstract Our thesis deals with the theme: “Philosophical foundations for a world state project by Éric Weil”. It should be mentioned that the idea of a world state has been explored by many thinkers before and after Weil. Without going into details about the cosmopolitan ideas that have been developed since the Stoicians to contemporary authors, it is to be noted that the idea of a world state has always aimed at single and unique objective: establishing everlasting world peace. The specificity and originality of Weil’s approach resides in his questioning the philosophy underlying the world state concept, that is, the issue of violence. If the problem of the violence of language has been thematized and systematically treated in the Logic of Philosophy. Even though man-inherent violence issue is solved by Moral philosophy, and nature-inherent violence is solved to rational organization of social labour, and violence among individuals dealt with within the framework of nation-states, the fundamental issue of inter-state violence remains unsolved. In the third and last part of his book, Political Philosophy, he suggests the creation of a world state whose aim is “the satisfaction of reasonable individuals within specific free states”Comparing the Weilian conception of the world state with that of Maritain and Kojeve leads to the conclusion that Weil used the term "world state" to designate a global administration of the world society’s social work. In short, the Weilian conception of the world state is philosophically relevant and fully justified. It is philosophically justified because it finds its foundations in the Logic of the philosophy of Weil. It is fully justified because it overcomes such obstacles as nationalism, imperialism, the conflict of cultures by the idea of promoting a pluralistic world state that preserves the diversity of life forms. It is fully justified because it overcomes the obstacle of the right of nations to self-determination by guaranteeing the sovereignty, well understood by sovereign States within the framework of the world state. It is fully justified, because it aims to realize a sensible world, a world of reason in which free, equal and reasonable men will live together. In short, the creation of the world state, as envisioned by Weil at the end of Political Philosophy, would enable mankind to reconcile with itself

This research is a fundamental reflection in Philosophy of Education, on the education of educators in Preventive Education from an andragogical perspective. The focus is on the agein and aner-agein as an exclusive human act of authentic agogic accompaniment and on the qualities of the authentic educator. The research describes how Preventive Education is capable of responding to education agein and aner-agein as well as remaining open to the new demands of the contemporary modern world and problems facing the young. A critical reflection on Preventive Education attempts to ascertain whether, as an educative method, it can be offered as a viable alternative to primary and secondary educators currently unaware of the essence of Preventive Education. The study concludes with a chapter that deals specifically with the education of Salesian educators taking into account the renewal brought about within the Roman Catholic Chuch and the Salesian Congregation after Vatican II. This renewal lays the foundation for the implementation of a new form of Preventive Education and the impetus that will carry it into the Third Millennium. One of the recommendations of the study includes the urgency of educating lay Salesian educators in Preventive Education.
Educational Studies
D. Ed. (Philosophy of Education)

Despite the ubiquitous presence of children in society, the dominant discourse of childhood does not admit room for much of the complexity that the condition of children presents. This project shows that reading for childhood in philosophy and literature makes space for re-imagining childhood as a complex and valuable concept that impacts both the experience of children and their relationships with others and the world. This project situates childhood as a magnified time of growth and development, a unique aspect of human life. At the same time childhood cultivates an interest in and with others, it is also a constructed concept. This inquiry engages this complexity by a reading of rich descriptions and inquiries of childhood in texts of philosophy and literature. These foundational texts are: Jean-Jacques Rousseau's Emile, John Dewey's Democracy and Education, Simone De Beauvoir's Memoirs of a Dutiful Daughter, Virginia Woolf's The Waves, Vivian Paley's The Boy Who Wanted to Be a Helicopter, and Harriet Cuffaro's Experimenting with the World. Childhood in the texts functions to complicate and reframe conventional and historical interpretations of childhood. The readings in the project challenge a conventional rendering of childhood that serves to distance childhood from its wider community. Childhood is reframed as a concept of inclusion of the other, particularly the adult educator. The project expands scholarship examining how adult interactions with childhood manifest changes in conceptual understandings or practices. The project concludes that cultivating habits of reading for the concept of childhood assists educators in engaging their teaching practice meaningfully. Uncovering the complexity of the concept of childhood invites educators to uncover such ethical aspects of the educational relationship as responsibility, recognition, acceptance of difference, acknowledgement of power dynamics, freedom, and growth. In this context childhood functions as an ethical construct - a guiding value - in education. Multiple ways of viewing and reflecting on the concept of childhood illuminate possibilities for renewing and reengaging these ethical aspects within an educational context.

The thesis will establish, through philosophical argument, particularly in philosophical psychology, that professional practitioners in adult education are those who see themselves (and indeed are also seen) as agents of the integration of (a) adults' learning from their experiences (the authenticity aspect), with (b) the values of 'education' (the integrity aspect). That is, such practitioners employ 'know how' to bring such integration about, and they may ideally exemplify a kind of wisdom in 'knowing why' they act as they do. We will call this the 'integrationist' model of adult education practice. This integrationist thesis, drawing mainly upon Wittgenstein, Kant and Aristotle: * takes the very phenomenon of the practices of adult educators as its starting point, rather than analyse concepts or language per se, and treats ethical and epistemological dimensions of this practice as interwined and equally central in such phenomena; * requires extensive treatment of the formation of the 'appropriateness' or efficacy of the ethical and epistemological ingredients of professional practice, and subsumes this 'know how' in the significance of sociocultural location; * assumes such people are still 'students' in the broad sense that they are integratively learning from their practical experience and that socio-culturally located workplaces provide the most significant context for their practice (intentionality and competence are especially addressed); * re-examines the emphasis in adult education on the role of experience and the self, and accordingly revitalises a constructivist approach more firmly based in ontological considerations; * accordingly, moves beyond an atomistic conception of professional competence and the sovereignty of the agency of the individual practitioner, * develops an emphasis on teleological considerations - adding 'knowing why' to a more holistic 'know how' and, in that sense, signals a retrieval of the notion of 'vocation', with an orientation towards the attainment of the 'rightness' of practical wisdom (phronesis) as the purpose of adult education as professional practice. Integrationism is thus also constructivist: professionals in any field are expected to make a positive difference. There are general features of the analysis pertinent to any practice where adults' circumstances are up for amelioration.

This research brings the thought of Emmanuel Levinas into play in attempting to understand the responsibility of a group of educators of Aboriginal and non-Aboriginal heritage working amidst the tensions of ethno-cultural difference in an inner city public high school in Western Canada. The concept of ‘welcoming’, that is born in the words of Levinas, and that I further fashion into an interpretation framework while relying on the writings of Jacque Derrida and Sharon Todd, is employed in articulating this research. The research involves exploring: if, how and to what extent the responsibility of these educators might be understood as a welcoming of the Other and; if, how and to what extent the notion of welcoming itself, and particularly the thought of Levinas, might be potentially helpful in understanding the responsibility of educators? This study articulates a philosophical hermeneutic that is an interpretation of participants’ stories developed through a close examination of Levinas’ philosophy aided by insight from Derrida, Todd and other writers. This research articulates how educators revise and reenact their responsibility wherein their success and that of their students involves the establishment of a non-coercive relationship educators believe is fundamental and crucial to any other form of success their schooling context. This study offers examples and insight concerning how educators are interrupted by the difference of others; how educators realize their vulnerability to others and respond to others where their relationships with others change from merely being-with others to a “being-for” the Other; how educators negotiate the difficult tension of being an hôte or a guest in one’s own situation and; how educators receive the gift of learning from the Other or learn what their responsibility demands of them as they seek to serve others in amidst ethno-cultural difference. This research is helpful in offering an alternate way to approach how educators’ understand and enact their responsibility amidst ethno-cultural difference and does this by offering an atypical consideration of what is ethical, where responsibility is reconceived as a welcoming of the Other. In this pursuit insight is offered into the helpfulness and use of Levinas’ philosophy with the suggestion that his writings remain challenging to decipher as well to apply, offering few if any specific guides for action. Despite this, I suggest that Levinas’ philosophy when refashioned as welcoming, relying on scholars such as Derrida and Todd, can be helpful in prompting us as educators to think differently about our responsibility and therefore to perhaps act differently. In this capacity this study is potentially helpful to educators in assuring them that what is ethical is not necessarily defined within the confines of convention, legal codes and rules nor is what is ethical solely determined within such confines, but rather in our attentiveness to others and our attentiveness to our attentiveness, where we realize the welcoming nature of responsibility and what is actually demanded of us in being responsible to the Other.

Purpose: The purpose of this study was to develop a visual concept map that could assist nurse educators in explaining the concept ‘nursing’ so that students have a similar understanding, meaning and interpretation thereof. Methodology: An exploratory and descriptive qualitative study was conducted to develop a visual conceptual map that can help in the common understanding and interpretation of the concept ‘nursing’. Research approach: A qualitative research approach was used. The research approach consisted of four phases: Phase 1: A self-designed online questionnaire was used to obtain information from the nurses, registered with South African Nursing Council (SANC) and members of Democratic Nursing Organisation of South Africa (DENOSA), about their interpretation of the meaning of ‘nursing’. Phase 2 included the integrative review that was used to obtain in-depth meaning of the concept ‘nursing’ from relevant literature and documentation. Phase 3: The two sets of analysed data from Phase 1 and Phase 2 were combined and used to develop the visual conceptual map. Phase 4: The developed visual concept map was validated by the nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters, in order to provide a validated visual concept map based on their expertise in Africa. The outcome of the study: A validated visual concept map, agreed upon by nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters, based on their expertise in Africa, is available and may be of great benefit for nurse educators in teaching the meaning of the concept of nursing to student nurses in their institutions. As a teaching tool, this concept map might assist educators in explaining the meaning and interpretation of the concept ‘nursing’.
Health Studies
Ph. D. (Nursing)

This research investigated the educational orientation of teacher educators in colleges of education in Botswana whether pedagogic or andragogic, and how they influence their educational practice. The methods of investigation were, a literature study of belief systems, andragogy and pedagogy as well as the nature of educational orientation, a survey of the educational orientation of teacher educators in Botswana using a structured Educational Orientation Questionnaire (EOQ) adopted from Hadley (Quam, 1998) and a semi-structured group interview to a stratified random sample of student teachers at two of the colleges of education. The results showed that most teacher educators in colleges of education in Botswana had a pedagogical rather than an andragogical orientation. They predominantly use educator-centred rather student-centred teaching methods.
Educational Studies
M Ed. (Didactics)

The methodology by which to teach these outcomes was not clear. An intervention programme, Philosophy for Children (P4C) is used in some countries across the world to promote thinking. Research across the world has shown that this programme has the ability to enhance the cognitive abilities of learners exposed to it. Stories for Thinking (SFT) is an intervention programme based on the principles of Philosophy for Children and was introduced in some schools in an Education District of the Western Cape. This study investigates the perceptions of Intermediate Phase educators about the implementation of Stories for Thinking in this Education District. Educators were asked their strengths and challenges of the approach, their way of using it and the support they received. A qualitative research method was used and data were gathered to answer the research questions by means of questionnaires and interviews. Research findings indicate that educators perceived that Stories for Thinking was able to enhance the reading ability of the learners, it showed a significant improvement in their confidence levels, and a positive change in their general behaviour. Language was seen as a barrier to learning, but the evidence indicates that the community of inquiry can be used as a tool to overcome some of the barriers. It seems as if educators valued the support from the project leaders. It is concluded that this kind of intervention programme is worth introducing as long as all the role-players play their part and the setting is conducive.

In this studio-based thesis, "How One Art Educator Combines the Strengths from Two Educational Systems, Chinese and Canadian, To Develop A Teaching Philosophy," combines several aspects of the author's studio practices and with her learning experiences as a Chinese student in Canadian fine arts program. This thesis shows the process of how the author improved her art-making abilities and how she developed her teaching philosophy and methods by using the education that she received from ceramics courses at a Canadian university as a link to her education in painting and drawing in China. At the same time, through qualitative research, the author uses her art-making, personal living and learning experiences as a research case in order to explore and gather truly first-hand data. The author shares her own experiences in art education and art-making in China and Canada to help the readers easily understand her theoretical rationale, an approach which is consistent with her belief that theory can result from actual practice.

The thesis of a theoretical character deals with the cultivation of humanity as a task of education. The work summarizes the areas affecting the topic of humanity and education. Firstly, the work describes the meaning of humanity which is present in one of modern philosophical disciplines called philosophy of education. It also introduces the educational process forming an integrated system of precise rules. Within the process, factors forming the process are described. These are: educator who is a guide in the educational process; the educated person who is not only the object but also the subject of the process; environment which plays a significant role in education and involves a variety of participants. The last part of the thesis deals with education as a process of humanization and describes various aspects affecting the process of humanization.

The overall purpose of this study was to explore and describe the factors that affect theory-practice integration of student nurses at a selected campus of a nursing college in the Limpopo Province. Quantitative, descriptive, explorative and cross-sectional designs were used to accomplish the objectives of the study. Data collection was done using structured questionnaires with a few open-ended questions. The respondents were student nurses (n=106) and nurse educators (n=9). The findings revealed that failure of biological and natural sciences subjects, the use of traditional teaching strategies, inadequate use of simulation laboratory, inadequate clinical supervision, a shortage of resources, nature of the assessment process, extent of interest in the subject (s) taught, inability to draw clinical experiences during theoretical teaching, overpopulation of student nurses in the clinical area, negative attitude of ward staff and differences between the simulated skills and the actual clinical procedures in the ward affect theory-practice integration.
M.A. (Health Studies)
Health Studies

Text in Afrikaans
In this dissertation an attempt has been made to study the past and in particular the basic cultures of Western civilization (the ancient Israelites, ancient Greeks, Romans and early Christians) in order to investigate the educational role of the father. In an examination of the past from a historic pedagogical perspective, an endeavour has been made to compare the educational role of the father during the ancient period to that of the father at present in order to ascertain whether the past can possibly serve as "preceptor" with regard to this contentious contemporary problem. A chapter was devoted to each of the four aforementioned cultures in which the father's educational role was disclosed. At the end of each chapter a brief conclusion was reached pertaining to the field of study. In the last chapter a number of conclusions and recommendations with regard to some of the factors which influenced the father's educational role but which has immense significance for the contemporary (as well as the future) period and consequently cannot be ignored, were recorded. Matters such as the· father's educational responsibility, religious/devout support, moral-ethical education, vocational preparation and the implementation/enforcement of punishment and discipline were discussed so that the present state of affairs with regard to these factors could be evaluated and compared to that of the past.
In hierdie verhandeling is gepoog om by die verlede en wel by die grondkulture van die Westerse beskawing (die oud-lsraeliete, antieke Grieke, Romeine en vroee Christene) te gaan kers opsteek betreffende die opvoedingsrol van die vader. Deur die verlede vanuit 'n histories-pedagogiese ingesteldheid te bevra, is daar gepoog om die verband tussen die opvoedingsrol van die vader in die antieke tyd met die van die vader in die huidige tyd te vergelyk in 'n paging om vas te stel of die verlede moontlik as "leermeester" ten opsigte van die brandende kontempor~re vraagstuk kan di en. Aan elkeen van die vier genoemde kulture is 'n hoofstuk gewy waarin die vader se opvoedingsrol onthul is en aan die einde van elke hoofstuk is tot 'n kart samevattende gevolgtrekking met betrekking tot die veld van ondersoek gekom. In die laaste hoofstuk is 'n aantal gevolgtrekkings en aanbevelings met betrekking tot enkele faktore wat die vader se opvoedingsrol be1nvloed het maar wat groat segwaarde vir die huidige (sowel as toekomstige) tyd het en dus nie negeer kan word nie, geboekstaaf. In hierdie verband is aangeleenthede soos die vader se opvoedingsverantwoordel ikheid, religieus/godsdienstige steungewing, moreelsedelike opvoeding, beroepsvoorbereiding en die toepassing/handhawing van tug en dissipline aan die orde gestel sodat die huidige toedrag van sake met betrekking tot die genoemde faktore daarteen gespieel en geevalueer kan word.
Educational Studies
M. Ed. (Historical Education)