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1

Martins, Enilce Barbosa. "Educação como obra missionária: a educação como instrumento de difusão da filosofia adventista." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/2066.

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Made available in DSpace on 2016-04-25T19:20:53Z (GMT). No. of bitstreams: 1 Enilce Barbosa Martins.pdf: 366481 bytes, checksum: fc769e1abb2f43f3f8e5256447b3ba4c (MD5) Previous issue date: 2008-05-16<br>Secretaria da Educação do Estado de São Paulo<br>Education as a missionary work is a way to analyse others fields, to elaborate contents that can help us to think about ways to improve the quality as well as in education and in life. From this conception, we go through the history of Protestantism in Brazil, through the economy to politic and culture, to the influences of the new ideologies b
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2

Pearson, M. D. "Seventh-day Adventist responses to some contemporary ethical problems." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371728.

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3

Dunn, H. "Reality and truth in the seventh-day adventist church." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377815.

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4

Combie, Christopher C. "Presidential Views of Leadership in Seventh-day Adventist Higher Education." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5003.

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This qualitative research explored the perceptions of presidential leadership in Seventh-day Adventist (SDA) higher education in North America. The perceptions included the identification of leadership competencies and leadership styles that promote the mission of the SDA church in higher education. This research also identified the personal and professional experiences of SDA college and university presidents that contributed to their successful accession to the presidency. The presidents came from the twelve non-medical SDA colleges and universities in the continental United States and Canad
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5

Tyrell, Marva E. "Perceptions of Character Education in a Seventh-Day Adventist School." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/762.

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Character education has been viewed by many educators as having significant historical, academic, and social value. Many stakeholders in education argue for character development as a curricular experience. While understanding the degree to which character education is of worth to stakeholders of institutions is important, understanding students, teachers, and administrators perspectives from their lived experiences is likewise significant. The purpose of this phenomenological study was to gain a deeper understanding of character education within a Biblical framework environment by examining t
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6

Santiago, Edwin P. Alicea. "The relationship of family, church, school, peers, media, and Adventist culture to the religiosity of Adventist youth in Puerto Rico." Thesis, Andrews University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621863.

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<p> <b>Problem</b> No formal study that considers the influence of the family, church, school, peers, media, and Adventist culture on the denominational loyalty, Christian commitment, and religious behavior of Adventist young people of Puerto Rico has previously been conducted. Therefore, pastors, parents, teachers, church leaders, and administrators have no data on which to base their assessment of the religiosity of Adventist young people. </p><p> <b>Method</b> This study used youth ages 14 to 21 from the youth sample of the <i>Avance PR</i> study conducted in 1995 in Adventist schools and
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7

Somasundram, Drene. "A gender inclusive model in theological education for the Seventh-day Adventist church." Thesis, Middlesex University, 2007. http://eprints.mdx.ac.uk/2659/.

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Clergywomen in the Seventh-day Adventist Church have spoken for the first time of their theological training at a private Christian tertiary institution in Australia. A phenomenological design was utilised where Clergywomen’s collective lived experience of theological education was captured and analysed. The major themes of ambivalence in identity formation, the struggle to question dominant hegemony and existence in hostile environments depict the lifeworld of Clergywomen. The findings from this investigation, together with the Clergywomen’s recommendations for improvements to theological tra
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8

Tagai, Kuresa School of Education Studies UNSW. "Factors Affecting Faculty Morale in Seventh-day Adventist Tertiary Institutions." Awarded by:University of New South Wales. School of Education Studies, 1999. http://handle.unsw.edu.au/1959.4/32663.

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Using a multimethod approach, this study set out to examine the concept of faculty morale - what it is, what affects it, and how to improve it - in the setting of the four South Pacific tertiary institutions owned and run by the Seventh-day Adventist (SDA) Church. Based on three research questions and three major expectations, the study, done between October 1997 and March 1998, was carried out in two stages representing the two models of research - quantitative and qualitative. The study confirmed the multi-faceted and complex nature of morale as well as the close relationship between this co
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9

Rodriguez, Chalas Rafael. "Continuing education in music ministry of the Atlantic Union Conference of the Seventh-Day Adventist Church." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12606.

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Thesis (D.M.A.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>Previous studies of Seventh-day Adventist (SDA) music have explored theological foundations, historical roots, and administrative challenges of the music ministry. However, these past studies did not assess th
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10

Unruh, Janie. "Adventist Affiliation and Type 2 Diabetes Pre- and Post-Complete Health Improvement Program (CHIP)." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10164834.

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<p> Adventists following a plant-based diet have half the prevalence and incidence of type 2 diabetes than nonvegetarian Adventists. This study used a quantitative, correlational study design to assess if there was a significant difference in type 2 diabetes prevalence rate between Adventists and non-Adventists preprogram, and if there were significant differences in biometrics between Adventists and non-Adventists with diabetes pre- and post-Complete Health Improvement Program (CHIP). This study incorporated the social ecological model for its conceptual framework and examined pre- and postp
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11

White, William Griffin. "Accreditation of Seventh-day Adventist liberal arts colleges in the North Central Association region of the United States, 1922-1939." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268913.

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12

Shimray, David Luiyainao. "Educational philosophy in India compared and contrasted with Christian philosophy of education." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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13

Aakre, Bjørn Magne. "Philosophy of education in Norway." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2009. http://hdl.handle.net/2237/12379.

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14

Nanji, Shamas 1951. "Al-Fârâbi's philosophy of education." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55628.

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15

Nakagawa, Yoshiharu. "Eastern philosophy and holistic education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/NQ50065.pdf.

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16

Olaore, Israel Bamidele. ""Integrating Faith and Learning at a Private Christian University in Nigeria: Patterns of Institutionalization"." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194226.

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Institutionalization of curricular or pedagogical innovation or reform occurs at three different levels in an organization, the regulative institutionalization which occurs as compliance by expediency, normative institutionalization which occurs as compliance by moral or legal appropriateness and cognitive institutionalization which occurs as compliance by conceptual correctness. The cognitive level is most the desirable because at that level the values and norms of the organization are manifested in the beliefs and behaviors of individuals in the organization.This research study examined the
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17

gallego, brady s. "COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/127.

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Philosophy of education not only forms the background for curriculum construction and pedagogy but there is a connection between epistemology and education within the economic power structure of society in the United States (Aronowitz & Giroux, 1993/1991, p. 88). Public education in the United States often functions as a propaganda delivery system which conserves the economic power structure by use of a conservative and objectivist philosophy of education which instrumentalizes education into vocational preparation, compliance to a governing ideology and uncritical acceptance of knowledge as
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18

JUNIOR, CARLOS MONTEIRO. "PHILOSOPHY, RHETORIC AND EDUCATION IN ISOCRATES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27940@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>A presente tese pretende analisar o modo como a educação filosófica era identificada, pensada e discutida na Atenas do século IV a.C., especificamente em sua interseção com a retórica. Para isso, optamos por utilizar os textos e o pensamento de Isócrates como principal referência, destacando neles os movimentos existentes de identificação da filosofia e de sua educação. Um dos objetivos centrais desta tese é destacar a
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19

Bitters, Todd Aaron. "The Philosophy of Richard Rorty Interpreted as a Literary Philosophy of Education." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403973904.

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20

Davison, Trevor. "Marx, freedom and education /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847761306446.

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21

Rocha, Samuel D. "Education, Study, and the Person." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280945814.

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22

Felderhof, M. C. "Philosophy and religious education : a critical study." Thesis, Swansea University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636966.

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This thesis is a study of a divide in Philosophy, in particular one which pertains to its nature and method. The divide, which is shown to be deep and unbridgeable, is explored through four important topics in the Philosophy of Religion, specifically through: (a) the religious interest in immortality, (b) the understanding of myth as a form of religious communication, (c) the belief in miracles, and (d) the practice of prayer. It shows that depending on which understanding of the nature and methodology of Philosophy prevails, very different views of religion emerge. It further shows that there
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23

Irwin, Frances Ruth. "Heidegger's threshold : philosophy of environment and education." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/5394/.

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The consumerist lifestyle of modernity has had a detrimental impact on the environment. In part, this is supposed by the traditional philosophical conceptualisation of subjectivity, which privileges human subjects from surrounding objects. Concern over our attitude to the environment has been present from the beginning of civilisation and particularly since the emergence of the industrial revolution. This thesis traces a genealogy of these concerns, from the Romantics, to 20th century philosophers such as Heidegger, through the political movements of the 1960-1980s and the recognition of pollu
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24

Walwyn, Peter Frederick. "Hegel's philosophy of education : a re-examination." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10020163/.

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The thesis is that G W F Hegel's 'The Phenomenology of Mind' offers a paradigmatic account of subjective experience that can be used as an explanatory principle in educational theory and practice. This paradigm is most helpful in (a) providing an intrinsically valuable account of the educational process and (b) providing important insights into issues in contemporary education. The starting point of the argument is a critique in which much contemporary educational theory is demonstrated to display a one-sided conception of personhood or subjectivity mainly due to Kantian and Wittgensteinian in
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25

Taft, William Orville. "Pedagogical implications of hermeneutical philosophy in education." Thesis, Goldsmiths College (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272272.

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26

Hughes, Marnie Therese Elizabeth. "Historical imagination and education." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339818.

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27

Hick, Brian John. "Worship and religious education." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357004.

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This research was undertaken in the light of Foucault's theories and methodologies of language with particular reference to Discipline and Punish as applied to education. The opening section gives a detailed review of these methodologies and the way they will be applied to the various areas of educational practice. There is detailed consideration of the relationship between church and state from the early nineteenth century up until the Education Act, 1944, with particular reference to religious and educational discourse. This is followed by a study of the principles underlying the teaching of
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28

Strong, Alejandro C. "The natural education of our America : Jose Marti's philosophy of education /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1328056191&sid=19&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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29

Pierce, Clayton Todd. "Democratizing science and technology education perspectives from the philosophy of education /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1495962521&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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30

Stevens, Philip James. "Education culture and politics : the philosophy of education of Raymond Williams." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018669/.

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As far as I have been able to discover Raymond Williams's writing on education has not been the subject of an extensive study. This is surprising since Williams's educational writings, although not presented systematically, represent a considerable contribution to thinking about education in the late twentieth century. Since Williams's death in 1988 several articles have been published dealing with specific areas of this aspect of his work (1), but although useful, these provide only the beginnings of an account of Williams's philosophy of education. Williams has been described as the 'single
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31

Steley, Dennis. "Unfinished: The Seventh-day Adventist mission in the South Pacific, excluding Papua New Guinea, 1886-1986. (Volumes I and II)." Thesis, University of Auckland, 1990. http://wwwlib.umi.com/dissertations/fullcit/9100749.

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The Seventh-day Adventist Church, incorporated in the United States in 1863, was driven by the belief that it was God's 'remnant church' with the work of warning the world of the imminent return of Christ. When that mission was finished the second coming would occur. In 1886 following a visit by an elderly layman, John I Tay, the whole population of Pitcairn Island desired to join the SDA church. As a result in 1890 Adventist mission work began in the South Pacific Islands. By 1895 missions had been founded in six island groups. However difficulties, both within and without the mission's co
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32

Delport, Aletta Catherine. "Emotions, social transformation and education." Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/318.

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This thesis addresses the topic of the education of the emotions in the context of a rapidly transforming South African society. It attempts to reconfigure the conceptual landscape in terms of which we think about rationality, social transformation and education, and contests the intellectual and instrumental prejudice in the currently dominant ways of thinking about education. It reclaims a sense of what it would be to think of education in terms of cultivating humanity, as a key to the profound transformation of the South African society. It argues that the emotions should be relocated in ou
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Adams, Ian S. "Philosophy, ideology and educational theory." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6681/.

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This work is concerned with the nature and scope of ideology. It begins with an examination of the relationship between theory and practice in the relatively uncontentious area of education. An analysis of different kinds of educational theory reveals the nature of the most comprehensive form of such theorising to be problematic. It is argued that a solution to this problem depends upon the solution to the wider problem of the nature of political ideology, to which the discussion therefore shifts. Existing theories of political ideology being deemed inadequate, a fresh start is made by showing
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34

Johansson, Viktor. "Dissonant Voices : Philosophy, Children's Literature, and Perfectionist Education." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92106.

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Dissonant Voices has a twofold aspiration. First, it is a philosophical treatment of everyday pedagogical interactions between children and their elders, between teachers and pupils. More specifically it is an exploration of the possibilities to go on with dissonant voices that interrupt established practices – our attunement – in behaviour, practice and thinking. Voices that are incomprehensible or expressions that are unacceptable, morally or otherwise. The text works on a tension between two inclinations: an inclination to wave off, discourage, or change an expression that is unacceptable o
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35

Bates, Vincent Cecil. "Moral Concepts in the Philosophy of Music Education." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1082%5F1%5Fm.pdf&type=application/pdf.

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36

Vaughan, Geoffrey. "Political education in the philosophy of Thomas Hobbes." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243531.

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37

Eino, Manal Said. "An Islamic philosophy of education : a procedural framework." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387352.

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Grant, Diane B. "Intergenerational education in the church philosophy and strategy /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Ash, Carisa A. "The theological influences of Luther's philosophy of education." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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40

Long, Jonathan C. "Spiritual education in an educational context." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286649.

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41

Akulli, Ksenafo. "Education and the Individual: An Exploration of Enver Hoxha’s Philosophy of Education." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542907739330665.

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42

Roush, Erik P. "Rethinking Education for Modern Man." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366161337.

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43

Rico, Jorge E. 1961. "The historical development, philosophical foundation, and mission of the religious education program at Andrews University /." Link to Dissertations, 2008. http://eprint.cc.andrews.edu/23/.

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44

Brown, Joel 1952. "An integrated view of context: Implications of miscue analysis." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289333.

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This is a theoretical dissertation which draws upon insights gained from the theory and data of miscue analysis. It is directed toward resolving the disparity in research interpretations of the influence of context on reading. An integrated view of context is presented through a continuum of inter-related contexts that orients various research foci along a spectrum of narrower and greater contexts. From a continuum vantage, two major relationships are discussed. First, the influence of any defined context focus is qualified by the influence of any greater context. This relationship reveals a p
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Jaworski, Barbara. "Interpretations of a constructivist philosophy in mathematics teaching." Thesis, n.p, 1991. http://ethos.bl.uk/.

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Nemiroff, Greta Hofmann 1937. "From humanistic education to critical humanism : the dialectics of theory and praxis." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59423.

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This thesis articulates the philosophy of The New School of Dawson College, an alternative pre-university Arts programme in a community college in Montreal. The roots of The New School's philosophy are examined and critiqued in the works of: Dewey, the existentialists, popular educational critics of the 1960s, Maslow, Rogers, the humanistic and "Values" educators, Kozol, Freire, Aronowitz, Giroux and feminist educational theorists.<br>The thesis focuses, however, on the dialectical relationship between theory and praxis in the development of educational philosophy. It describes the process by
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Carter, Vernon Anthony 1985. "Towards Inquiry Based Education." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11487.

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x, 95 p. : ill.<br>While John Dewey's work on the philosophy of education provides a robust descriptive account of educational experience, it does not provide anything like a critical system for the analysis of particular educational curricula. This lack has led to a common confusion with regard to the nature of an inquiry based education: inquiry too often becomes the content, rather than the method, of education. In this thesis, I will show how Dewey's analysis of educational experience can provide grounds for a critical apparatus that might be applied to any curriculum, though especially th
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48

Croft, James. "Free Thinking." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:25499788.

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In this dissertation I offer a justification of the claim that the development of those faculties necessary for autonomy should be a primary goal of public education, available to all children. To do this I 1) place autonomy into the framework of Capability Theory, showing why autonomy is essential to a full concept of human freedom, cleaning up some rough edges in the Capability Theory literature in the process; 2) demonstrate how thinking of freedom in terms of Capability Theory elucidates perennial questions and debates in the Philosophy of Education literature concerning autonomy; and 3) d
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Nixon, Graeme. "The emergence of philosophy within Scottish secondary school Religious Education." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186764.

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The central research question this thesis seeks to address is ‘what factors have led to the emergence of philosophy within Religious Education in Scottish secondary schools?’ This thesis therefore considers changes in the subject Religious Education within the context of Scottish secondary schools, charting a development towards the increasing use of philosophical skills and content in the course of the last four decades. Before considering the nature, extent and timing of this development this thesis provides a broader context within which to understand educational change in Scotland. Subsequ
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Duffy, Hugh. "Liberal education and Catholic theology." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:5719.

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The purpose of this thesis is to analyse and explain the intimate connection that exists between liberal education and Catholic theology. This is done by analysing the changing patterns of interconnections in the historical and on-going relationship between both. The thesis comprises nine chapters. The first two chapters outline the general principles governing the study. The next two chapters deal with the history of the relationship between liberal education and Catholic theology, beginning with the early apologists via Augustine and culminating in Aquinas' scholastic synthesis. This part of
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