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Tesis sobre el tema "Education philosphy"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

Fisher, Kath, of Western Sydney Hawkesbury University, and Faculty of Social Inquiry. "A wealth of notions : reflective engagement in the emancipatory teaching and learning of economics." THESIS_FSI_SEL_Fisher_K.xml, 2000. http://handle.uws.edu.au:8081/1959.7/429.

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The thesis investigates activism in the context of an empowering teaching of economics in two educational settings: TAFE and university. The chosen research methodology is critical action research and the thesis is framed as an emergent process, incorporating critical reflection on the researcher's own assumptions from the outset.The study showed that critical reflection requires a continual process of critical questioning to explore and undercover deeply held assumptions and beliefs. A key finding is the significance of relationship within an atmosphere of openness and trust in enhancing crit

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2

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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3

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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4

Harvey, Blane L. "Rationality, education, and educational research." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899.

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This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as on

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5

Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак, and Iryna Anatoliivna Bashlak. "Philosophy of education." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40000.

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Across Europe, university life is changing at an unprecedented rate. As a result practically all European universities face these changes and problems which are common to them What is the role of the university today? Should national universities provide learning opportunities regardless of economic and social needs of the country, as well as the problems that the state poses and solves? Or universities should be centers of applied knowledge, being engaged in business, taking the mission of meeting economic and social demands? These two questions represent two extreme positions, which are cons

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6

Gardner, Jan Maria. "Assessment of effective implementation of respirator programs in industry in NSW." Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/781.

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In spite of the substantial repository of literature about respirators, little is known about the practicalities of their use. The focus of this research was about the practical aspects of using respirators in New South Wales workplaces. Two self-administered postal surveys were used to assess the level of implementation of respirator programs in 1996 and 2001. After five years, six elements improved. The most improvement was seen in the area of documentation including written procedures, keeping training records, recording respirator tasks, and maintenance records. The second survey investiga

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7

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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8

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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9

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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10

Bourassa, Gregory N. "An autonomist biopolitics of education| Reframing educational life in the age of neoliberal multiculturalism." Thesis, The University of Utah, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162741.

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<p> Building upon an emerging literature of educational biopolitics, this dissertation develops and thinks through some concepts to explore the prevailing forms of educational life (constituted <i>bíos</i>) that schools commonly promote in the service of constituted power and, alternatively, the kinds of educational life (constituent <i>bíos</i>) that call constituted power into question and portend new possibilities and alternative arrangements of being. In considering the kinds of life that schools typically allow and disallow, this philosophical dissertation poses the followin

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11

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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12

Mazzone, Alduino. "Waldorf teacher education : the implications for teacher education of Rudolf Steiner's educational philosophy and its practice in Waldorf schools /." Title page, abstract and contents only, 1999. http://hdl.handle.net/2440/37875.

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This study is a critical analysis of Waldorf teacher education in Australia. Beginning with an exposition of the central tenets of Rudolf Steiner's philosophy and educational theory, and his lectures to teachers, the author identifies what he sees as the requirements and characteristics of an ideal Waldorf teacher education program. The study next investigates the development of Waldorf teacher education provision in Australia, and surveys a wide cross-section of teachers and teacher educators in Australian Waldorf schools, to ascertain the type of preparation they received or have contributed

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13

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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14

Zelenka, Marc H. "Prescription for a profession the educational philosophy of Abraham Flexner and cogency in medical education /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3238508.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.<br>"Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3705. Adviser: David J. Flinders.

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15

Bernier-Rodriguez, Benjamin E. "Education for the Kingdom : An exploration of the religious foundation of Charlotte Mason's educational philosophy." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533095.

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16

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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17

黃月雲 and Yuen-wan Wong. "Educational ideas in the analects and the Hong Kong education system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40676109.

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18

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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19

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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20

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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21

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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22

Binkley, Debora K. "Implementing the total quality management philosophy in an elementary school." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374773381.

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23

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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24

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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25

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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26

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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27

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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28

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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29

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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30

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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31

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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32

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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33

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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34

Nkenge, Nefertari A. "Educate to Liberate| Exploring Educator Narratives to Examine the Mis-education of Black Students." Thesis, Concordia University (Oregon), 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747779.

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<p> 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.

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35

Davie, Peter E. S. "A real christian education : a study of the educational ideals of Victorian and Edwardian High Church pastoral theologians." Thesis, University of Kent, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278437.

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36

Hanks, Christopher. "Education, reason, and the self George Herbert Mead and the philosophy of mind /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358916.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009.<br>Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1597. Advisers: Barry Bull; Luise McCarty.

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37

Ragland, David. "Theorizing Justice in Betty Reardon’s Philosophy of Peace Education." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341415245.

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38

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

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39

Raju, David Naik. "Country ballads an' lyrics, a transcendental philosophy of education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60244.pdf.

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40

Walsh, Andrew Michael. "The politics and philosophy of an education in virtue." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/79968/.

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This thesis addresses issues in philosophy, politics and education. Its starting point is a review of some of the theoretical and practical approaches to the moral education of children that have achieved popularity in the last three or four decades of the twentieth century. Despite areas of evident divergence amongst these approaches, it is argued that they nonetheless share similar philosophical underpinnings. Building upon some initial criticisms of these positions, the thesis subsequently explores some of the more recent philosophical challenges they have faced. From this basis, a broadly

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41

Juuso, H. (Hannu). "Child, Philosophy and Education:discussing the intellectual sources of Philosophy for Children." Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514285509.

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Abstract The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman's thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On the other hand, the study aims at opening up new perspectives and thematizations

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42

Pg, Haji Muhammad Dk Norhazlin. "A critical study of the educational system in Brunei Darussalam in the light of Al-Attas’ philosophy of education." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/818/.

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This study investigates the existence of duality in the Bruneian educational system. It highlights the efforts that have been made towards achieving ideal Islamic patterns of education through the implementation of the Integrated Education system from January 2004 to December 2005. The study found that the former Integrated Education system approximates the Al-Attas model of thought in education. Fieldwork research was conducted using a questionnaire and structured interview instruments to gather data. The questionnaire involved 113 general primary schools teachers and 234 parents of students

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43

Wardle, Jeffrey William. "A community of (imperfect) benevolent archangels : a philosophical approach to moral education and an educational approach to moral philosophy." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021518/.

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This thesis is about moral philosophy, moral education, and the relationship which one has to the other. I argue for a particular moral philosophy and derive from that a view of moral education. But I also argue that the relationship between the two is of a special nature and differs from the relationship which might exist between philosophy and education in general or between, say, the philosophy of mathematics and education in mathematics. The moral theory I offer incorporates a view of moral thinking which is, in many respects, similar to that given by Hare. However, the thesis includes an

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44

Bevan, Ryan. "Liberal educational responses to religious diversity: defending the need for a supplemental dimension of citizenship education in liberal democratic societies." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103678.

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This dissertation explores the relationship between liberal/secular and religious educations. I begin by tracing what I believe to be the source of tension between liberal/secular and religious educations to two highly influential liberal theories that have affected civic education in particular. I begin with an analysis of John Dewey's naturalistic approach to metaphysics and religion, arguing that Dewey's attitude to religious traditions, when used as a basis for civic education, is insufficient. Specifically, I argue that in Dewey's conception, religious doctrines, principles, ideals, belie

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45

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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46

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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47

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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48

Kuriakose, Karikottuchira Gandhi. "Implications and application of the educational philosophy of Mahatma Gandhi to the United Nation's Literacy Program /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848339.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Florence McCarthy. Dissertation Committee: Douglas Sloan. Includes bibliographical references (leaves 152-159).

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49

Morricone, Corrado. "Education, democracy and representation in John Stuart Mill's political philosophy." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11683/.

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This thesis is concerned with John Stuart Mill’s democratic theory. In chapter I, I examine the relations between political philosophy and political theory and science before providing a detailed outline of the aims of the dissertation. In chapter II, I argue that in order to reconcile the concepts of progress and equality within a utilitarian theory, a Millian political system needs to devise institutions that promote general happiness, protect individual autonomy, safeguard society from mediocrity. Chapter III discusses what different authors have said about Mill and liberty, then explores J

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50

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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