Tesis: "Philosophy of education"

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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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Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак y 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 constantly being discussed at the Conference of European Rectors (CRE) / Association of European Universities, as well as at forums for the European Association of Research institute (EAIR) and the British Society for the study of problems of higher education (SHRE). Society often makes different and often conflicting requirements for universities, though in public education reform programs they are presented as priorities of state educational policy in the form of a plain language. All modern European societies are pluralistic, in varying degrees and the task of the university is to balance the requirements of the state, and other interested persons (natural or legal).

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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

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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5

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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6

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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7

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 one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general.

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8

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 absolute truth (Aronowitz & Giroux, p. 22). This project aims to construct a philosophy of education which could transform the education system into a counter-propaganda institution with the potential to transform the power structure of society. A critical postmodern philosophy of education which synthesized critical and postmodern philosophies of education would emphasize epistemological skepticism, counter-propaganda knowledge construction and social transformation (Aronowitz & Giroux, p.22). In addition, the project contains a literature review of critical theory, postmodern theory and critical postmodern theory on education as well as theory on a critical postmodern philosophy of history education, philosophy of correctional education and ideas for the implementation of the philosophy of education into specific pedagogical and curricular practices. Attached to this manuscript is a PowerPoint presentation focused on stimulating discussion of this philosophy of education.

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9

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
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
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 importância de Isócrates nesse processo de formação da filosofia grega, ressaltando o grande valor dos textos desse autor na análise arqueológica da educação filosófica. A partir desse tema, chegaremos a uma discussão sobre o papel do filósofo na formação dos cidadãos, tema que se tornou bastante frequente nas universidades brasileiras nas últimas décadas após a obrigação legal que inseriu a disciplina filosofia na Educação Básica em todo o país. Acreditamos que analisar esse período embrionário da filosofia, no qual ela foi pensada como um instrumento imprescindível para a formação cívica dos cidadãos, pode estimular reflexões e inquietações acerca do papel dado ao pensamento filosófico na formação dos jovens atualmente, mesmo que sejam outros os valores propostos e o contexto cultural em questão.
This thesis aims to analyze how the philosophical education was identified, considered and discussed in IV century BC Athens, specifically at its intersection with the rhetoric. For this, we chose to use the texts and the thought of Isocrates as the main reference, highlighting the flows identification of philosophy and their education. A central objective of this thesis is to underline the importance of Isocrates in this formation process of Greek philosophy, emphasizing the great value of the texts of this author in the archaeological analysis of philosophical education. From this issue, we will come to a discussion of the philosopher s role in the education of citizens, an issue that has become quite common in Brazilian universities in recent decades after the legal obligation that entered the philosophy discipline in basic education throughout the country. We believe that analyzing this embryonic period of philosophy, in which it was conceived as an essential tool for civic education of citizens, can stimulate reflections and concerns about the role given to philosophical thought in the formation of young people today, even if the values and cultural context in question are others.

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10

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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11

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 are serious practical implications (a) for Religious Education in school, and (b) for the legal prescription of an act of worship in school each day. This is due in part to the different views of religion that have emerged from the philosophical discussion, and in part due to the impact of the nature and methodology of philosophy on the way in which these issues are discussed by religious educationalists. For religious educationalists the important outcomes of this study are that reliance on an 'evidentialist' philosophy of religion may render RE indefensible on the school curriculum or invite pupils to become agnostics or atheists. On the other hand, by turning to 'Socratic' philosophy the educationalist is enabled to maintain a degree of impartiality and to invite pupils to deepen their understanding of religious life. Similarly for school worship, the reliance on an 'evidentialist' philosophy of religion turns worship into hypocritical practice but by turning to 'Socratic' philosophy, worship can transform one's understanding of education through the expression of its meaning. For philosophers the study is important because it serves as a reminder of the serious repercussions that their work can have.

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12

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 pollution, resource depletion and climate change by pan global organisation from the 1980s to the present day. The changes in epistemology in the wide context of society have influenced the way environmental education has emerged. Philosophy informs the way we understand subjectivity, language, pedagogy, curriculum, and our understanding of the environment. Education also operates in a political context, and the concepts that inform policies permeate educational institutions. Heidegger’s philosophy engages with the scope of the environmental problem, offers a critique of modernity, develops a new conceptualisation of subjectivity and the relationship between humanity and Being, and an analysis of the impact modern technology has mediating that relationship. Heidegger began to develop his ideas on technology during the period between World Wars, in Germany in the 1920s and 1930s. His philosophy was influenced by the Romantic Volk movement, and the ideas of Nietzsche, Spengler and Jünger. The tense political surroundings have influenced his thinking, in both constructive and detrimental ways. Heidegger remains one of the most influential philosophers to engage with the framework of technological modernity and its constraints on human subjectivity, and our way of relating to the earth. He challenges traditional ontology and epistemology. He raises the status of poetry from mere lyrical wordplay to means of developing a more authentic relationship between beings and Beings. I make a critical analysis of his philosophy, to distinguish the elements that remain inherently conservative and nationalistic from those that are immanently helpful in throwing light on the dilemma of modern life, and the escalating problem of environmental devastation.

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13

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 influences. It is then suggested that the concept of subjectivity in 'The Phenomenology of Mind' offers a more fruitful account of the Self. The philosophical and educational fruitfulness of this notion is then developed in relation to five broad areas. (a) The nature of the educational experience. (b) The Self as a desiring being. (c) The alienated Self. (d) The education of the Self through work. (e) The importance of recognition for the educated Self. This entire development depends upon a clarification of the problems of method and content inherent in 'The Phenomenology of Mind'. Within these broad areas particular issues are examined such as a feminist critique of liberal education, child-centred education, the pragmatic attitude, the love of truth, the relationship between work and education, individuality and the importance of the corporate for education, and the profundity of the educational process in the life of the human subject.

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14

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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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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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 bíos) that schools commonly promote in the service of constituted power and, alternatively, the kinds of educational life (constituent bíos) 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 following educational problem: schools have long celebrated and reproduced a limited and corrosive formulation of educational life (constituted bíos) while foreclosing constituent forms. Moreover, the emergent social, political and epistemological strengths of students marginalized in the configuration of constituted power—the component parts of constituent bíos —are routinely deemed inferior in schools and often regarded as a contaminating threat that must be eliminated. Using the concepts of constituent and constituted bíos as units of analysis, this study explores how progressive and critical educational approaches, such as culturally relevant teaching and resistance theory, also fail to account for and appreciate constituent forms of educational life. In order to offer a more nuanced understanding of the relation between forms of life and schools, this study offers an autonomist biopolitics of education. With this orientation, constituent bíos is recognized as the foundational and constitutive motor to which schools are constantly reacting and attempting to “deal with.” Such a perspective might help educators be more attuned and responsive to the constituent dimensions of social ontology.

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16

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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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 most masterly, original cultural thinker in Britain of the twentieth century' and his work has invoked comparisons with writers of the stature of Sartre and Habermas (2). Of the thirty or so books, hundreds of articles, and radio and television programmes Williams wrote over forty years, most contained a sustained interest in education. Raymond Williams, as Professor of Drama at the University of Cambridge, was an academic. He was also a literary critic, social and cultural analyst, novelist, playwright, and political activist. Most of all, through the medium of his writings, Williams was a teacher. The task of this thesis will be to reveal a theory of education from this substantial and varied body of writing which crossed the boundaries of 'discrete' discourses and subjects. At the heart of this theory is the claim that education and politics are inextricably linked. In the Introduction I outline the major areas of Williams's thought, link these with the development of his professional life and his influence as a teacher, and discuss the difficulties presented by Williams' notoriously complex writing style. In Chapter 1 I identify and discuss the key concept in Williams's writing in relation to education, i.e., culture. Chapter 2 is concerned to examine Williams's writing on education and to link these with the key concept outlined in Chapter 1. The principal aim of Chapter 3 is to identify the major issues which taken together form the basis of a political theory and a theory of political education in the work of Raymond Williams. Chapter 4 is a key chapter in which I attempt to 'translate' Williams's abstract and complex writing style into amore accessible form, through an analysis of his major themes relating to politics and education, i.e., solidarity, community and ecology. Chapter 5 includes a discussion of two examples of educational programmes decisively influenced by Williams's writing, i.e., Cultural Studies and Urban Studies. As a philosopher of education Williams was a generalist; that is to say, he was concerned, in the tradition of Dewey, with broad educational issues. An example of this approach would be the way in which he attempts to link education with democracy. It is in the spirit of this tradition that the thesis is written.

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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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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 how this form of theory combines the descriptive and the evaluative in a particular way and with particular logical consequences. These consequences characterise ideology as a peculiar form of ethical understanding, involving a distinctive way of thinking and having a logical structure of its own. However, these characteristics which make ideology distinctive are not inherently political, and the possibility of there being several different forms of ideology is discussed. With these conclusions it becomes possible to return to the problem of comprehensive educational theory and show that it is composed of a number of forms of ideology, some related to political ideology and some not. The work concludes with some reflections upon the extent to which ideology is an inevitable component of all thinking about human affairs.

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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

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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22

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 or unintelligible; and an inclination to be tolerant and accept the dissonant expression as doing something worthwhile, but different. The second aspiration is a philosophical engagement with children’s literature. Reading children’s literature becomes a form of philosophising, a way to explore the complexity of a range of philosophical issues. This turn to literature marks a dissatisfaction with what philosophy can accomplish through argumentation and what philosophy can do with a particular and limited set of concepts for a subject, such as ethics. It is a way to go beyond philosophising as the founding of theories that justify particular responses. The philosophy of dissonance and children’s literature becomes a way to destabilise justifications of our established practices and ways of interacting. The philosophical investigations of dissonance are meant to make manifest the possibilities and risks of engaging in interactions beyond established agreement or attunements. Thinking of the dissonant voice as an expression beyond established practices calls for improvisation. Such improvisations become a perfectionist education where both the child and the elder, the teacher and the student, search for as yet unattained forms of interaction and take responsibility for every word and action of the interaction. The investigation goes through a number of picture books and novels for children such as Harry Potter, Garmann’s Summer, and books by Shaun Tan, Astrid Lindgren and Dr. Seuss as well narratives by J.R.R. Tolkien, Henrik Ibsen, Jane Austen and Henry David Thoreau. These works of fiction are read in conversation with philosophical works of, and inspired by, Ludwig Wittgenstein and Stanley Cavell, their moral perfectionism and ordinary language philosophy.

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23

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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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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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.
"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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28

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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Ghatak, Biswarup. "Knowledge and man in education : a study in the philosophy of education". Thesis, University of North Bengal, 2002. http://hdl.handle.net/123456789/47.

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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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31

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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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 religion and the practice of worship in schools prior to 1944. From this the thesis moves to a closer consideration of the 1944 Education Act with the examination of the debate in parliament and in the country as a whole. Most of the evidence for the period is taken from The Times as reflecting the wider use of religious and educational discourse. The thesis then considers the outcome of the 1944 Education Act and the effects it had on religious education until the passage of the 1988 act, with particular reference to the changes in teacher praxis in the nineteen-sixties. Parallel to this is a survey of the main theological developments in Britain between 1944 and 1988 and an assessment of the changes within religious institutions during the same period. Before coming to a detailed consideration of the 1988 Education Reform Act, the thesis considers the changes that took place in teacher praxis between the nineteen-sixties and 1988, and then considers the debate in parliament and in the country during 1988. The final sections are concerned with the implementation of the act, with consideration of the governmental documentation issued to supplement the act and various comments upon these. Fieldwork within Hastings and Sutton has yielded data which attempts to place the research within the context of present praxis in a range of schools. The study concludes with media reaction to the act and an overview of the key points that have arisen from the research.

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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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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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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 our conception of transformation and education, because without it, education will fail to assist South African society to transform into a society where most people are able to live improved quality lives. The thesis comprises three distinct parts. The first part consists of an account of a particular cognitive theory of the emotions, as developed by Martha Nussbaum in her book, Upheavals of thought. The Intelligence of Emotions (2001). This theory is then applied in Part 2 to examine the complexities of social transformation in South Africa at the more profound, personal level. This investigation is presented as a narrative and comprises the perspectives of the author, who is a white Afrikaner female, who grew up in South Africa in the heyday of Apartheid. In the final part, the concept of ‘education for transformation’ is discussed. It is argued that, in order for education to enhance the social transformation of South Africa, social transformation should be conceived according to a fundamental aspect of Rousseau’s political philosophy, namely that the ideal society comprises two reciprocally related spheres, the political and the personal sphere. Part 3 argues that ‘education for transformation’ should be conceived according to a conception of transformation, which acknowledges this double-layered texture. It further argues that ‘education for transformation’ should primarily be concerned with transformation at the personal level, since, according to Rousseau’s philosophy, this dimension is fundamental to ensuring the stability and legitimacy of the political order. However, built on the main insights of Part 2, this thesis also argues that personal transformation is only possible within a framework of rationality, which acknowledges the emotions as constitutive elements of rationality itself. Essentially, this thesis is about the conception of human being, which should be esteemed as the most fundamental and crucial element of successful social transformation.

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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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37

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 Aristotelian model of moral thought and practice is discussed and advocated across two chapters. This account pays particular attention to the role of the affective domain and the 'education of the emotions'. In the second half of the thesis, the focus moves towards the political suitability of this preferred conception of the nature of morality and moral education. It is argued that the essential interdependence of moral development and the moral character of political society - such a central part of Aristotle's account - is ill-appreciated by much popular and academic comment of recent times. By means of a discussion of the distinction between skills and virtues, techne and arete, the possible consequences of a full appreciation of this interdependence are debated. The remaining two chapters address two ways of answering the question which arises: "Can we have a true education of the virtues in the political context of contemporary pluralist societies?" In the first of these chapters, the thought of Alasdair MacIntyre is considered as an exemplar of the negative response to this question. In the second, some contemporary examples of liberal political thought are interrogated in the hope of discovering a positive response. It is concluded that the so-called 'liberal perfectionism' of Joseph Raz provides us with some reason to think that such a response may be both legitimate and attractive.

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38

Roy, Subrata. "A Study of J Krishnamurti`s philosophy of education". Thesis, University of North Bengal, 1992. http://hdl.handle.net/123456789/83.

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39

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 to, and elicit their views as to its strengths and weaknesses. These findings are then critically analysed, making comparisons with Waldorf teacher education programs in other countries. The feasibility and implications of including a Waldorf course in a main-stream teacher education Faculty in Australian universities are discussed, in relation to current prevailing government policies regarding schooling and the values and emphases which these impose upon state university courses. The study concludes with proposals for change and improvement in Waldorf teacher education provision in Australia to make Waldorf teachers better prepared to educate Australian children for the 21st century, still in keeping with the essential values of Steiner education.
Thesis (Ph.D.)--Graduate School of Education, 1999.

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40

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. Subsequent sections in the review of literature explore the emergence of philosophy in Religious Education and the social, educational and epistemological changes that have precipitated such a development. The emergent hypothesis is that Religious Education has become more philosophical as a result of changes in society (particularly secularisation); changes in education (particularly the move to more democratic and reflective pedagogy), and also as a result of the close relationship between the epistemological areas of philosophy and religious education. This thesis adopts an interpretative research paradigm and considers quantitative and qualitative data drawn from a survey of 126 secondary schools and seventeen key informant interviews. Taken alongside the review of policy and research literature this data demonstrates that the three interlinked hypothetical strands have been at the heart of the move towards more philosophical Religious Education, although other possibilities are also raised and considered. Considering the data collected as a case study in curricular changes also allows the researcher to consider educational policy change in Scotland, particularly in a post-Devolution context. Based on the above findings, this study makes recommendations and suggests areas for further research.

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41

Jaworski, Barbara. "Interpretations of a constructivist philosophy in mathematics teaching". Thesis, n.p, 1991. http://ethos.bl.uk/.

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42

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 on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man's ability to consider and solve problems that he meets in practical life kata ton orthon logon – by doing right things in the right place at the right time in the right way. This phronetic idea of 'humanizing modernity' combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey's ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey's philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child's curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child's subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman's practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an 'educative space' from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to it
Tiivistelmä Tutkimuksessa eritellään Matthew Lipmanin kehittelemän Filosofiaa lapsille (P4C) ohjelman teoreettisia perusteita. Tarkoituksena on ensinnäkin identifioida P4C:n amerikkalaiseen pragmatismiin palautuvat filosofiset ja pedagogiset pääperiaatteet sekä paikallistaa niiden pedagogisoituminen sekä mahdolliset ongelmat Lipmanin ajattelussa. Tällöin tarkastelun kohteena on erityisesti John Deweyn ja Georg H. Meadin ajattelu sekä lisäksi Lev Vygotsky, jotka kolme Lipman itse nimeää oman ajattelunsa merkittävimmiksi lähteiksi. Toisaalta tutkimuksessa pyritään avaamaan P4C:lle uusia näkökulmia ja tematisointeja mannermaisen ajatteluperinteen näkökulmasta. P4C:n keskeiset järkevyyteen ja arvostelukykyyn liittyvät periaatteet tulkitaan viimekädessä uusaristotelisena pyrkimyksenä kontekstualisoida filosofia palauttamalla se kohtuullisuuteen, ihmisen kykyyn harkita ja ratkaista käytännöllisessä elämässä kohtaamiaan ongelmia kata ton orthon logon – tekemällä oikeita asioita oikeassa paikassa oikeaan aikaan oikealla tavalla. Tämä 'modernin inhimillistämisen' froneettinen idea yhdistyneenä aikuinen-lapsi käsitteen evoluutioon argumentoidaan P4C:n yhdeksi mahdollisuusehdoksi, joka jättää kuitenkin pedagogiseen toimintaan sinänsä liittyvät perusongelmat ratkaisematta. John Deweyn modernin tietoisuusfilosofian kritiikistä nousevat, filosofian merkitystä ihmisen käytännöllisessä elämässä korostavat näkemykset, jotka liittyvät inhimillisen tietämisen ja älyllisen kasvun perusluonteeseen sekä edelleen demokraattisen yhteisön ideaaliin osoitetaan P4C:n keskeisiksi intellektuaalisiksi lähteiksi. Dewey'n filosofia yleisenä kasvatuksen teoriana merkitsee kokemuksen ja tutkimuksen käsitteiden kiinteää kytkemistä kasvatuksen käytäntöön. Tämä perustuu naturalistiseen ihmiskäsitykseen, jonka mukaan ihminen rakentuu dynaamisessa transaktiossa ympäristönsä kanssa kokien ideoidensa todet merkitykset toimintansa seurauksissa pyrkiessään ratkaisemaan ongelmallisia tilanteita. Tällöin tutkimus reflektiivisen ajattelun metodina muodostaa perustan älylliseen kasvuun perustuvalle kasvatukselle. Sen ehtona on sellainen lapselle merkityksellinen konteksti, jossa tutkimuksen paradigma voi toteutua autenttisena. Kasvatuksessa on siten tärkeää luoda olosuhteet, jotka stimuloivat lapsen uteliaisuutta käynnistäen tutkimuksen prosessin, joka edelleen mahdollistaa reflektiivisten tapojen muodostumisen kautta demokraattisen yhteisön kehittymisen. Tutkimuksen prosessissa tapahtuvan pedagogisen interaktion tarkoituksena on tuottaa lapselle kasvattavia kokemuksia häivyttäen samalla pedagogista suhdetta. Ajatuksena on, että pedagogisessa toiminnassa lapsen subjektiviteetti, hänen halunsa ja impulssinsa sovittuvat traditioon generoiden samalla kuitenkin tulevaisuuteen suuntautuvaa, reflektiivistä tapaa vapauttaen näin kasvatettavan ajattelemaan älykkäästi itse. Tutkimuksessa osoitetaan näiden periaatteiden artikuloituminen Lipmanin käytännöllisessä pyrkimyksessä muuntaa koululuokka tutkivaksi yhteisöksi, mutta samalla kuitenkin argumentoidaan, että mainittu pedagogisen toiminnan sivistysteoreettinen ydinongelma liittyen sen paradoksaaliseen erityisluonteeseen autonomisen subjektiviteetin tuottamiseksi ei tematisoidu. Tämän kysymyksen yhteydessä tutkimuksessa tarkastellaan Kantin ja Hegelin kasvatusajattelua erityisesti filosofian opetuksen näkökulmasta. Uutena avauksena tutkimuksessa hahmotellaan tutkivaa yhteisöä 'kasvattavana tilana' hermeneuttiselle pedagogiikalle ominaisen pedagogisen suhteen ja siihen kytkeytyvien ei-reflektiivisten, pedagogiseen intuitioon perustuvien toimintarakenteiden ja ilmiöiden näkökulmasta

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43

Haase, Daniel T. "A philosophy and handbook for mentoring within Christian higher education". Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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44

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.
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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45

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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46

Hart, Thomas Edward. "The ancient Greek influence on Friedrich Nietzsche's philosophy of education". Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3941/.

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From early in his life Friedrich Nietzsche had a deep and abiding concern for the state of educational practices and cultural development because he felt that the educational system lacked the necessary structure and philosophy to facilitate what he called true culture. His studies of the ancient Greeks led him to an understanding of the importance of the agonistic nature of culture and reality. In the development of his larger philosophical project he saw this knowledge of antiquity as the means for developing contemporary culture and education. In this dissertation I will demonstrate the ancient Greek legacy in Nietzsche's philosophy and that his pedagogical thought is both the foundation of and consistent with his mature philosophical position. In order to achieve this I will begin by looking at the work that Nietzsche did during the period of his active service as the chair of Classical Philology at the University of Basle. I will then move on to the philosophical development of the central questions surrounding history and culture as these relate to education in Nietzsche's thought. This will be followed by an analysis of the connection between Protagoras, Gorgias, Heraclitus and Nietzsche with regard to the central concepts of epistemology and becoming! And finally, I will set out what I take to be the composition and structure of Nietzsche's philosophy of education as this relates to the ideas developed throughout this dissertation. I hope to show that Nietzsche's pedagogical philosophy is best understood as the origin of the concerns and ideas that make up his larger philosophical project and that this is in mm best-read in the context of the tradition of which it is a development and extension, the sophistic tradition of practical and subjective thought.

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47

黃月雲 y 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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48

Newhart, Daniel W. "“Smart” Mixed Methods: The Interaction of Philosophy and Research Design in Higher Education Inquiry". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306863023.

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49

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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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 James Mill’s theory of education and Coleridge’s influence on John Stuart Mill’s thought. I conclude by criticising Richard Arneson’s interpretation according to which the Considerations and On Liberty are inconsistent, and some of Gregory Claeys’ conclusions on Mill and paternalism. Chapter IV explores the methodology of the social sciences and the philosophy of history as found in Mill’s writings; then it considers Mill’s thought in regard to his father’s Radical proposals. I also discuss at some length the idea of the tyranny of the majority. Chapter V begins with a discussion of Hanna Pitkin’s theory of representation. I then provide a critical account of Richard Krouse and Nadia Urbinati’s interpretations of Mill. I conclude by arguing that, in a Millian democracy, the higher is the degree of complexity or the need for expertise in dealing with affairs, the greater is the bearing of the principle of competence in assessing whether a representative should act as a trustee or a delegate. I also introduce the idea of rational debate as a sort of ‘influence multiplier’, arguing that this would help to make a democracy rational and effective along Millian lines. In the last two chapters, I stress the relevance of Mill’s political philosophy as for some contemporary issues (nationalism, European federalism, current social and economic changes) while suggesting some potential further investigations, and summarise my conclusions.

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