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1
Lugtig, Joan F. (Joan Frances). "Philosophy, history, language and education : the hermeneutic epistemology underlying scientific linguistics." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23854.
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This thesis attempts to clarify a particular epistemological problem which surfaces in Chomsky's attempt to attain an objective psychological distance from the language used in his scientific theorizing, in taking language as an epistemological object. This is accomplished by examining the presumed objectivity underlying the theoretical basis of Chomskyan linguistics in its hermeneutical relation to the theories of language advocated by Quine, Wittgenstein, and other philosophers.<br>The thesis begins by situating the "metalanguage" in which the argumentation between Chomsky and Quine takes place in the Western philosophical tradition. It continues by outlining an historic-hermeneutic link between classical philosophy, early modernism and some twentieth century philosophies of language, most particularly those articulated by Wittgenstein in his two major works. Finally, the thesis concludes by identifying the hermeneutical nature of the philosophical discourse from which Chomsky's linguistics gains its epistemological force.
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Oelmann, Julie M. "Why portfolios? : history, philosophy and practice together in a portable folder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ43927.pdf.
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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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Reiss, Christopher Jacob. "The history of academia| From the cradle of civilization to Plato's academy, the university, departmentalization, interdisciplinary programs, international affiliates and strategic business solutions." Thesis, Drew University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241250.
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<p> This dissertation reviews the extensive literature on the history of academia and education in historical context, distilling it into a concise storyline, followed by a concentrated focus on the French and German university models, departmentalization, and subsequent reactions to it. The extensive documentation provides a detailed sketch for the motivated scholar to elaborate upon with further reading. Hopefully, the interdiciplinary approach has something to offer most academics. The literature review also helped guide development of a survey assessing student educational experiences in contemporary academia (Cronbach’s α = 0.717). The endeavor included a far-reaching journey of field research across every continent of the world except Antarctica. A total of 273 universities were assessed. Qualitative notes were taken, which may lead to an illustrated travelogue, but the current dissertation aim was to survey undergraduates with the new instrument (N = 1,495 undergraduates). Results show the majority of students were pleased with the education they were receiving, though their program requirements prevented them from studying other subjects of interest, and opportunities to take interdisciplinary courses were limited. Most students found their professors available for guidance, but did not find opportunities to collaborate on publishable research with them. Furthermore, most students did not intend to submit their work for publication, but would be more inclined to submit to a student run journal, if one was available. Finally, most students believe it is important to spend a semester or more aboard, or at affiliate university campuses, but they find the expense and logistical problems a deterrent. In closing, policy considerations are proposed as possible solutions to the problems uncovered by the survey results. The limitations and contributions of this research are discussed. Theoretically, this research places the new global network university model within the context of historical developments. It expands the construct for rating universities beyond standard criteria for rankings to include the issues mentioned above. Methodologically, this research advances the field of university rating systems by providing a new reliable measurement tool. Practically, the survey instrument increases awareness of several issues that need attention in order to improve the educational experiences of university undergraduates.</p>
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Bowden, Chelsea Mina. "Isocrates' Mimetic Philosophy." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331049173.
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Early, Lana R. "A Historical Analysis of Place-Based Education at Crellin Elementary, 2002-2018." Thesis, Frostburg State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427754.
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<p> This case study on Crellin Elementary School in Oakland, Maryland, examined the pedagogical practices of 7 teachers/administrator from the school. It examined implementation of placed-based education (PBE) using researcher observations and teachers’/administrators’ narratives, two learning partners, and the former superintendent about the efficacy of the PBE learning model. This study also examined the commitment level of adopting critical pedagogies of place to meet the learning needs of students, many who come from lower socioeconomic backgrounds. Community members provided narratives of their connections to placed-based educational activities with Crellin and their insights on the impact on the community and the participating organization. The research study indicated that PBE can be a contributing factor in narrowing the achievement gap by focusing on the lower socioeconomic subgroup, using data from students who receive free and reduced-price lunch. Measurement tools included the Maryland State Assessment and Partnership for Assessment of Readiness for College and Careers assessments scores between the years 2003 through 2010 and 2017. Other contributing factors determining the efficacy of PBE included leadership and sustainability and the number of highly qualified teachers, specifically at Crellin Elementary School. Benefits of PBE were also discussed, including teacher empowerment, community empowerment, and an enriched curriculum due to partnerships with academic experts. Recommendations included replication of a study on middle and high schools implementing the PBE learning model and its effects on student achievement. A recommendation was to track alumni student achievement including a longitudinal study of Crellin students’ academic performance through middle school and high school (e.g., Advanced Placement, Partnership for Assessment of Readiness for College and Career, SATs, and ACTs). </p><p>
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Gorsline, Christie Bayless. "Marketing classroom philosophy to achieve critical literacy." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/868.
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Jackson, Allison L. "The Character Education Work of Milton Fairchild| A Prism for Exploring the Debate between Liberal Progressives and Conservative Progressives in the Early 20th Century." Thesis, Notre Dame of Maryland University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813434.
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<p> The development of character is one of the objectives of the American educational system. This historical study examined the debate over character education in the 1920s, a decade in which Americans were especially committed to creating moral youth. Specifically, this study investigated the character education work of Edwin Milton Fairchild from 1893 to 1939 and how his work reflects the tension between conservative progressives and liberal progressives in the early twentieth century. Primary source and archived documents such as journal articles, personal correspondences, ephemera, and photographs were used to conduct this study. As a result of this study, it was determined that Edwin Milton Fairchild was a pioneer of secular moral education in America and that the current controversy surrounding how character education should be taught in schools has roots that were established a century ago. The work of Edwin Milton Fairchild during the late nineteenth and early twentieth centuries played an important role in the secularization of moral education and is a prism through which the debate over character education among progressives can be better understood.</p><p>
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Harouni, Houman. "Purpose and Education: The Case of Mathematics." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461047.
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Why do schools teach mathematics, and why do they teach the mathematics that they do? In this three-part dissertation, I argue that the justifications offered by national education systems are not convincing, and that students are tested on content whose purpose neither they nor their teachers clearly understand. In the first part of the dissertation, I propose a theoretical framework for understanding the content and pedagogy of school mathematics as a set of practices reflecting socio-political values, particularly in relation to labor and citizenship. Beginning with a critical study of history, I trace the origins of modern mathematics education, in the process unearthing common, unexamined assumptions regarding the place and form of mathematics education in contemporary society.
In the second part of the dissertation I use the above theoretical framework to re-examine the literature on mathematical word problems. Word problems have interested research because they operate at the intersection between mathematics, education, and labor. I argue that scholarly discussions of word problems have so far adopted unexamined assumptions regarding the role of history, the structure of everyday life, and the relationship between mathematics and other disciplines. Through the lens of political economy I examine these assumptions and offer new categories and explanation for understanding word problems.
In the final part of the dissertation, I apply my theoretical framework to practice. Using a dialogical approach, I present a group of undergraduate students and pre-service teachers with artifacts and problems that embody some of the defining tensions of mathematics education. Through twelve weeks of in-depth discussion, fieldwork and exploration, students eventually arrive at a more critical understanding of the social purpose of mathematics and the impact of this purpose on its teaching and learning in various contexts. The results for the students include an expanded vision of the possibilities of mathematics, a radical critique of its place in society, and reports of reduced math anxiety as well as increased curiosity toward mathematics.<br>Culture, Communities, and Education
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Razumovskaya, Maria. "Heinrich Neuhaus : aesthetics and philosophy of an interpretation." Thesis, Royal College of Music, 2014. http://researchonline.rcm.ac.uk/355/.
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This thesis investigates one of the key figures of Russian pianism in the twentieth century, Heinrich Gustavovich Neuhaus (1888 - 1964). Although Neuhaus is known, particularly in the West, as an important pedagogue of the Moscow Conservatory rather than a performing artist in his own right, this thesis seeks to address the tension between Neuhaus's identities as a pedagogue and his overshadowed conception of himself as a performer - thus presenting a fuller understanding of his specific attitude to the task of musical interpretation. The reader is introduced to aspects of Neuhaus's biography which became decisive factors in the formation of his key aesthetic, philosophical, pedagogical and performative beliefs. The diverse national influences in Neuhaus's upbringing - from his familial circumstances, European education and subsequent career in Russia - are investigated in order to help locate Neuhaus within the wider contexts of Russian and Central European culture at the turn of the nineteenth and twentieth centuries. In addition, this introduction will highlight ways in which Neuhaus's national identity has been oversimplified in recent literature by both Russian and non-Russian authors. Whilst this thesis draws on a range of contemporaneous and recent international sources throughout its investigation, it presents a substantial amount of Russian-language material that has previously been unavailable in an English translation: this includes many writings and articles by Heinrich Neuhaus, his colleagues and the leading musicologists and critics of his time. The core of the thesis traces Neuhaus's personal philosophical approach to the act of performance and explores the impact it had on his interpretations of Beethoven and Chopin. This will show that despite aspiring to a modern, Urtext-centred approach and sensibility to the score, Neuhaus's Romantic subjectivity meant that he was unafraid of making assumptions and decisions which often misinterpreted or transformed the image of the composer to reflect his own artistic identity. Thus, the investigation of Heinrich Neuhaus as a performing artist, alongside his role as a pedagogue, presents a powerful model of interpretation as a creative process, from which performers today can learn.
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Iler, Sarah M. "The History of “Multicultural” in the United States During the Twentieth Century." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482068203633072.
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Murray, Don Charles. "Cosmopolitanism and conflict-related education: The normative philosophy of cosmopolitanism as examined through the conflict-related education site of the Philippine-American conflict." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1622558189254457.
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Novakowski, Julia T. "Analyzing Teacher-Student Relationships in the Life and Thought of William James to Inform Educators Today." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1556709447795221.
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Berner, Ashley Rogers. "Metaphysics in educational theory : educational philosophy and teacher training in England (1839-1944)." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:f604b518-5ea3-4e29-98b9-cecbe3c78843.
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In 1839 the English Parliament first disbursed funds for the formal education of teachers. Between 1839 and the McNair Report in 1944 the institutional shape and the intellectual resources upon which teacher training rested changed profoundly. The centre of teacher training moved from theologically-based colleges to university departments of education; the primary source for understanding education shifted from theology to psychology. These changes altered the ways in which educators contemplated the nature of the child, the role of the teacher and the aim of education itself. This thesis probes such shifts within a variety of elite educational resources, but its major sources of material are ten training colleges of diverse types: Anglican, Nonconformist, Roman Catholic, and University. The period covered by this thesis is divided into three broad blocks of time. During the first period (1839-1885) formal training occurred in religious colleges, and educators relied upon Biblical narratives to understand education. This first period also saw the birth of modern psychology, whose tools educators often deployed within a religious framework. The second period (1886-1920) witnessed the growth of university-based training colleges which were secular in nature and whose status surpassed that of the religious colleges. During this period, teacher training emphasized intellectual attainment over spiritual development. During the third period (1920-1944), teachers were taught to view education from the standpoint of psychological health. The teacher's goal was the well-developed personality of each child, and academic content served primarily not to impart knowledge but rather to inform the child's own creative drives. This educational project was construed in scientific and anti-metaphysical terms. The replacement of a theological and metaphysical discourse by a psychological one amounts to a secular turn. However, this occurred neither mechanically nor inevitably. Colleges and theorists often seem to have been unaware of the implications of their emphases. This thesis contemplates explanatory models other than the secularisation thesis and raises important historical questions about institutional identity and the processes of secularisation.
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Hugo, Wayne. "Journeys of the learning soul: Plato to Descartes." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1005917.
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This thesis aims to build up a picture of what it has meant for us within the western canon to educate a human being through the depths and heights of existence. It uses narrative accounts of educational journeys from ancient, medieval and early modern sources to develop an integral picture of the spectrum of education along with the techniques and fore-structures needed to guide a student through the various stages and encounters. Key metaphors, journeys and relationships - Diotirna's ladder of beauty, Plato's cave, Philo's Abraham and Sarah, Origen's bride and Bridegroom, Plotinus' journey of the alone to the Alone, Augustine's Confessions, the tragic love of Abelard and Heloise, Dante's encounters in the infernal, purgatorial and paradisical realms of human experience, Shakespeare's great playing within the same realm, and Descartes' doubting genius provide a rich ensemble, each resonating with the next, opening out intellectual, affective, volitional, and imaginative paths through the full terrain of human existence. This multidimensional approach points towards a flexible and insightful pedagogics that works with the enormous variety and capacity of human learning rather than heavy-handedly insisting on one path, or, even worse, not recognizing and dealing with specific areas of human living that occur in the upper and lower reaches of our educational endeavours. Phenomenological, Hermeneutic and Integral methods suggested by Heidegger and Wilber amongst others were used to inform the process of research. The results of this thesis are not contained in its reconunendations but in the effects of its reading. It is itself a tool that embodies and encourages the principles of an educational tradition that has existed within the history of western learning, not seeking a return to ancient or medieval ways but to provide a backlight that assists current initiatives working with the full range of human potential.
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Dale, Andrea. "Wrestling with a fine woman : the history of postgraduate education in Australia, 1851-1993." Title page, table of contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phd139.pdf.
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Errata pasted onto front fly leaf. Bibliography: leaves 329-355. Studies the expansion of postgraduate education in Australia, particularly the research degree. Analyses the credentialling role of the postgraduate degree and the influence of overseas models of postgraduate education. Argues that the changing relationship between the state, the universities and the research sector has had a strong impact on the postgraduate sector.
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Gibbs, Jesulon Sharita Ronae. "The First Amendment and modern schools a legal analysis of off-campus student speech cases /." [Bloomington, Ind.] : Indiana University, 2008. 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:3324540.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2008.<br>Title from PDF t.p. (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2961. Advisers: Suzanne E. Eckes; Martha M. McCarthy.
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Johnson, Benjamin A. "Fundraising and Endowment Building at a Land Grant University During the Critical Period, 1910-1940: The Failure of Ohio State." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1386057443.
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Thuraisingam, Pamela Chellappah. "Nature of talk and interaction in the Singapore history classroom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1316.
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History is a complex subject. It is more propositional than procedural in nature (Nichol, 1984), and involves adductive thinking (Booth, 1983), where historical evidence and facts are 'teased out' and a convincing account of the past is then reconstructed through speculation, imagination and empathy (Nichol, 1984; Booth, 1983). The teaching and learning of history should not just be the transmission of knowledge, but rather it should involve a process whereby students and teachers interact in order to analyze evidence, raise questions and hypotheses, synthesize facts, and communicate their ideas, understand others' viewpoints, consider values, reflect and engage in moral reasoning (Brophy, 1996). It is through this interaction that development of thinking in history will occur (Coltnam, 1975). The main focus of the research is on the language used in the history classroom, particularly during critical episodes when the teachers and students appeared to be engaged in the process of historical thinking. This research is particularly concerned with historical thought embedded in the language used in history classrooms. To investigate this, both high and low inference coding systems were adopted to code, describe and analyze the verbal behaviour that occurred. The data were gathered in six classes from schools in Singapore. They constituted two classes of above average students (Special stream), two classes of average students (Express stream) and two classes of below average (Normal stream) students. Audio and video recordings were made of two lessons from each of the six classes. These lessons were transcribed, coded and analyzed to ascertain which contexts were more conducive for the production of higher order thought. It was found that a complex interrelationship of factors including pedagogic activity, type of teacher talk and student talk, and even more importantly the interaction between them, determined whether or not there was historical thinking. The findings revealed that there was historical thinking when explicit and implicit contact was established during interaction between the teacher and the students. For explicit contact to he made the teacher and the students needed to be language game (Wittgenstein, 1972). This is where the teacher made those moves that elicited student responses that demonstrated historical thinking. For implicit contact to be made the element of voice (as in the concept of “voice” described in Bakhtin's theory on the dual-voicing and polyphony) becomes essential. During such episodes the teacher mediated between the characters in history, his or her own talk and that of the students. These responses which were often dramatised, the teacher used first and second person forms (dual voicing) to evoke empathy and imagination. In doing so they also engaged in a dialogic interaction with the characters of the past and there was back channelling. There were evidences of such dialogues in all the Special, Express and Normal stream lessons but in various contexts. These dialogues reveal that the nature of talk and interaction is distinct to the subject history.
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Leetch, Amanda. "Weaving Meaning| Terrapsychological Inquiry and the Historic Industrial Placefield of Lowell Massachusetts." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689196.
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<p> Places are expressive, dynamic, and responsive beings voicing themselves at different scales of emergence. Placefields are the sites of research at the complex nexus of peoples, cultures, geography, experience, mythology, and place history in terrapsychology. Children are open and receptive to these expressive qualities of place, understanding these place emanations through the context provided to them by place-based educators and other adults. This four-month study at Lowell National Historical Park utilized terrapsychological inquiry to explore youth connection to the historic industrial placefield of Lowell, Massachusetts as experienced by learners and educators, reproduced through youth placefield encounters, and iterated through self, community, and as culture across scales. The arts-based research method of terrain weaving empowered this research to connect with complex pattern languages of Lowell, surfacing the symbolic repertoire of place, the somatic and psychological components of youth place encounter, the deep patterns of place that rise through the researcher, and the expansive states of consciousness that are catalyzed through complex place relationships. The difficult histories placefields perform reproduce their traumatic and historic woundings in the visiting psyche. At the same time, the underlying resilience, strengths, and gifts of places with difficult histories are vital assets to be liberated. The experiential and embodied elements of field trips make them powerful intersections for troubling the ways historic narratives are constructed. This research concludes it is possible to radically redesign field trips and recontextualize histories to provide a nourishing, regenerative place encounter by adopting complex, expansive, and agential understandings of place.</p><p>
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White, David Lee Jr. "Evaluating Educators Perceptions of Tattoo Stigma." Walsh University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=walshhonors1588191931131861.
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Matuszewski, Samuel John. "A genealogy of the French 'Collège' : the emergence of an institution of Deleuzean control." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52276/.
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This thesis constitutes the first analysis of the development of the French education system and the emergence of the French 'collège' in relation to Gilles Deleuze’s assertion that, in the post-war period, the disciplinary societies described by Michel Foucault have entered into crisis and that a new ‘control society’ is emerging. The first chapter of the thesis establishes the theoretical framework to be applied, elucidating the connections between Foucault’s concepts of power and 'dispositif' and Deleuze’s concepts of desire and 'agencement', before considering how historical change emerges through the intensification of strategies of power. The rest of the chapter outlines the abstract traits of discipline and then control and considers how these strategies of power might be actualised in the institution of the school. The second chapter applies this framework to the development of the education system established under the Third Republic, which is found to consist of three separate disciplinary 'dispositifs' of education that actualise distinct logics of education. The third chapter traces the intensification of strategies of power responding to the logics of the three institutions identified in the previous chapter and the transformations of the education system that this provokes before showing the emergence of the 'collège' from the confluence of these intensified logics, which establishes it as an institution of control traversed by a modulation of disciplinary logics. The 'collège' is then also shown to develop governance structures that promote modulation as the local negotiation of the institution. The thesis argues that the emergence of the 'collège' marks the beginning of a shift from discipline to control in the French education system.
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Torgerson, Richard C. Jr. "Relational Learning in the Analects of Confucius: Exploring the Foundations, Practices and Purposes of Classical Confucian Learning." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1500583837350483.
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Falk, Thomas Michael. "Political Economy of American Education: Democratic Citizenship in the Heart of Empire." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343135393.
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Rocha, Alexandre Humberto Gonçalves. "Aluar = um olhar sobre a cidade." [s.n.], 2000. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284955.
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Orientador: Roberto Berton De Ângelo<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instuto de Artes<br>Made available in DSpace on 2018-08-17T14:55:45Z (GMT). No. of bitstreams: 1
Rocha_AlexandreHumbertoGoncalves_M.pdf: 6506779 bytes, checksum: 4ac3818eb6c4969e6d7e57ac4ba84cec (MD5)
Previous issue date: 2000<br>Resumo: Ensaio fotográfico que dá conta de um olhar diferenciado sobre centros urbanos de cidades como Brasília e Sorocaba. Um olhar baseado na relação conflituosa entre claro e escuro, entre luzes e sombras e que revela ser não apenas um olhar fotográfico, mas um olhar de conhecimento, de Esclarecimento, um olhar dialético. O trabalho tenta entender e explicar o processo de desenvolvimento desse olhar, que envolve o amadurecimento do autor como um todo. Um processo de educação, que integra diversas áreas do conhecimento, tais como Filosofia, História, Música, Arquitetura, Pintura, Cinema, Vídeo, etc, e que toma corpo durante o período de construção desse olhar. Portanto, um olhar cultural, historicamente situado no tempo e espaço. Um outro fator importante foi o desenvolvimento de uma metodologia de trabalho. Este processo se deu na medida que o trabalho ganhava corpo unitário e fechado (quanto ao tema escolhido e a forma desenvolvida), como um ensaio fotográfico, num primeiro momento empiricamente e num segundo momento de uma forma consciente e racional. O trabalho vai das sombras mais simples de artefatos urbanos (principalmente árvores e postes), até atingir seu amadurecimento, nas fotos em contra luz, com as sombras ocupando a quase totalidade da imagem, na descoberta da iluminação, passando ainda pelo uso da cor. Portanto, uma Reflexão sobre o processo de criação do autor<br>Abstract: A photographic essay on a special way to look at urban centers in cities like Brasilia and Sorocaba. A look based on the conflicting relation between light and dark, between lights and shadows, and that comes out to be not just a photographic look but also a look of knowledge, of enlightenment, a dialectic way of seeing. This present study aims at understanding and explaining the process of the development of this way of seeing which involves the maturing process of the author as a whole. It's an educational process bringing together several areas of knowledge such as Philosophy, History, Music, Architecture, Painting, Cinema, Video, etc, and that takes shape along the period when this way of seeing is being built. So, it's a cultural way of seeing, historically located in time and space. Another important factor was the development of a work methodology. This process happened as the study grew and got embodied as a separate unit (in relation to the chosen theme and the shape developed), as a photographic essay, first happening empirically, and in a second moment on a conscious and rational way. This research project starts from the very simple urban objects (mainly trees and lampposts) to reach its maturing point in counter light photos, by getting the shadows taking over almost the total image, by discovering illumination processes, and by the use of color. Therefore, it's a Reflexion on the creative process of the author<br>Mestrado<br>Mestre em Multimeios
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O'Connor, Phillip John. "Illuminating the place of personal values and Christian beliefs in teaching sensitive and controversial issues in personal social health education (PSHE) in South East England : a life history approach." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17416/.
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Christian teachers of Personal social health education (PSHE) can be conflicted when confronted with sensitive and controversial issues in their professional practice. Concerns include unprofessional conduct, exercising undue influence of their personal values and beliefs on students and being untrue to their faith. These can lead to uncertainty in negotiating areas of conscience and controversy. This life history study situated within the south east of England was used to illuminate the complexities which abound when operating within a wider milieu of perceived marginalisation of the Christian faith through advancing secularisation and liberalism. These tensions are reflected in the curriculum, policy frameworks and legal documents and have implications for teachers’ personal values, Christian faith and professional practice. Semi-structured questionnaires were administered to 13 PSHE teachers and analysed for emergent themes, borrowing language from thematic, ethical and theological analysis. The research illuminates insights into a wider context of faith in professional life. It demonstrates the way teachers are in transition in these conflicts, yet understanding faith as a holistic quality. Findings show that the approaches that teachers adopt to the interpretation and application of faith in personal life influence how faith is integrated professionally. The conflicts confronted, reflect responses of resilience, compliance and rebellion, while some teachers remain unchanged in their positions. Analysis of the data suggested that discreetly integrating faith in practice is a coping strategy some teachers employ. My study suggests that silence can be a price to pay for faith, balancing courageous restraint with conflicting compromises and professional hypocrisy. The research captures teachers in transition located in professional practice obligations, ethical and theological positions as they negotiate and navigate the place of their Christian faith and personal values with students’ rights, freedoms and autonomy.
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Gellera, Giovanni. "Natural philosophy in the graduation theses of the Scottish universities in the first half of the seventeenth century." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3285/.
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The graduation theses of the Scottish universities in the first half of the seventeenth century are at the crossroads of philosophical and historical events of fundamental importance: Renaissance and Humanist philosophy, Scholastic and modern philosophy, Reformation and Counterreformation, the rise of modern science. The struggle among these tendencies shaped the culture of the seventeenth century. Graduation theses are a product of the Scholasticism of the modern age, which survived the Reformation in Scotland and decisively influenced Scottish philosophy in the seventeenth century, including the reception of early modern philosophy. We can therefore speak of a ‘Scottish Scholasticism’, characterised by an original reception and interpretation of the long traditions of Scholastic philosophy and Aristotelianism. The aim of the thesis is the analysis of the general physics of the graduation theses: the two central theories are prime matter and movement. Natural philosophy is a particularly interesting case, and the main features of the graduation theses are the reception of Scholasticism alongside innovation within Scholasticism. Graduation theses adhere to the Scholastic tradition, especially Scotism, while being innovative in their opposition to Catholic forms of Scholasticism. Scottish Scholasticism can be then further qualified as an example of ‘Reformed Scholasticism’.
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Morrow, Stephen M. "The Art Education of Recklessness: Thinking Scholarship through the Essay." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492288407200045.
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Dotts, Brian W. "Citizen dissent in the new republic radical republicanism and democratic educational thought during the Revolutionary era /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3200639.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, School of Education, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4336. Chair: Barry Bull. Title from dissertation home page (viewed Oct. 11, 2006).
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Houghteling, James L. "Rabindranath Tagore, John Dewey, and the Unity of Mind and Culture." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/905.
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What role does education play in a democratic society? How can the right sort of education help foster a free, responsible, and caring citizenry? How can education begin to reconcile and incorporate intellectually complicated and seemingly opposite ideas and theories, such as idealism and pragmatism, localism and globalism, thought and action? In my thesis, I aim to reveal, and perhaps begin to answer, these larger ideas pertaining to the role of education in society. Moreover, I address these questions through the lens of Rabindranath Tagore and John Dewey, two thinkers and practitioners at the turn of the twentieth century who sought to use education to find solutions to problems facing their respective local communities, but also the global community.
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Summers, Jerry L. (Jerry Lynn). "The Association Between Postmodernistic Trends and Historical Scholarship With Implications for the College-Level Teaching of History." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332541/.
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The debates among historians regarding the "crisis in history" have been directed to various problems. The fragmentation of historical scholarship and writing embodied in the "new history," the alleged overspecialization of historical scholarship, and recent challenges to the objectivity of historical fact and interpretation receive attention. Successive chapters attend to a general background study and description of postmodernism, the association between postmodernistic trends and historical scholarship as seen in poststructuralism and deconstruction, and the implications of postmodernistic criticism for post-secondary history instruction. Deconstruction, or the hermeneutical challenge of poetics, is a criticism of historical epistemological presuppositions and practices. Deconstruction yields insights that are useful to judge historical knowing. However, deconstruction does not present a compelling alternative to accepted standards of historical scholarship and practice
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Moore, Richard G. "A study of Brigham Young as an educational administrator." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2828.
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Purpose. Brigham Young is best remembered for his role in the colonization of the American West and as a religious leader. He was also involved with the creation of schools and the development of an educational system in Utah. The purpose of this study was to examine Brigham Young as an educational administrator and to explore Young's administrative style. The study was also to investigate the school system established during Young's administration and evaluate him as a school leader. Procedure. A working hypothesis and questions to consider were developed through preliminary research. Information, including much primary material, was then collected and examined with the hypothesis in mind. Sources were scrutinized for biases and analyzed to determine probable causes and effects of Young's decisions and of the events that occurred. After the materials were gathered and critically evaluated, questions weighed, and hypotheses established, the findings were interpreted and reported. Findings. Brigham Young cannot, by common standards, be considered an educational administrator. What Young attempted to do for education he did through his influence as Mormon Church President and as the first Territorial Governor of Utah. Young's administrative style was that of a servant-leader, with education as part of his stewardship. Although Young opposed public education, much was done in Utah during his era to build schools and create a program for education. Conclusions and recommendations. Young championed the building of schools and stressed the importance of education in the lives of young and old. Despite his opposition to a public school system, the people of Utah received more opportunity for education and the state was better prepared to receive public schooling because of Young's influence in the Utah Territory. A study might be done to determine how many of the Mormon schools became state-owned public schools. Other related topics that could prove interesting or valuable are examinations of the curriculum and values taught in Mormon schools and a study of how many Mormons were enrolled in non-Mormon schools and vice versa.
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Hancock, Donald H. (Donald Hugh). "Ideas About Adult Learning in Fifth and Fourth Century B.C. Athens." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330707/.
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The problem of this study was to determine to what extent contemporary adult education theory has similarities to and origins in ancient Athenian ideas about education. The methodology used in the study combined hermeneutics and the critical theory of Jurgen Habermas. Primary sources incuded Aristotle, Plato, Aristophanes, and Diogenes Laertius; secondary sources included Jaeger, Marrou, Dover, and Kennedy. In the analysis of Athenian adult education, three groups of adult educators were identified—the poets the sophists, and the philosophers. The poets were the traditional educators of the Greek people; their shared interest or way of perceiving the world emphasized the importance of community cohesion and health. In Athens in the mid-fifth century B.C., a new group of educators, the sophists, arose to fill a demand of adults for higher and adult education in the skills necessary to participate in the assembly and courts. The sophists emphasized a pragmatic human interest and taught the skill of rhetoric. Socrates and Plato created a new school of educators, the philosophers, who became vigorous ideological opponents of both the poets and the sophists. The philosophers exhibited a transcendental interest or approach to knowledge; the purpose of life was to improve the soul, and the preferred way of life was contemplative rather than active. The philosophers taught the skill of dialectic. Paideia was a Greek word that originally referred to childhood education but which came to mean education throughout the lifespan and the civic culture that supported education. Athenian citizens perceived their paideia to be among their greatest virtues, an attainment which could not be lost to the fortunes of time as could wealth or position. Modern adult education lacks the concern for the communal and transcendental human interests that were important to many ancient Greeks. Modern cultures tend to promote strong individuation of personality and to idealize pragmatic and individualistic concerns. Researchers in the field of adult education often assign to human nature the pragmatic and individualistic qualities of adult learners, but fail to recognize how these features reflect ideologies peculiar to modern American society.
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Silverman, Bryan A. "CANADIAN IDENTITY, MULTICULTURALISM, AND A COSMOPOLITAN FUTURE." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1403361821.
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文兆堅. "《教育雜誌》與近代中國教育思想的傳播 = The Chinese educational review and the spread of educational thoughts in modern China". HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1145.
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Hornbeck, Dustin Dwight. "OUTSOURCING THE TWELFTH-GRADE YEAR OF HIGH SCHOOL: A CASE STUDY." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1552052341625115.
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Thomas, Christopher D. "An Education Revolution: Student Protests, Teacher Strikes, and the Future of Education Policy." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586280009153337.
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Youngberg, Lon. "The Democratic Purpose Of Post Secondary Education: Comparing Public, Private Nonprofit, And Private For-Profit Mission Statements For Expression Of Democratic Social Purpose." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/97.
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Thomas Jefferson envisioned a symbiotic relationship between democracy and public education because he considered educated citizens to be the critical ingredient of a successful democracy. Nevertheless, political and educational reforms over the past two centuries have not always been kind to the relationship that Jefferson envisioned. This study examines frequency that postsecondary education institutions declare a democratic social purpose in their mission statements. The DSP definition, data instrumentation, and theoretical lens for this study were situated from the Jeffersonian perspective.
Although the primary concern for this study was publicly funded/subsidized postsecondary education, recent enrollment growth in private education and privatization initiatives, such as voucher programs, justifies comparison with private nonprofit and private for-profit institutions to reveal how the different types of institutional control influence DSP. The comparison also provides a sense of the non-economic consequences of reduced public education subsidy and intentional or unintentional privatization. A number of Carnegie classification variables were also examined to better understand what factors influence DSP expression.
This study utilized a national random sample of undergraduate institutions, from associates colleges to research universities. The sample size was 336 and there were no cases of missing data. Interrater reliability was calculated as .873 Kappa on the dichotomous dependent variable (DSP presence or absence).
The first research objective was to determine if public, private nonprofit, and private for-profit institutional mission statements differ in the frequency of DSP expression. Public institutions exhibited 36.5% DSP, private nonprofit institutions exhibited 69.1% DSP, and private for-profit institutions exhibited 11.9% DSP. Chi-square test determined that there was significant difference between each of 2x2 comparisons (p < .003). The second research objective utilized logistic regression analysis to gauge the influence of several variables on DSP frequency. Institutional control, focus, enrollment, and mission statement length were found to be significant at the p = .05 level.
There are differences between public and private institutions and also between two-year and four-year institutions in the frequency of DSP expression. These differences have serious social and political implications that will likely go unnoticed as the bulk of society focuses on private and economic concerns.
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Childs, David J. "The Black Church and African American Education: The African Methodist Episcopal Church Educating for Liberation, 1816-1893." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250397808.
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Kim, Sang Hyun. "John Dewey's Ideas on Authority and Their Significance for Contemporary Korean Schools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1296673890.
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Harraman, Joshua Michael. "Rivals for Governance of the Land-Grant University: Farmers, Alumni, and Administration at the Ohio State University, 1870-1910." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557827101149822.
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Hogan, Christopher James. "EXAMINING THE AFRICAN AMERICAN MALE UNDERGRADUATE STUDENTS' PERCEPTIONS OF BARRIERS AND FACTORS FOR SUCCESS." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1310390628.
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Walker, Jan Bridwell. "The evidence of Bias within Art Historical Methodolgy and the Potentiality of Viewer Dialog as a Pedegogical Tool." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etd/891.
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The evidence of cultural and social partiality within the methodology of art history has influenced the manner in which art is presented to the public. The formally structured and often obsolete methods of the earliest art historians continue to influence the telling of art history today, relying on and emphasizing art historical fact over the viewer's personal interaction and interpretation.
The traditional structure of both the public art museum and art education course rely on the classical methodologies of the past, resulting in the presentation of the object as historically and socially removed from the viewer's own experience.
The role of the art historian should cease to be one of translator, but rather one of facilitator to the artistic exchange. It is through this intentional dialog between artist, viewer and art object that authentic enlightenment occurs.
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Dennis, Jennifer Wolf. "Middle school students' conceptions of authorship in history texts." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196183889.
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Graham, James Philip Hector. "Whakatangata kia kaha : toitū te whakapapa, toitū te tuakiri, toitū te mana : an examination of the contribution of Te Aute College to Māori advancement : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1254.
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The thesis examines the contribution of Te Aute College to Maori advancement by exploring the whakapapa of Te Aute College and the brand that has developed out of the school’s whakapapa from its beginnings in 1854 prior to major European settlement in the Hawkes Bay through to the 21st century. In doing so, the notion of whakapapa is used to reveal the layers of tradition, history, connections, narratives, achievements and setbacks that have enabled the realisation of Maori potential and the ability of Te Aute College to sustain a contribution to the advancement of Maori. This thesis contends that the contribution of Te Aute College to Maori advancement stems from its whakapapa and its brand that is unequivocally Te Aute in focus and character. An Indigenous Maori research paradigm, a whakapapa research methodology, provides the context for researching Te Aute College, the basis of this thesis. The thesis also explores whakapapa as a tool that can be used as a legitimate research framework when engaging in Maori research. It posits an Indigenous Maori research approach as a paradigm base for a philosophical and theoretical discourse when researching Maori institutions and communities. This thesis signifies the continuation of both a personal and professional journey that originates from the author’s enduring interest in and sense of obligation to contributing to the story of Te Aute College. The initial thesis discourse contextualises the research through a historical chronology of the tangata whenua connection to the research community; of the first 150 years of Te Aute College providing education for predominantly young male Maori and of the ‘special character’ education that is offered by Te Aute College today. Three interconnecting themes provide the systematic basis for exploring the distinctive yet simultaneously universal layers of Te Aute College that emerged as significant to this research; the Te Aute Experience, the contribution of Te Aute College and He Toa Takitini - Collaboration. Finally, an analysis is given of these themes in conjunction with the whakapapa of Te Aute College and the future role of Te Aute College in sustaining its contribution to the advancement of Maori.
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Ferguson, Janice Y. "Anna Julia Cooper: A Quintessential Leader." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1420567813.
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Abreu, Gilberto Andrade de 1949. "A deserção da historia : o pós-modernismo e neoliberalismo como armas ideologicas do capitalismo global : um mal estar mais que um ruptura." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251683.
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Orientador: Cesar Aparecido Nunes<br>Tese (doutorado) - Universidade Estadual de Campins, Faculdade de Educação<br>Made available in DSpace on 2018-08-13T20:16:36Z (GMT). No. of bitstreams: 1
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Previous issue date: 2009<br>Resumo: Trata-se de um estudo filosófico desenvolvido no Grupo de Estudos em Filosofia e Educação PAIDEIA, na Linha de Pesquisa Política, Ética e Educação sobre a temática da perda do valor da historicidade nas teorias autoproclamadas de "pós-modernas". A perda de significado e de referências históricas soa como um desdém em relação ao passado. A fragilidade intelectual dessa interpretação vem coroada da noção de impotência da ação emancipatória, restando as resistências internas, seja do trabalho do artista, a indefinição infantil e o silêncio da alma. O pós-modernismo, como forma geral de pensamento, além de antitotalizante e antigeneralizante , rejeita todo tipo de narrativas grandiosas, marcadamente a crítica marxista ao capitalismo, optando por visões descentradas e fragmentárias. Considera conceitos como classe, capitalismo e até o de sociedade como "abstrações sociológicas". É inócua toda forma de projeção ao futuro, imersos que estamos em um presente contínuo, desprovido de qualquer propósito, uma vez que os conceitos de razão e de progresso estão desacreditados e podem provocar tendências de propósitos totalizantes. A História, enfim, nada mais é que distopia e o caos. Há pelo menos duas matrizes do conceito de Pós-Modernidade: o neoliberalismo pressupõe a cultura de massa, o comercialismo, o consumismo desenfreado e está sintonizado com o capitalismo tardio, e a tendência que se pretende insurgente contra as correntes da cultura dominante. É o que respalda movimentos reivindicatórios ligados a etnicidade, sexo e localidade. Propõe um novo cosmopolitismo e consciência global, insurgindo-se contra o etnocentrismo que privilegia uma única história ou um único segmento geográfico do globo; também se move contra os diversos fundamentalismos e dogmatismos. Se por um lado, o pós-modernismo reage contra o universalismo do Iluminismo, por outro promove o cosmopolitismo iluminista. Não é uma pura e mera coincidência ter ocorrido no início da crise estrutural do capitalismo, a partir dos anos 1970, justamente no instante que o sistema alcançava a máxima atuação planetária. Por isso, compreendemos o Neoliberalismo, na Economia e o Pós-Modernismo, na Cultura, como um "desvio", conscientemente planejado e executado. Ao final de nossa investigação, surgem elementos teóricos e práticos de extrema necessidade ética e política, com enormes reflexos na prática educacional, postos como o desafio de reconstruir a frente da razão na pesquisa histórica e educacional. O historiador está ao mesmo tempo em duas instâncias: a de exterioridade ao seu objeto, a distância temporal que o afasta e a de interioridade originada da intencionalidade do conhecimento. A longa tradição historiográfica sempre implicou, desde Tucídides e Heródoto, em uma postura ética, de "um contrato em torno da verdade" que tem sido o fundamento do método histórico.<br>Abstract: It is about a philosophical study developed at the Study Group in Philosophy and Education PAIDEIA, in the Research Line "Politics, Ethics and Education" on the thematic of the historic loss of value in the self-proclaimed "post-modern" theories. The loss of meaning and historical references sounds like a disdain to the past. The intellectual fragility of this interpretation comes crowned with a notion of impotence of the emancipatory action, remaining only the internal resistances, being either the work of the artist, the naive indefinition and the silence of the soul. Post-modernism, as general form of thought, beyond anti totalizing and anti generalizing, it rejects all type of great narrative, intensifying the Marxism critic to the capitalism, opting for fragmentary and uncentred points of view. It considers concepts as class, capitalism and even society as "sociological abstractions". All form of projection to the future is innocuous, in a way that we are in a continuous present, unprovided of any mission, a time that the progress and reason concepts are discredited and can provoke trends of totalizing intentions. History, at last, is no more than dystopia and chaos. There are at least two matrices of the concept of Post-Modernity: the neoliberalism estimates the mass culture, the commercialism, the unstoppable consumerism and it is syntonized with the delayed capitalism, and the trend that intends rebel against the chains of the dominant culture. It is what endorses on vindictive movements the ethnicity, sex and locality. It considers a new cosmopolitism and global conscience, insurging itself against the ethnocentrism that privileges only one side of the history or an only geographic segment of the globe; also moves itself against the diverse fundamentalisms and dogmatisms. If, on the other hand, post-modernism reacts against the universalism of the Illuminism, for another one promotes the cosmopolitism illuminist. It is not mere coincidence to have occurred at the beginning of the structural crisis of the capitalism, in the 70', at the exact instant that the system reached the maximum planetary performance. Therefore, we understand the Neoliberalism, at the Economy and the Post- Modernism, in the Culture, as a "shunting line", conscientiously planned and executed. To the end of our inquiry, theoretical and practical elements of extreme ethical necessity and politics appear, with enormous consequences on the practical educational, considered the challenge to reconstruct the front of reason in the historical and educational research. The historian is at the same time in two instances: of exteriority to its object, the temporality distance that keeps it away, and of interiority originated of its knowledge. The long historiographyc tradition always implied, since Thucydides and Herodotus, in an ethical position, of "a contract besides truth" that has been the fundament of the historical method.<br>Doutorado<br>Filosofia e História da Educação<br>Doutor em Educação
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Hatton, Ethan Andrew. "Scaled and Sustained Implementation of a Standards-based Grading System at the Secondary Level." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami153235341113402.
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Segarra, Adell Nuria. "Promoting the REM approach of Peace Education in secondary school settings. An application from my own life history." Doctoral thesis, Universitat Jaume I, 2019. http://hdl.handle.net/10803/668413.
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This thesis briefly reviews Peace Studies and Peace Education in general and then, it focused on the REM (Reconstructive-Empowering) Approach (Herrero Rico, 2013) of Peace Education as its theoretical framework. This REM approach proposes concepts, methodologies and contexts that promote Cultures of Peace.
The thesis continues to propose tools and methodologies for secondary education contexts that promote the REM Approach. Among them, the Life History methodology is chosen as the methodological framework for the applied part of the thesis. Thus, the last two chapters focus on the life story of the author of the thesis, both in her personal and professional life, especially as a high school teacher. For this purpose, her first-person narrative is included, contrasted with the perspective of more than forty acquaintances and with a reflection on what has been learned, putting it in dialogue with the REM approach.<br>Esta tesis revisa brevemente los Estudios de Paz y la Educación para la Paz en general y elige como marco teórico el Enfoque REM (Reconstructivo-Empoderador) (Herrero Rico, 2013) de Educación para la Paz, el cual propone conceptos, metodologías y contextos para promover Culturas de Paz. La tesis continúa proponiendo herramientas y metodologías para utilizar en contextos de educación secundaria que promueven el Enfoque REM. Entre ellos, se elige la metodología de Historia de Vida como marco metodológico en el que se basa la parte aplicada de la tesis. Así, los dos últimos capítulos se centran en la historia de vida de la autora de la tesis, tanto en su vida personal como profesional, especialmente como profesora de secundaria. Para ello, se incluye su narrativa en primera persona, contrastada con la perspectiva de más de cuarenta conocidos y con una reflexión sobre lo aprendido, poniéndolo en diálogo con el enfoque REM.
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Schreiber, Elliott. "Spielraum : Karl Philipp Moritz's topography of modernity /." [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:3242276.
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Thesis (Ph.D.)--Indiana University, Dept. of Germanic Studies, 2006.<br>Title from PDF t.p. (viewed Nov. 11, 2008). Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4197. Adviser: Fritz Breithaupt.