no abstract provided by author / Ph. D.

Master of Science

There is a definite correlation between syllabic stroke intensity and the amount of copy produced on the typewriter in a given time. The correlation showed that an increase in syllabic stroke intensity produced a corresponding increase in the number of strokes typed, over the range investigated. This range was from 3.hBh strokes per syllable to h.285 strokes per syllable. / Master of Science

It is a common practice for teachers of typewriting to endeavor to increase and measure the typewriting speed and accuracy of students through the administration of timed writings. These timed writings are also used as a measuring device by employment agencies and business organizations in obtaining and promoting employees. Studies have established the fact that manual dexterity, reading ability and intelligence influence the ability of the student to attain the speed and accuracy necessary to operate the machine at maximum efficiency. / Master of Science

The analysis presented in this thesis was directed toward a study of: (1) the behavior of the prices of slaughter hogs at Richmond; (2) the price differential of slaughter hogs between Richmond and Chicago, including differentials between light, medium, and heavy weight hogs; and (3) the most profitable weight to sell hogs farrowed at various times of the year. / M. S.

This study aims to reconceive the meaning of leisure in school using John Dewey’s theory of education. Though the English word “school” and the Greek word “scholé,” which means leisure, are etymologically related, it is almost impossible to find any relationship between them in contemporary schools. Posed differently, for modern people school is not a place of leisure any more. Modern people understand leisure as a time not to work, as an escape from work. However, for the ancients leisure was a very sacred activity through which they could find their true identity. Therefore, in considering the original meaning of the term leisure, reviving leisure in school means to make a classroom sacred. For Dewey, the necessity for the teacher to provide an appropriate educational environment for the development of a student’s potential is no less sacred than the duties of a priest. This kind of inquiry can help contemporary educators revitalize the deepest meanings in the project of education.

No description available.

No description available.

Many of the problems in dominant Western education and philosophy can be connected to various dualisms, in particular reason/emotion, reason/imagination, reason/experience, mind/body, subject/object, individual/community, abstract/concrete, theory/practice and male/female dualisms. These pairs are considered opposites, with the attributes on the left supposedly superior to their dualistic partners on the right. While those attributes on the left, such as mind and reason, are traditionally associated with knowledge, autonomy, citizenship and learning, the attributes on the right, such as emotion and experience, are traditionally thought to be opposed to knowledge, autonomy, citizenship and learning. Drawing on the philosophies of John Dewey and various feminist philosophers, I will argue that the attributes that make up each of these dualistic pairs are not opposed but are actually interdependent and interconnected. For example, I will argue that all thinking and learning involves reason, experience, emotion and imagination interacting with one and other. Neither of these attributes or functions is complete or fully functional without the others. Since mainstream Western pedagogies incorporate such dualisms they are unable to fully facilitate the thinking skills, attributes, dispositions and understandings necessary for autonomy, democratic citizenship and leading a meaningful life. It will be shown that Philosophy for Children (P4C) has the potential to overcome many of the problems with mainstream education, including many gender equity problems, because it is based on Dewey???s philosophical ideals, which reconstruct many of these dualisms. An analysis of the ideals of truth, meaning, community, self, autonomy, democracy, thinking, emotion and imagination assumed by P4C will show how it reconstructs various dualisms and overcomes many problems with traditional schooling. However, it will also be shown that P4C fails to reconstruct the undesirable theory/practice dualism because it doesn???t require students to test and apply their ideas in the real world. This is even though many P4C theorists, such as Matthew Lipman, accept Dewey???s claim that all thinking and learning involve such practicality. Thus, I will reconstruct the P4C pedagogy by integrating it with a Deweyian type of service learning that I call social reconstruction learning. Social reconstruction learning involves students engaging in P4C style communities of inquiry with members of their community in order to reconstruct real social problems. Such a Practical P4C pedagogy can better facilitate reflective thinking, autonomy, active citizenship and meaningfulness.

Diss.--Philosophische Fakultät--Münster--Westfälische-Wilhelms-Universität, 2000. / Bibliogr. p. 501-524.