This research is a fundamental reflection in Philosophy of Education, on the education of educators in Preventive Education from an andragogical perspective. The focus is on the agein and aner-agein as an exclusive human act of authentic agogic accompaniment and on the qualities of the authentic educator. The research describes how Preventive Education is capable of responding to education agein and aner-agein as well as remaining open to the new demands of the contemporary modern world and problems facing the young. A critical reflection on Preventive Education attempts to ascertain whether, as an educative method, it can be offered as a viable alternative to primary and secondary educators currently unaware of the essence of Preventive Education. The study concludes with a chapter that deals specifically with the education of Salesian educators taking into account the renewal brought about within the Roman Catholic Chuch and the Salesian Congregation after Vatican II. This renewal lays the foundation for the implementation of a new form of Preventive Education and the impetus that will carry it into the Third Millennium. One of the recommendations of the study includes the urgency of educating lay Salesian educators in Preventive Education. / Educational Studies / D. Ed. (Philosophy of Education)

This thesis is a study of the educational ideas of four major psychoanalysts who have had a profound and acknowledged influence on the theory and practice of early education in Great Britain - Sigmund Freud (1856-1939), Anna Freud (1895-1982), Melanie Klein (1882-1960), and Susan Isaacs (1885-1948). The selection, it must be emphasised, is not arbitrary: Freud and his daughter, Anna, represent the 'orthodox' or mainstream school of psychoanalysis, while Melanie Klein and her followers, of whom Susan Isaacs was the most outstanding English educator, represent a schismatic but influential grouping which has remained controversial ever since. It is important to emphasise, too, that the thesis is not another critique of psychoanalytic theory but, rather, concerns itself with two questions: (1) What is the educational essence of psychoanalysis? And (2) does this essence or core propose a unique, liberating pedagogy as believed and practised by many radical educators of the twentieth century, like Percy Nunn (1870-1944), Homer Lane (1876-1925), Alexander S. Neill (1884-1973), and Dora Russell (1894-1986). In order to achieve some kind of -historical perspective, the Introduction looks at the intellectual roots of Freud's work and sets it against two allied phenomena - the evolutionary theory of Charles Robert Darwin (1809-1882), and the redefinition of psychology as a mental science. As a result of this perspective it becomes evident that, despite Freud's claims to total originality, most of his central concepts and conceptualisations are to be found in the writings of Darwin, Johann Friedrich Herbart (1776-1841), Gustav Theodor Fechner (1801-1887) and Ernst Wilhelm von Brücke (1819- 1892). Moreover, Freudian theory has endorsed, amplified and propagated three beliefs which were unassailable stanchions of the scientific community in the early decades of the twentieth century, and whose impact proved very important for twentieth century educational theory - (1) a belief in fixed intelligence: (2) a belief in genetic predeterminism; and (3) a belief that all behaviour is motivated by instincts or by painful stimuli. What is the educational core of psychoanalysis? The lynch-pin of Freudian theory is the belief - which Freud expressed as early as the 1890s to his friend Wilhelm Fliess (1858-1928) - that the aetiology of neurosis is always to be found in the repression of infant sexuality. The subsequent attempts of psychoanalysts to elucidate the implications of this belief involve four things: (1) a recognition of the crucial importance of the early years of childhood; (2) a recognition of the supreme importance of interpersonal relationships; (3) a theory of psychosexual development; and (4) a theory of repression. The works of the four writers I have studied reflect these four aspects of psychoanalysis, but there is an important shift of emphasis from one analyst to another and from one aspect to another. For example, although the four subscribed to the belief that the early years of childhood are the crucial determinants of the whole course of human development, there is no unanimity with regard to the specific period in question. What years are crucial? Where Freud and Anna emphasised the first few years of 1if e, Klein and her followers finally limited the period to the first few months. With interpersonal relationships, too, there is a change of emphasis. All of them believed that our relationships, past, present and future are formed from the imagos of our parents, siblings and others who cared for us during the early, critical years. But, whereas for-Treud, the father-imago was of paramount importance, the younger generation of analysts, including Anna Freud, Melanie Klein and Susan Isaacs, bestowed on the mother-child relationship an importance unparalleled in educational literature. With the change of emphasis, the father became a 'shadowy' presence, occupying a position in the family of secondary importance to the mother. Does psychoanalysis propose a liberating pedagogy? It becomes clear that the four psychoanalysts did not advocate a radical, liberating pedagogy which champions the 'free expression' of the individual at the expense of the established values of the State. On the contrary, all of them were clearly on the side of the State; that is, they envisaged their role as custodian: and procurers of public morality. In practice, this entails the removal of the debilitating neurosis, the social 'disease' which renders individuals incapable of adopting/... Vl: adopting a suitable social role and enjoying a 'normal', workable relationship with other human beings. And the 'cure' is considered adequately verified when the same individuals, formerly classified as 'neurotic', 'sick', 'maladjusted', 'crazy', 'delinquent', 'criminal', or whatever, are able at last to achieve a new, personal harmony with other human beings despite the rigorous constraints arising from living in a highly organised network of social relationships. The thesis ends with an attempt to fit Freud's social philosophy into a broader, philosophical context. It is suggested that his advocacy of a closed society superintended by wise, benign Psychoanalytic-Guardians is compatible with the totalitarian philosophy of Thomas Hill Green (1836-1882), founder of the school of British Idealism which displaced the philosophy of Jeremy Bentham ( 1748-1832) and John Stuart Mill (1806-1873) as the dominant tradition in British universities from 1870 into the twentieth century

Text in Afrikaans / Gebrokenheid, op geestelike sowel as liggaamlike vlak, is 'n fait primitif van menswees. Literatuurstudie bring aan die lig dat die tema ender bespreking op uiteenlopende wyses in die Ooste en die Weste probeer beantwoord word. Twee Westerse medikus-sielkundiges van hierdie eeu, Frankl en Jung, het elk met sy eie besondere teorie (Logoterapie en 'n Argetipe-teorie} 'n poging aangewend om die gebrokenheids= vraagstuk te probeer beantwoord. Gewetensvorming staan sentraal in Frankl se Logoterapie. Jung beklemtoon die rol van die irrasionele en sy Argetipe-teorie herinner aan wat Jaspers grenssituasies en Kant idees genoem het. Die Oesterling steun op eeue-oue stelsels soos Yoga, Boeddhisme en Tao1sme. Daar is tot die gevolgtrekking gekom dat gewetensvorming, in die sin van gehoorsaming aan streng morele voorskrifte, ook in die genoemde stelsels sentraal figureer. / Brokenness on mental as well as physical level, is a fait primitif of being human. The study of related literature reveals that the theme under discussion is being answered in diverse ways by the East and the West. Two Western psychiatrists of this century, (Frankl and Jung} have each with his unique theory (Logotherapy and Archetypes) made an attempt to answer the question of brokenness. Conscience formation is central to Frankl's Logotherapy. Jung emphasizes the irrational and his theory of Archetypes reminds of what was termed boundary situations by Jaspers and ideas by Kant. The Oriental view is founded on centuries-old systems such as Yoga, Buddhism and Taoism. The conclusion has been reached that conscience formation in the sense of adhering to strict moral precepts is also central to the abovementioned systems. / Educational Studies / M. Ed. (Fundamentele Pedagogiek)

This research is a fundamental reflection in Philosophy of Education, on the education of educators in Preventive Education from an andragogical perspective. The focus is on the agein and aner-agein as an exclusive human act of authentic agogic accompaniment and on the qualities of the authentic educator. The research describes how Preventive Education is capable of responding to education agein and aner-agein as well as remaining open to the new demands of the contemporary modern world and problems facing the young. A critical reflection on Preventive Education attempts to ascertain whether, as an educative method, it can be offered as a viable alternative to primary and secondary educators currently unaware of the essence of Preventive Education. The study concludes with a chapter that deals specifically with the education of Salesian educators taking into account the renewal brought about within the Roman Catholic Chuch and the Salesian Congregation after Vatican II. This renewal lays the foundation for the implementation of a new form of Preventive Education and the impetus that will carry it into the Third Millennium. One of the recommendations of the study includes the urgency of educating lay Salesian educators in Preventive Education. / Educational Studies / D. Ed. (Philosophy of Education)

The fragmented origins of global education in the UK and the development of Education for Sustainable Development and Global Citizenship separate from Citizenship Education mean that today the umbrella term ‘global education’ still covers a host of humanistic educations. In line with Huckle’s arguments for investment in Citizenship Studies and Bonnet’s ‘Education for Sustainable Development as a frame of mind’, this thesis adopts the acronym GCESD for Global Citizenship Education as Sustainable Development. An acknowledged challenge for GCESD in its many forms is lack of explicit philosophical and theoretical foundations, resulting in low academic status, reduced prestige and peripheral impact. Though neglected by neoliberal instrumentalist discourses, a rich tradition of mainstream philosophy and theories does exist offering integrity to a conceptualisation of a critical global educator. Critical Realist philosophy, Critical Social Theory, psycholinguistic Frame and Positioning theories, supported by cognitive and sociolinguistic research, provide insights into the inherently political nature of education; meanwhile, Critical Discourse Studies and Critical Pedagogy present strategies for analysis and application. Engestrom’s Cultural Historical Activity Theory (CHAT), centring consciousness and agency, encapsulates the synthesis. Embodying this ‘vision’, an Interview Schedule, provides critical global educators with a tool for self- and negotiated-evaluation. Analysis of eighteen semi-structured interview transcripts points to factors which determine the personal and professional development of the critical global educator. In an increasingly heteroglossic world, the thesis argues for the crucial importance of Critical Discourse Studies as educators in every discipline honestly engage the individual learner's stream of consciousness. It asserts that consistent critical global education requires education policy which develops transition coherently, from personal transmission of global citizenship through transactional professional ‘response-ability’, to transformational political justice for all.

Postmodernism is often used as the signifier for the fashionable drift into relativism and unseriousness within Western philosophy. Conference after conference, article after article, book after book have appeared describing, denouncing or celebrating the postmodern condition. Within in this context, critical realism has, by and large, positioned itself against the postmodern turn. This project re-evaluates this stance. Against the critiques which have been levelled at postmodernism I will argue that critical realism is theoretically best placed to mediate the various postmodern positions and concerns by developing a reading of critical realism which places critical realism firmly within the context of postmodernism as an alternate postmodernism. Yet if critical realism can be understood within postmodernism, postmodernism can equally be understood within a more encompassing, more mediated realism. The task then is to find a new language which brings together Apollo and Dionysus, moving towards perspectival realism and a scientific anarchism concerned with the possibility and limitations of representing a complex world characterised by intensity, difference and becoming.

This thesis is concerned with theorising educational change. This involves the identification of a distinct theoretical object; the conceptualisation of a dynamic of educational change and the delimitation of the fundamental units of analysis. Together, these provide the basis for the development in Part One of the thesis of a content-theoretical model. Working within a Marxist Reproduction problematic, power and domination are theorised in terms of Social Forms - wage, state and civil-forms - which are the product of the social relations of production within the Capitalist Mode of Production. The education system is taken to be the most public and formal site of their reproduction. Since social forms are a feature of the social structure, including the education system, a 'translation effect' can be identified between different levels of analysis. This approach therefore entails recognition of the fact that reproduction is contested and has a political aspect. The object of analysis has been to reveal this political aspect by delineating the relationship between the economic and the political ( the wage and state-forms), thereby demonstrating how 'the political' makes possible the reproductive role of the education system. In Part Two of the thesis, this content-theoretical model is employed in an analysis of the introduction of the 'new vocationalism' into Further Education. Focussing upon the FE teachers' trade union organisation NATFHE, this analysis reveals that, faced with the introduction of the new vocationalism in the shape of the Youth Training Scheme, a 'strategy of opportunism' has been the dominant logic informing their collective action. Such a strategy is shown to contribute to the proletarianisation of FE teachers, thereby rendering their opposition to the new vocationalism ineffective.

Schools have an undeniably crucial role in influencing the ways in which well-being is perceived. They are also instrumental in promoting or frustrating opportunities whereby people may come to appreciate the significance of alternative courses of action as well as providing an understanding of ways in which these might be pursued. It is thus incumbent upon teachers to appreciate the nature of freedom and its place within an overall theory of personal well-being. This thesis is meant to contribute to a clarification of some of the complexities involved. Its aim is twofold. Firstly, it attempts to refute accounts of freedom and personal well-being which rely on desire-satisfaction as a criterion of rational choice. Such accounts are shown to be defective in that they are ultimately subjective and result in consequences which are at once paradoxical and disturbing. The value we attach to freedom - as something having as much to do with the capacity to choose from a range of significant alternatives as being unencumbered by constraints - is in virtue of its importance in the kind of life appropriate for persons, namely that which is compatible with flourishing or personal well-being. If there were no more to freedom than the removal of relevant constraints it is difficult to see why we should attach such importance to its promotion and preservation. Alternative possibilities are identified in a variety of ways but their criteria of significance are a function of something altogether less subjective than the fact that they are desired. Desire-satisfaction accounts of freedom and well-being derive their support from a familiar and widely held position within philosophical psychology in spite of the fact that it is based on little more than Humean dogma. It grants logical priority to desire over value and is thus unable to account for human interests and well-being in anything other than subjective terms. It is the second principal task of the thesis to reverse this order of priority and thereby to account for well-being by reference to a conception of human nature based on real-interests, the absence of which are likely to result in persons being harmed. If it succeeds in this it is possible to conceive of well-being in more objective terms while at the same time accommodating widely differing conceptions of flourishing in accordance with individual and freely chosen lives. Compulsory schooling is seen to merit justification largely in terms of the extent to which it succeeds in promoting the freedom and well-being of those destined for citizenship in a democracy.

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.

This thesis examines the cost-effectiveness of the Greek Supplementary Schools with respect to the two aims they pursue: 1. The good performance of their students in the A-level Modern Greek examination and 2. The maintenance of a 'Greek cultural identity' by their students. In the study I used a random sample of nine schools with 203 students from successive year cohorts. The data was collected through questionnaires, interviews, and group conversations. The ML3 package and the value added method were employed to analyse the factors affecting the A-level results. Discourse analysis with some elements of conversation analysis was used to examine the cultural aim of the schools. The study found that there are differences in the cost-effectiveness of the different Greek Supplementary schools. These differences are mainly due to the student intake (GCSE grade) and to the school type, that is whether it is a church school, a parent's association school or an independent school. The cost of the school appears to have a negative effect on performance, but the effect disappears when the type of school dummy is included. The study also showed that girls do slightly better in the exams than boys and that educated mothers positively influence the performance of students. Also, certain characteristics of the teachers and head teachers as well as factors related to the school organisation and ethos were found to have an effect on the A-level grades. The cultural analysis showed that the school did not appear to be responsible for creating the Greek Identity of students, but developed and reinforced what the family had already given. When the two main types of analysis were brought together, it was found that these two aims are jointly pursued in these schools. The findings of this research will be of use to decision makers in the field of educational provision in the Greek Supplementary Schools. The results show that cost-effectiveness analysis is a useful tool that should be used in school effectiveness studies. The study also shows that in analysing the cost-effectiveness of schools the multi level approach has significant advantages over simple input-output methods.