In the contemporary U.S., the state, through the Legislative Assembly, the State Board of Education, and the Department of Education, sets policies for K-12 education. These include goals and standards that affect the kinds of influences local officials, parents, and students can have on various education programs, required and elective coursework, graduation requirements, and curriculum content. The state ought to be able to justify their education policies to citizens. I argue here for a pragmatist informed "minimalist approach" to justifying education policies. This approach has state officials (and subsequently local officials) use local, situated reasons for justifying their education standards, goals, and curriculum. I argue that if state officials utilize a minimalist approach to justify education policies, it will be easier for citizens to contest (or support) the state's policies because the language employed will better represent citizen's local, situated common experiences, and be contestable on those grounds. One consequence of this minimalist approach is that state officials could exclude justifications that are made by appealing to isolated, abstract conceptions. Isolated, abstract conceptions are, as pragmatists such as Rorty have argued, transcendental in nature and doomed to failure; fortunately, as the pragmatist defense of a minimalist approach shows, they are also unnecessary. Some implications of adopting a pragmatist-informed approach is that the state should give up terms and phrases that attempt to (i) construct a unifying theory for justification or for truth; (ii) construct and somehow universally justify a single best particular method for interpreting texts and analyzing scientific processes; and/or (iii) construct comprehensive and complete standards. Rather, state officials ought to identify local, situated reasons for particular policies. From these local appeals, state officials could construct a minimal set of education policies that leave room for local officials and teachers to have particular freedoms in constructing programs, projects, and curricula. I approach this argument through a critique of select education policies in Oregon, Texas, Arizona, and Tennessee. I argue that these policies, like many education policies and standards, lack adequate justifications. Those justifications that are provided are too vague and susceptible to interpretations that are not relevant to the particular purposes of the policies. For instance, certain policies have illegitimately led to the denial of funding for "Ethnic Studies" programs in Arizona, or allowed for irrelevant teacher and student criticisms of theories within the sciences to be explored and entertained as legitimate in Tennessee classrooms. My recommendations, if followed, would give state officials grounds for excluding the concerns of citizens that are not relevant to particular policies and provide a legitimate, justifiable basis for constructing state education policies. / Graduation date: 2013

Biological evolution is part of the syllabi for Biology and Science in Swedish upper secondary school. In the syllabi, evolution is not only presented as a topic in Biology courses, but is also regarded as a unifying theme. The teacher has a fundamental role in deciding how the national curriculum is translated into the educational situation. This thesis investigates teachers’ accounts of their teaching of evolution in Swedish upper secondary school, describing their understandings of the purpose of teaching and learning evolution as part of biology education. The thesis is based on interviews of teachers teaching the course Biology A, which is compulsory as dictated by the Natural Science Program. The interviews were supplemented with questionnaires. The interviews were orientated towards questions about selection of course content and the reasons for choosing this content. The interviews were focused on teachers experiences based on their own practice. Two aspects of content were examined: (1) the scientific content taught in terms of themes and (2) the socializing value-laden aspects, such as priorities taken by the teachers and the teachers´ overarching aims.   The results showed that teachers described different teaching contents with regard to values, even when the core content of themes was similar. Four different selective traditions for choosing content were identified among teachers. The results are discussed in relation to the context and conditions that the teachers identify as influential on the content chosen. Teachers’ interactions with their students as well as their world views are important for their selection and adjustment of content. There are also indications that teachers’ personal views about purposes are important for selecting the teaching content.

published_or_final_version / Education / Master / Master of Education

“We often spend too much time coping with problems along our path that we forget why we are on that path” Peter Senge This study describes and analyses the implementation of Organisation Development (OD) to a previously disadvantaged school. OD is a relatively new method of planned change in South Africa. Unlike more traditional change initiatives, OD promotes collaboration; it tries to involve all members of an organisation in problem solving and decision-making. It is an applied behavioural science discipline dedicated to improving organisations and the people in them. Previously disadvantaged schools in South Africa continue to be disadvantaged. Ten years after the introduction of democracy there have been few changes in some of these schools and some seem to be getting worse. This study was an attempt to introduce a process of planned change to one such school. Since 1994 many changes have been imposed on our schools with new curricula, increased class sizes, changes in systems of assessment and teaching methods and the abolishment of past procedures such as corporal punishment. Teachers have had little say in any of these changes and this has resulted in resistance, resignation, frustration and in many cases a lack of ability to cope. OD was introduced to Acacia High School in the form of a Survey Data Feedback (SDF). An action research process followed and a diagnosis was made followed by action planning and then the execution of a plan. My study follows this process and the implementation of the plan describing its successes. Sadly change was not sustained and I highlight some of the challenges that face the school in order to bring about real long-term improvement in the culture of learning and teaching.

The structure of an education system and its curricula reflects the influence of a specific paradigm. Since the onset of colonial rule and apartheid in South Africa about everything in the South African society, including the education system and curricular issues in particular, have been shaped in accordance with the macro paradigm: the modern Western paradigm. The emergence of a new paradigm: the postmodern paradigm, created the possibility of a new order of thinking which influenced all societal domains and aspects and propelled the society into the new millennium. Since 1994 a new approach forms the corner stone of all the new South African policy documents on education. It is for this reason that the issue of an arts education curriculum is investigated from a paradigmatic point of view with reference to the modern, the postmodern and the African paradigms. Various components, roles and dynamics of educational curricula cast in the modern paradigm framework are compared with characteristics of their counterparts in the postmodern paradigm framework, and how they can influence the design of curricula, especially arts education. The contribution of an African paradigmatic perspective is accounted for. A new approach to curriculum development based on the ideals of a learner-centred education approach, an outcomes-based education approach and the integration of subjects into specific learning areas has officially been adopted as the approach for transforming education and curricular issues, resulting in the present Curriculum 2005. Within the context of the Arts and Culture learning area of this Curriculum, the study concentrates on and emphasises the integration of the four art forms of dance, drama, music and visual art in order to overcome the legacy of fragmentation of a curriculum. The study culminates in a proposed integrated arts education outline for curriculum development that defines the rationale and vision for South African arts education. The researcher contends that there is sufficient scope for arts education to contribute its unique aesthetic values to the new national curriculum in South Africa and that integration of these art forms does not in any way diminish the unique character of each. / Didactics / D. Ed. (Didactics)

Text in Afrikaans / Die ontstaan en verloop van Christelik-nasionale onderwys as die histories-geworde onderwysideaal van die Afrikaner word in hierdie studie ondersoek en evalueer ten einde die moontlike toekomstige voortbestaan daarvan in Suid-Afrika te kan aantoon. Die verband tussen lewensbeskouing en onderwys is allereers aangetoon, met besondere verwysing na die ontstaan en wese van die Christelik-nasionale lewensbeskouing en onderwysleer. In die terugskou is die verloop en posisie van Christelik-nasionale onderwys vanaf 1652 tot en met 1997 van nader beskou. Aandag is aan die volgende onderwysfasette gegee: onderwysdoelstellinge, onderwysbeheer, onderwysinhoud (met spesiale verwysing na godsdiensonderrig) en medium van onderrig. Ten slotte is bevindinge en 'n gevolgtrekking rakende Christelik-nasionale onderwys in Suid-Afrika verwoord. Enkele aanbevelings vir die voortbestaan van Christelik-nasionale onderwys is ook gemaak. / In this study, the genesis and course of Christian National Education, as historic cultivated educational ideal of the Afrikander, are examined and assessed in order to be able to predict its future in times to come. First of all, the relation between view of life and education is indicated, with special reference to the genesis and nature of the Christian National view of life and doctrine of education. In the historical survey the course and position of Christian National Education from 1652 to 1997 are indicated. Attention is focused on the following educational aspects: aim of education, governance of education, content of education (with special reference to religious instruction) and medium of instruction. Finally, findings and a conclusion regarding Christian National Education in South Africa are expressed. Some recommendations for its continued existence are also provided / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Text in Afrikaans / An increase in information accompanied by scientific and technological development necessitates the re-evaluation of the present Biology Curriculum, as the curriculum does not meet the demands of the community. An analysis of the above-mentioned problem reveals the structure and principles of Biology as a subject and the bio-ethic factors which to a larger extend influence man's values as technology and information change. By means of a literature study and personal interviews the development and design of a lifescience curriculum for Biology is formulated. Within this, several aspects concerning the teaching of a lifescience Biology Curriculum will be discussed. Important methods and strategies required for the successful teaching of Biology include a process approach, a constructivism approach, demonstration, discovery, reflective and metalearning, practical work, discussions and co-operative learning methods. The successful teaching of Biology, however, goes hand in hand with effective preservice and inservice training of Biology teachers. / lnformasievermeerdering gepaardgaande met wetenskaplike en tegnologiese ontwikkeling noodsaak 'n herevaluering van die huidige Biologiekurrikulum aangesien die kurrikulum nie voldoen aan die eise en behoeftes van die gemeenskap nie. Ter ontleding van bogenoemde probleem, word die struktuur en grondslae van Biologie as vak en die bio-etiese faktore wat toenemend die mens se waardedimensie beinvloed, namate die tegnologie en inligting verander, bespreek. Deur middel van 'n literatuurstudie en persoonlike onderhoude word die ontwikkeling en ontwerp van 'n Lewenskunde Biologiekurrikulum uiteengesit. Hieruit sal verskeie aspekte rakende die onderrig van 'n Lewenskunde Biologiekurrikulum bespreek word. Belangrike metodes en strategiee wat vir suksesvolle Biologie-onderrig benodig word, sluit die prosesbenadering, 'n konstruktivistiese benadering, demonstrasie-, ontdekkende -, reflektiewe - en metaleer, praktiese werk, besprekings- en kooperatiewe leermetodes in. Die sukses van Biologie-onderrig gaan egter hand-aan-hand met effektiewe voordiens- en indiensopleiding van Biologie-onderwysers. / Curriculum and Instructional Studies / M. Ed. (Didaktiek)

This study is comprised of four chapters and an Epilogue. Chapter 1 treats, by way of historical description, the founding of America's institutions of higher learning as defacto centers of evangelical Protestant indoctrination and ethos. Chapter 2 is a record of the rejection of evangelical Protestantism in the interest of making the colleges and universities nonsectarian. This was accomplished first by a gradual "broadening'' of the curricula. Later, the schools became altogether secularist in disposition. Chapter 3 recounts the factors leading to the changes in the institutions. Chapter 4 is an evaluation of competing truth claims in the aftermath of the demise of Protestantism and a review of the gains and losses that came with the change. Finally, the Epilogue is a case study of one institution that reversed the trend. / Philosophy, Practical and Systematic Theology / M.Th. (Systematic Theology)

This study was designed to bring to the fore the reasons for introducing peace education in pre-service teacher education in Zimbabwean teachers colleges in order to establish the foundations for positive peace in Zimbabwe. The focus of the study was on the preparation of Zimbabwean pre-service teachers in peace education as an effective approach for building durable peace in Zimbabwe. The main research question that guided this study was: Why and how should peace education be introduced at pre-service teacher education colleges in Zimbabwe? The overall aim of the research is to develop an appropriate peace education programme for Zimbabwean teachers’ colleges which will be employed as a strategy for constructing positive peace in Zimbabwe. A phenomenological methodology blending Edmund Husserl’s descriptive phenomenology and Martin Heidegger’s interpretive phenomenology was used to elicit participants’ views on the challenges and possibilities of introducing peace education at pre-service teacher education colleges in Zimbabwe. Data for the study were gathered using semi-structured interviews, focus group interviews and documentary analysis. Key themes emerging from the data analysis were that (a) there is an absence of positive peace in contemporary Zimbabwe (b) Zimbabwean teachers’ colleges are not offering courses in peace education (c) peace education would benefit Zimbabwe as a country, (d) peace education is implementable at pre-service teacher education colleges in Zimbabwe, (e) there is need to develop an appropriate peace education curriculum that reflects the needs of Zimbabwean citizens and (f) college principals, lecturers, student teachers, policymakers and programme-makers have important roles to play in peace education initiatives. Through this study, the researcher established that peace education is a plausible and sustainable mechanism for building positive peace which has remained obscure in Zimbabwe despite thirty-four years of hard won independence. This shows the necessity for introducing peace education in Zimbabwean teachers colleges as a strategy for positive peace building. It is therefore, recommended that teachers’ colleges in Zimbabwe should introduce peace education in their pre-service programmes in order to build prospective teachers’ capacities to establish an infrastructure for positive peace in their future classrooms, the immediate communities and Zimbabwean society as a whole. / Philosophy of Education / D. Ed. (Philosophy of Education)

This research addresses the effect of pedagogical ways-of-knowing in higher education design programmes such as Graphic Design, Interior Design, Fashion, and Industrial Design. One problematic aspect of design studio pedagogy is communication between teachers and students about the aesthetic visual meaning of the students’ designed objects. This problematic issue involves ambiguous and divergent ways-of-knowing the design meaning of these objects. The research focus is on the design teacher role in design studio interactions, and regards pedagogical ways-of-knowing as the ways in which teachers expect students to know visual design meaning. This pedagogical issue is complicated by the fact that there is no agreed-upon corpus of domain knowledge in design, so visual meaning depends greatly on the social knowledge retained by students and teachers. The thesis pursues an explanation of pedagogical ways-of-knowing that is approached through the philosophy of critical realism. How it is that particular events and experiences come to occur in a particular way is the general focus of critical realist philosophy. A critical realist approach to explanation is the use of abductive inference, or inference as to how it is that puzzling empirical circumstances emerge. An abductive strategy aims to explain how such circumstances emerge by considering them in a new light. This is done in this study by applying Luhmann’s theory of the emergence of cognition in communication to teacher ways-of-knowing in the design studio. Through the substantive use of Luhmann’s theory, an abductive conjecture of pedagogical ways-of-knowing is mounted. This conjecture is brought to bear on an examination of research data, in order to explain how pedagogical ways of-knowing constrain or enable the emergence of shared visual design meaning in the design studio. The abductive analysis explains three design pedagogical ways-of-knowing: design inquiry, design representation and design intent. These operate as macro relational mechanisms that either enable or constrain the emergence of shared visual design meaning in the design studio. The mechanism of relation is between design inquiry, design representation and design intent as historical knowing structures, and ways-of-knowing in respect of each of these knowing structures. For example, design inquiry as an historical knowing structure has over time moved from ways-of-knowing such as rationalistic problem solving to direct social observation and later to interpretive cultural analysis. The antecedence of these ways-of-knowing is important because communication about visual meaning depends upon prior knowledge, and teachers may then reproduce past ways-of-knowing. The many ways-of-knowing that respectively relate to design inquiry, design representation and design intent are shown to be communicatively formed and recursive over time. From a Luhmannian perspective, these ways-of-knowing operate as variational distinctions that indicate or relate to the knowing structures of design inquiry, design representation and design intent. This is the micro-level operation of pedagogical ways-of-knowing as relational mechanisms in design studio communication. Design teachers’ own ways-of-knowing may then embrace implicit way-of-knowing distinctions that indicate the knowledge structures of design inquiry, design representation and design intent. This implicit indication by distinction is the relational mechanism that may bring design teachers’ expectation that this and not that visual design meaning should apply in communication about any student’s designed object. Such an expectation influences communication between teachers and students about the potential future meaning of students’ designs. Consequently, shared visual design meaning may or may not emerge. The research explanation brings the opportunity for design teachers to make explicit the often implicit way-of-knowing distinctions they use, and to relate these distinctions to the knowing structures thus indicated. The study then offers a new perspective on the old design pedagogical problem of design studio conflict over the meaning of students’ designs. Options for applying this research explanation in design studio interactions between students and teachers are therefore suggested.