In this essay I argue that all children have a right to Autonomy Facilitating Education (AFE), and a corresponding right to freedom from indoctrination. Citizens of liberal-democratic societies have a fundamental interest in autonomy because it underpins what Rawls called the moral powers, because self-consciously liberal democratic societies cannot coherently endorse anti-perfectionist liberalism and must endorse at least weak-perfectionism with respect to children`s prospective right to autonomy, and because it is constitutive of a form of civic virtue the general diffusion of which is necessary for the vitality and sustainability of liberal democratic society. Autonomy consists in the exercise of two cognitive capacities: one self-reflective, the other self-affective. The aim of AFE is to develop these capacities by meeting three basic pedagogical requirements: The Knowledge Requirement develops the ability to access information. The Skill Requirement develops the ability to rationally evaluate and understand the relevant information. The Disposition Requirement develops the psychological disposition to engage the first two deliberative abilities (which together generate one’s considered best judgment) and then commit to that judgment and not deviate from it without first engaging the deliberative abilities again in light of new information, newly acquired evaluative skill or new understanding of the information. These requirements can be met from a range of pedagogical approaches, and parents have the right to provisionally privilege their own worldview in the pedagogical approach to their child’s AFE. I use this account to evaluate two Canadian case studies: the first involving lawsuits over the Ethics and Religious Culture program in Québec, the second involving recent changes to Alberta’s Human Rights legislation enshrining parents’ rights over their child’s education. / Graduate

Thesis (DPsych) -- School of Life and Social Sciences, Swinburne University of Technology, 2006. / Submitted in fulfilment of requirements for the degree of the Doctorate in Counselling Psychology, School of Life and Social Sciences, Swinburne University of Technology, 2006. Includes bibliographical references (p. 233-244).

Thesis (M.A.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 143-148). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 127-141).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Marilla D. Svinicki. Vita. Includes bibliographical references.

Thesis (M.A.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed June 19, 2007. Includes bibliographical references (p. 55-56).

This thesis narrates the exercise of state autonomy to achieve macro-economic stability and effect incremental policy change in South Africa between 1994 and 2014. Employing a composite case study of the macro-economic policy framework; the Growth Employment and Redistribution (GEAR) (1996) strategy, and two micro policies, Free Basic Electricity (FBE) (2003) and No Fee Schools (NFS) (2006), it demonstrates how the post-apartheid state introduced reforms at macro and micro policy levels. Taking a historical institutionalist approach, it emphasizes the importance of ideas, context, configurations, temporal arguments and path-dependence to recount a story of policy change. The main sources of evidence comprise semi-structured elite interviews conducted with senior politicians, public servants, trade unionists and academic researchers as well as secondary data such as Hansard, government documents and other research reports. Data collection in South Africa was undertaken over a period of twelve months across various sites such as state departments, parliament, the South African Reserve Bank, university libraries, municipalities, private companies, parastatals and schools in the Gauteng Province. The context of transition from apartheid to a democratic dispensation, 1990-1994, with the negotiation processes forms a backdrop to the study whereby compromises and important policy choices set the scene for the formulation of new policy infrastructure culminating in GEAR in 1996. The implementation of GEAR in 1996 and the achievement of macroeconomic stability in turn prepared the ground for intervention at micro policy level. Consequently the introduction of incremental policy change through micro policies such as FBE (2003) and NFS (2006) became possible. Importantly this thesis reveals that whilst incremental policy change has been achievable, it is not totally transformative but rather built upon policy legacies as it proffers gradual adjustments which do not reverse earlier policy decisions and compromises nor effect fundamental change. Nevertheless, even in a difficult international and domestic environment, the South African state has shown a capacity to initiate and sustain incremental change in key areas of public policy.

No description available.

240f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-11T17:32:15Z No. of bitstreams: 1 Tese Gismario Nobreseg.pdf: 3937433 bytes, checksum: d545e7cbe85944b62fadf4d958d1ecde (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-05-11T17:14:54Z (GMT) No. of bitstreams: 1 Tese Gismario Nobreseg.pdf: 3937433 bytes, checksum: d545e7cbe85944b62fadf4d958d1ecde (MD5) / Made available in DSpace on 2013-05-11T17:14:54Z (GMT). No. of bitstreams: 1 Tese Gismario Nobreseg.pdf: 3937433 bytes, checksum: d545e7cbe85944b62fadf4d958d1ecde (MD5) Previous issue date: 2008 / Essa tese analisa as relações entre o Movimento dos Trabalhadores Rurais Sem Terra (MST) e o Estado (conflito, diálogo e parcerias), explorando a relação contraditória entre a autonomia do sujeito social e a institucionalidade democrática. Objetiva essa investigação compreender a formação desse movimento social como sujeito coletivo em meio às suas complexas relações com o Estado, ou seja, em que medida sua participação em distintos contextos de confrontos institucionalizados alterou o seu sentido de liberdade e autonomia condicionado pela vivência institucional; identificar elementos da democratização da relação base/direção, em oposição à cultura predominante na sociedade na qual prevalecem relações autoritárias hierárquicas, o clientelismo e mecanismos abertos e/ou velados de cooptação que se reatualizam. Portanto, com base em estudos e pesquisas, dividiu-se essa tese em quatro capítulos, além das considerações finais. O primeiro capítulo enfoca as origens das concepções do MST. Procurou-se identificar as matrizes ideológicas nas quais se referencia o MST. Também recupera o processo de discussão e redefinição da natureza do Estado pari passu à afirmação da sociedade civil. O segundo capítulo versa sobre o duro caminho do MST em Sergipe na busca da autonomia. Nesse processo procurou-se compreender sua relação com setores da igreja, da CUT e do PT bem como os mecanismos tradicionais de institucionalização dos movimentos sociais no campo adotado, tanto pela igreja católica quanto pelo estado. O terceiro capítulo refere-se à caminhada ascendente do MST na busca da afirmação da sua identidade, procurando identificar sua participação nos novos canais de mediação institucional. O último capítulo objetiva contextualizar a luta dos sem-terra no complexo quadro de polarização ideológica entre o PT e o PFL e de cooptação dos movimentos sociais. E por fim as considerações finais onde procuramos estabelecer o grau de correspondência entre a hipótese e os resultados da pesquisa. / Salvador