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1 ABSTRACT This thesis analyses the way how Janusz Korczak, in his selected works, pictures the child and his upbringing. It summarizes his philosophical principles of education, shows how his work contributes to the current pedagogy and how his ideas are actual. This work is theoretical and is based on an analysis of Korczak's texts and texts of the authors who deal with the Korczak's work. The thesis contains also current, mainly Polish, references to his pedagogical work. The thesis is divided into five chapters. The first and the second are about Korczak's life. They describe his life periods and show Korczaks in the different roles he had to live in his complex life. It deals with the pedagogical and educational philosophy of Janusz Korczak. in particular with the human dignity and children rights, their autonomy, with the image of the teacher and the educational methods that may be used to work with children. In this thesis, Janusz Korczak's personality is connected to the idea of self-sacrifice and this idea is discussed in terms of the possible motives of his self-sacrifice. KEYWORDS Social pedagogy, education, philosophy of education, dignity and rights of the child, autonomy, self-sacrifice

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According to the United Nations, two-thirds of the world's population, approximately 4 billion people, experiences water scarcity at least one month per year. To avoid the water quantity crisis experienced in many regions of the world and the United States, a path to sustainability must be forged. My research aims to identify and critique the salient features of the narrative that drives contemporary urban water decisions and practices and to provide a meta-narrative about the role of narratives as invisible lenses through which individuals see, interpret, and interact with the world often without realizing the existence of those frames. The purpose of this problem-oriented dissertation is twofold: to provide a philosophical policy analysis of contemporary water issues in the United States generally and North Central Texas in particular, and to offer a pragmatic and interdisciplinary approach to discovering a sustainable relationship to water. The intent of my research is not to produce a new metaphysical understanding of water, but to provide a pragmatic application of ideas that can be utilized in the field; ideas that can invoke a new narrative, vision, and direction for urban water issues in North Central Texas and in areas far beyond the Lone Star State. I begin my dissertation with an overview of the nature of the problems involved in managing our global and national water problems. To fully understand urban water issues requires more than just scientific knowledge, it also demands a philosophical orientation and grounding. Chapter 2 lays the philosophical foundation of my research by braiding the philosophical streams of thought inherent in Aldo Leopold's concepts of the land ethic and ecological conscience, Alfred North Whitehead and Maurice Merleau-Ponty's emphasis on relationship, Paulo Freire's pedagogy of critical consciousness, John Dewey's philosophy of experience and his perceived importance of the public and the "Great Community," and Hannah Arendt's theory of action. I argue that these tributaries of philosophical thought provide the foundation for creating a new urban water narrative. In Chapter 3, I provide an in-depth description of the water policy problem by delineating the historical context of water policy, supply, and management, exploring the rise of disciplinarity that resulted from the divergence of the humanities and science, explicating the partnership and dominator models of civilization, and investigating the impact of the cultural narrative on the decision-making process. Chapter 4 consists of my analysis of the current water policy problem through the lens of a case study of water issues in North Central Texas. I describe the key trends that have driven water practices in the region, examine the factors that have fostered those trends, and project what is likely to happen if the status quo approach to water is maintained. Chapter 5 presents my proposed alternative for resolving the current water quantity problem in North Central Texas. I philosophically evaluate the potential of my proposed alternative, a new urban water narrative, for ameliorating the problem and achieving the goal of a sustainable relationship to water. I elucidate the ways in which a new cultural narrative can surface and precipitate a new way of being in relationship with water. The last chapter recaps the previous chapters, acknowledges limitations of my research, and provides recommendations for future philosophical research endeavors into water policy, supply, and management that is relevant on a local, national, and global scale.

The post-pandemic classroom dealt with not only the mental health struggles of educators and students, but also the technological and virtual learning dependence in a time ridden with misinformation. At this time, it was important to not only consider the purpose and intent of science education as a learning experience, but also pedagogical approaches that seek to actualize this very intent. The pedagogy of science has at its foundation the experience of inquiry beginning from self and expanding to the natural world. Explained by educationalists like John Dewey and Thomas Kuhn and in theory, implemented into classrooms through the Next Generation Science Standards, the potential of inquiry is to expand from a first-person experience to the wellbeing of community and society. Moreover, contemplative philosophies, such as Yoga, Vedanta, and Buddhist mindfulness, provide novel, yet ancient approaches to teaching this awareness through their pedagogical framework. Contemplative or spiritual pedagogies are those whose approach involves the exploration of subjectivity through introspection and empathy practices like meditation, journaling, and activism. In all, as the practitioner of these traditions and the educator-researcher in the classroom, I performed a qualitative study in phenomenology. I taught an AP Physics C class influenced by the lens of this contemplative paradigm, although this was not detached from the usual curriculum or interventional by nature. From emergent themes in the past student work and evaluation of their experience, I discovered the following: when an educator applied the approach of these wisdom traditions into the classroom curriculum, the resulting environment impacted a positive learning experience as it pertained to engaging science as inquiry. This study had an ambition to provide a novel approach to teaching and learning inquiry informed by the above-mentioned traditions.

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