This thesis aims to build up a picture of what it has meant for us within the western canon to educate a human being through the depths and heights of existence. It uses narrative accounts of educational journeys from ancient, medieval and early modern sources to develop an integral picture of the spectrum of education along with the techniques and fore-structures needed to guide a student through the various stages and encounters. Key metaphors, journeys and relationships - Diotirna's ladder of beauty, Plato's cave, Philo's Abraham and Sarah, Origen's bride and Bridegroom, Plotinus' journey of the alone to the Alone, Augustine's Confessions, the tragic love of Abelard and Heloise, Dante's encounters in the infernal, purgatorial and paradisical realms of human experience, Shakespeare's great playing within the same realm, and Descartes' doubting genius provide a rich ensemble, each resonating with the next, opening out intellectual, affective, volitional, and imaginative paths through the full terrain of human existence. This multidimensional approach points towards a flexible and insightful pedagogics that works with the enormous variety and capacity of human learning rather than heavy-handedly insisting on one path, or, even worse, not recognizing and dealing with specific areas of human living that occur in the upper and lower reaches of our educational endeavours. Phenomenological, Hermeneutic and Integral methods suggested by Heidegger and Wilber amongst others were used to inform the process of research. The results of this thesis are not contained in its reconunendations but in the effects of its reading. It is itself a tool that embodies and encourages the principles of an educational tradition that has existed within the history of western learning, not seeking a return to ancient or medieval ways but to provide a backlight that assists current initiatives working with the full range of human potential.

abstract: This is a genealogical study of the taken-for-granted ‘free’ or ‘self-governed’ play practice at the free schools. The study places play practice within a historical trajectory. The study compares and analyzes the current (1960s to present) discursive formations of play practice as they emerge in various archival texts such as on free schools, and juvenile delinquency and youth crime, to the discursive formations of the 1890s to 1929s as they emerge in various archival texts such as on physical education, public bath, city problems, playground, outdoor recreation legislation, and recreation areas and juvenile delinquency. The study demonstrates how various “subjugated knowledges” appeared during these time periods around play practice. Foucauldian genealogy is crafted for the study through Foucault’s lectures, interviews, essays, and how other scholars wrote about Foucauldian genealogy and conducted genealogical work themselves. The study is to challenge what it seems to be the grand narrative of this play practice in free schools. Instead of being the form of learning that allows students to seek their truest capacity and interest, learning, and eventually growth and happiness, this practice does so at a great cost, and therefore it is a dangerous practice, opens up various power/knowledge such as play is used as a systematic and accurate technology to shape, mold, and organize the schooled children body, a means to interrupt and intervene with the children growth, as the technology of school hygiene, and as a governing tool to help the state, nation, family, and school, produce ‘good’ citizens, who will not commit to idleness, delinquency, gang-spirit, and similar others. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2017

Made available in DSpace on 2014-06-11T19:24:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-09-02Bitstream added on 2014-06-13T20:31:30Z : No. of bitstreams: 1 padua_jsf_me_rcla.pdf: 318379 bytes, checksum: 0c6b9e138dcddb29b142d50c465679b3 (MD5) / Secretaria de Educação do Estado de São Paulo / A presente pesquisa pauta-se pela reflexão da importância da História, enquanto campo de conhecimento e disciplina, para os alunos que estão em fase inicial de alfabetização, em classes de Educação de Jovens e Adultos (EJA). Alguns instrumentos dessa reflexão são buscados em suas práticas de leitura e escrita. A proposta deste estudo partiu de questionamentos que se fizeram presente desde os primeiros anos de minha vida escolar, momento em que, ao me deparar com uma disciplina chamada História, me perguntava em que lugar e onde estariam as muitas Histórias que ouvira na minha infância e que eram contadas pelas minhas avós. Levando em conta esses questionamentos, que foram se ampliando e ganhando força no decorrer do tempo, procurei desenvolver uma reflexão apoiada numa revisão bibliográfica que abarcasse os diferentes significados que a História foi assumindo na minha trajetória de formação, e que marcam, ainda hoje, minha atuação como professora, de História, na rede pública de ensino. Tal atuação tem me levado a perceber que a dificuldade de muitos alunos no processo ensino-aprendizagem da História estava, de certa forma, relacionada à ausência ou carência de atividades mais expressivas de leitura e escrita. Seguir alguns caminhos que a abordagem da História Cultural aponta, atentar para algumas noções que a embasam, como por exemplo, as noções de práticas cotidianas disseminadas, tem me possibilitado ampliar o horizonte de visão, num contínuo puxar de fios; tais fios, aos poucos vão constituindo a tessitura da História, como parte indissolúvel do objeto de conhecimento e como aporte metodológico, levando ao deslocamento de olhares e a outras “perspectivas”, dentro da própria História, campo de saberes ou disciplina. A partir de um estudo das trajetórias de vida e escolares de alunos, de uma... / The present research guideline for the reflection of the importance of History, while field of knowledge and disciplines, to students in initial phase the teaching of recinding, in classrooms of Education of Young and Adults (EJA).Some instruments of this reflection are research in its reading and writing practical. The proposal of this study it left of questionings that if had made gift since the first years of my pertaining to school life, moment where, to coming across me with one it disciplines called History, and I asked myself where place and where would de many Histories that hear in the my infancy and that they were counted for my grandmothers .Taking in account these questionings, that were extending and winning power in elapsing of the time, I tried to develop the reflection supported in a bibliographical review that accumulated of stocks the different meanings that the History was doing parte in my trajectory of formation, and that they mark, still today, my performance as teacher, of History, at public net of education. Such performance has taken to perceive me that the difficult of many students in the learning process-education of History was, of certain form, related to the at falts or careny of activities more expressive of reading and writing. To follow some ways that the boarding of the Cultural History points, to a to attempt against for some the practical slight knowledge bases that it, as for example, spread slight knowledge of daily, has made possible me to extend the vision horizon, in a continuous to pull of wires; such wires, to little go constituting the tessitura of History, as indissolvable part of the knowledge object and as it arrives in port methodological, leading to the displacement of looks and other “perspectives”, inside of proper History, field to know or it disciplines. From a study of the trajectories of life and pertaining... (Complete abstract click electronic access below)

D.Litt et Phil.

Throughout the nineteenth century, the majority of children in Ontario received at least part of their education from the Sunday school. Much of this institution's success can be attributed to the dedication and commitment of its unpaid workforce. Sunday school teachers were expected to be virtuous, nurturing, moral and dutiful, and it is not surprising that this community of volunteers was made up almost entirely of women. Women's active participation in the Sunday school combined with its popularity made this religious and educational institution an important avenue in the (re)production of gender ideologies in nineteenth-century Ontario. This thesis examines how women Sunday school teachers were involved in establishing their own gender identity by consciously accepting and rejecting ideals of womanhood. It argues that the roles, responsibilities, experiences and opportunities that women had in the Sunday school community allowed them to define their own model of evangelical womanhood. Women reinforced this new ideal to their pupils, but their influence extended beyond their classrooms. They authored and distributed literature found in libraries, participated in conventions with diverse crowds and established important networks of Christian women who campaigned for women's rights within and outside of the church.

<p> Many studies have examined private higher education in China as a roughly whole since 1978, or treated the most significant sector of China&rsquo;s private higher education system, the independent college, as a transient phenomenon, while its development has led to a constant progression of private higher education since the late 1990s. This paper adopted the theory of institutional isomorphism and explored how intertwined coercive, mimetic, and normative forces rooted in a dynamic socioeconomic, political, and cultural context shaped the evolution of the independent college in Jiangsu and Zhejiang provinces in China from 1999 to 2005. The study amplified the progression of the independent college as well as private higher education through a systematic lens, and provided profound examination of this complex social progress that pulled and pushed this evolution of the independent college.</p><p>

<p> Decades after the term &ldquo;McCarthyism&rdquo; was first coined, it continues to be used to describe those who prey on the fears of Americans to discriminate against others. In the post-world War years, and well into the sixties, it was Communism. Today, it is &ldquo;terrorism,&rdquo; and an irrational fear of Muslims. The word is used to describe those who perpetuate unsubstantiated claims and who practice the intimidation tactics employed against those suspected of being members of a targeted group. This resurgence of the term has piqued the interest of scholars, who like me, are studying Cold War or &ldquo;old wave&rdquo; McCarthyism and comparing it to the &ldquo;new wave&rdquo; of McCarthyism that has emerged since 9-11. Similar to what transpired during &ldquo;old wave&rdquo; McCarthyism most research is focused on predominantly White institutions (PWI&rsquo;s). The historical development of Black colleges and universities reveals how the lack of resources and finances made these schools much more susceptible to pressures of external forces such as racism and McCarthyism. This then raises the question: &ldquo;What was the impact of McCarthyism at our nation&rsquo;s Black institutions of higher education?&rdquo; Except for two well-documented incidents that occurred at Fisk University during the McCarthy Era (see Gilpin and Gasman, 2003; Gasman, 1999; Gilpin, 1997; and Schrecker, 2002, 1994) and my case study (2008) on McCarthyism at Cheyney and Lincoln Universities in Pennsylvania, for the most part, this question has gone unanswered. </p><p> With the use of primary and secondary sources this study will begin to address this void in educational historiography by examining the impact of &ldquo;old wave&rdquo; McCarthyism at four existing private historically Black institutions in Georgia: Atlanta University, Morehouse College, Clark University/College, and Spelman College. With this study, I hope to expand the existing discourse on McCarthyism by making it more comprehensive, as well as more inclusive.</p><p>

This dissertation examines state-level efforts to mandate the Pledge of Allegiance in public schools, especially following 9/11. Despite longstanding Supreme Court precedent declaring mandatory flag salutes unconstitutional, various state legislatures sought to institute or strengthen pledge mandates irrespective of students’ civil liberties. Driven by personal conceptions of patriotism, fears about cultural unity, and desires for political advantage, legislators pushed to institute new pledge mandates or defend existing ones without substantive consideration of their impact on students and schools. While the full impact of these laws has not yet been seen, some students have experienced harsh discipline and bullying due to pledge mandates, school personnel have needed to negotiate constitutionally questionable state law, and legislative persistence has yielded political victories and also resulted in an 11th Circuit-endorsed qualification of students’ civil liberties regarding compelled pledging. Using historical methods, this dissertation examines efforts to mandate and/or enforce pledging primarily following 9/11. Case-study locations include Minnesota, which experienced a three-year battle over its mandate legislation; Colorado, which attempted to curtail opt-out rights of both students and teachers; and Pennsylvania and Florida, both of which undertook court cases to protect state laws that constrained students’ rights to freedom of expression regarding the pledge. In designing this study, I expected mandate supporters to be advocating a form of civic education labeled by scholar Joel Westheimer as "authoritarian patriotism" and mandate opponents to be advocating a different form of civic education, labeled by Westheimer as "democratic patriotism." I assumed the debate over mandated pledging would largely be a debate over the best form of civic education that was already occurring in schools. While echoes of these debates occasionally occurred, legislators rarely addressed the educational aspects of this issue or its relationship to citizenship development. Instead, legislators emphasized broader concerns about threats to the culture and unity of the nation and focused frequently on gaining political advantage. In essence, little consideration was given to the effects of these laws on students and schools; instead, these legislative debates and laws served more as symbolic ammunition in what other scholars have identified as the "culture wars.” / Education Policy, Leadership, and Instructional Practice

In this dissertation, I examine how students at elite, private white women’s colleges in the South utilized the myth of Southern distinctiveness to articulate their opinions and attitudes on desegregation after Brown, during a protracted period of violent resistance, civil unrest, and limited integration (1954-1970). Through a critical analysis of student newspapers, I find that the cultural myth of “Southern distinctiveness,” provided easily accessible frames for students to construct and articulate their attitudes about the possible integration of black women students onto their campuses. This myth also guided students’ construction of their own identity and status within the changing racial paradigm of higher education. I argue that during the 1950’s to the middle of the 1960’s, students utilized conceptualizations of Southern heritage, evangelical Christianity, and Southern belle ideals, to construct the myth of Southern distinctiveness. These ideals helped students position themselves as “insiders” and “experts,” on desegregation, while Northern liberals and the federal government were positioned firmly as intrusive outsiders. White women students also saw themselves as the ordained preservers of a romanticized Old South, with the doctrine of “separate but equal” serving as a guiding principle. In the middle to late 1960’s as students increasingly participated in cross-racial interactions, conferences, and exchanges, they started to embrace a national, American identity alongside a Southern identity. They increasingly saw themselves as the leaders of a “New South.”

AFRIKAANS: In hierdie studie word daar 'n diepgaande studie van die kultuurstrategie-model van C.A. van Peursen gemaak vanuit 'n histories-opvoedkundige navorsingsmetode. Die doel van die studie is om te bepaal of opvoeding soos dit in die verlede gemanifesteer het met behulp van die model georden, geklassifiseer en gesistematiseer kan word. Indien moontlik, in hoe 'n mate kan die model toepassingswaarde hê vir die Historiese Opvoedkunde. Ten aanvang is daar in hoofstuk 1 'n breë raamwerk en agtergrond verskaf waarteen die studie gelees kan word. In hoofstuk 2 is relevante begrippe wat uit die studie voortvloei, gedefinieer en verklaar om die studie meer toeganklik te maak. Ten einde 'n breër perspektief te verskaf, is hoofstukke 3, 4 en 5 in drie onderskeie wordings- of ontwikkelingsfases van die mens verdeel onder andere die mitiese, ontologiese en funksionele fase. In elk van die fases is die verhouding en ingesteldheid van die mens met die werklikheid, medemens en die bonatuurlike bespreek. In elke fase word daar telkens verwys na eksemplare uit die verlede. Ten laaste is daar bevind dat die model uiters geskik en toepasbaar is vir die ordenning, klassifikasie en sistematisering van die opvoedingsverlede. Enkele aanbevelings word in hierdie verband gemaak. ENGLISH: This study involves a comprehensive and thorough examination of the Culture Strategy Model of C.A. Van Peursen from a historical-educational research perspective. The aim of the examination is to determine whether education, as was manifested in the past with the help of the model, can be classified and systematized. If at all possible, to which extent can the model contain application value for the History of Education. To commence with, Chapter 1 contains a broad framework and background for the reading of the study. In Chapter 2 we find relevant ideas which emanate from the study and which are defined and explained to facilitate the accessibility of the study. In order to provide a broader perspective, chapters 3, 4 and 5 are divided into three separate genetic or development phases of man that is the mythical, ontological and functional phases. In each of the phases we examine the relationship and involvement of man with reality, his fellow beings and the supernatural. In each phase reference will be made to specimens from the past. Finally, it was established that the model is extremely suitable and applicable for the arrangement and systemizing of the educational past. A few recommendations are made in this regard. / Dissertation (MEd)--University of Pretoria, 2005. / Humanities Education / Unrestricted