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Jean Piaget’s genetic epistemology has often been applied to education. This research report looks at the interpretation and use of Piaget’s ideas to education and argues that most applications of Piaget to education are not in keeping with the nature and object of his genetic epistemology. As such the report suggests number of ways in which Piaget could be used in education without undermining the integrity of his theory.

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This study has addressed the need for greater understanding of the part education for social change plays in the process of creating a more just, equitable, and humane society. The purpose of this study has been to develop a better understanding of education for social change through examining the case of Highlander Center, a leader and pioneer in American education in the Appalachian region, and its efforts to create greater economic democracy and a more just and democratic society. Initially the author presents the case of Highlander Center and a review of the literature of education for social change to establish a conceptual foundation for this phenomenon and to provide examples of this alternative educational approach. The study then focuses on the qualitative case study methodology that was used in collecting data through open-ended, in-depth interviews with Highlander Center staff and program participants, participant observation at Highlander Center education for social change workshops and trainings, site observations of program participants' efforts in four communities in three Appalachian states, and document analysis. Five themes are used to present the findings of the study: (1) The Economic Problem in Appalachia, (2) Forces That Aid Social Change Toward Greater Economic Democracy, (3) Forces That Constrain Change Toward Greater Economic Democracy, (4) Highlander Center Education for Social Change, and (5) The Part Education for Social Change Plays in the Process of Creating a Society That Is More Democratic and Just. Finally, a summary and interpretation of the research findings are presented, implications for education for social change including a Social and Human Reality Framework of Education for Social Change are discussed, and suggestions are made for further research.

This study begins by reviewing the literature on community education, identifying two major strands, the progressive, exemplified by Elsie Ripley Clapp, and the conservative. The literature on citizen participation in planning, especially land-use planning, is reviewed and again two major forms are identified, the strong and the weak. A third review chapter examines relationships between education, planning, and democracy. A survey of environmental and planning professionals is used to create a starting list of categories for further qualitative research. Two towns are chosen for their small size, their rural character, their recent history, and their open Town Meeting-Board of Selectmen form of government. This form of local government, peculiar to New England, includes a local legislative body responsible for local law and taxation open to all registered voters, together with an executive branch. Citizens of these towns are therefore empowered by definition on at least one level to act regarding local political and economic conditions. Recent records of planning board meetings are examined and compared with the survey of professionals, resulting in the addition of several categories. The results of two series of community meetings is recorded, and there is a discussion of barriers to participation. The results of a survey of citizens in the two towns, the most successful aspect of the study, and one which again resulted in several more categories being derived, is then reported. The results of this triangulated study are summarized and discussed in the final chapter, which includes a discussion of the stimulation of motivation for participation. This discussion is based on the proposition that a reasonable expectation of positive action resulting from participation is a precondition for the stimulation of motivation. This realization of this expectation may be hampered by the powerful effects of outside political and economic forces but may be facilitated through increased self-reliance for basic needs satisfaction, enabling further empowerment. A final note concerns the implications for local government of the Americans with Disabilities Act, which could allow citizens formerly unable to participate increased access to participation in decision making.

The purpose of this dissertation is to examine the educational concerns that help or hinder the acquisition and practice of intellectual courage. Compared against some more narrow accounts of intellectual courage found in the philosophical literature, this examination broadens the concept of intellectual courage, and illuminates how a motivation for cultivating intellectual courage means being committed to the distinct motivations of other intellectual virtues. Furthermore, intellectual courage has an inseparable moral and epistemic dynamic. Thus an understanding of intellectual courage shows that the beliefs we hold—and the intellectual character we cultivate—directly impact the way life is led in a social environment, and in the classroom. Intellectual courage is the motivation to pursue knowledge despite possible risk, and the skills to navigate such threatening obstacles virtuously.

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