The purpose of this study is to investigate the pedagogic implications of Being in dramatic and poetic works. Chapter 1 shows the writer's concern that Being, separated from being, is forgotten in a scientific-technological education, Dramatic and poetic studies are in danger of being unfolded in the bracketings of science and technology. Man's suffering at the technology includes loneliness, boredom, frustration and An urgent need arises to develop the pupil's technological capacity and skill, and to actualise his potential, as long as Being is deconcealed. A technology-based education system, mainly for blacks, based on Japan, is being considered. Influenced by science and technology, verbal and nonverbal aspects are separated in drama and poetry. These aspects are integrated in drama and poetry encountered in action, as poetic thinking unites Being and being. Computer education, like writing, focuses on and teievision emphasises nonverbal factors. If pupils participate in drame, their actions are authentic. Mere spectators act inauthentically. A scientifically-influenced literary critic separates the play's parts and ignores nonverbal qualities. / Educational Studies / D. Ed. (Philosophy of Education)

A research report submitted to the Faculty of Humanities, Department of Dramatic Art, University of the Witwatersrand, Johannesburg, in partial fulfilment for the requirements of a Masters degree, March 2015 / This research report examines the state of play in contemporary South Africa utilising Gadamer's concepts of the 'seriousness of play' and the 'relation between play, art and truth'. My investigation argues a more robust approach to Gadamer's thinking; that the investigation of play as it occurs within a particular historical moment in a specific social setting requires a more politicized understanding of the phenomena. [Abbreviated Abstract. Open document to view full version] / CK2018

A dissertation submitted to the Faculty of Humanities, University of the Witwatersrand, in partial fulfilment of the requirements for the Degree of Master of Education. Johannesburg, March 2016. / “Free quality education for anyone, anywhere” (Khan, 2012:1) is the proclamation of Massive Open Online Courses (MOOCs) the world over. There can be no denying that such a proclamation is enticing and exciting. It seems to be intuitively correct that the technology and hyper connectivity that defines this postmodern era should also radically change the way in which education is conducted. In my research I seek to test the authenticity and strength of this claim. To do so I have 1) analysed a number of primary texts from the creators of various MOOCs in order to understand their pedagogy (andragogy); 2) synthesised a number of principles of education from two primary texts published by John Dewey in order to create a theoretical framework; and finally 3) utilised said framework to test the MOOCean conception of education. Throughout the research, I also appeal to multiple secondary sources that deal with certain important concepts and content from the most up-to-date perspectives possible. / LG2018

This report confronts the issue of the globalisation of European culture and its significance for the Western canon in South African education. It considers the difficulty of defending the canon as cultural resource for a local minority while avoiding the imposition of the globally dominant Anglophone culture on all South Africans. It is argue-d that whatever in the canon can be freely accepted as advancing the interests of all South Africans should qualify for inclusion in a common curriculum, but that other canonical works should be regarded as minority culture in the same way as aspects of traditional African culture. An attempt is made to establish a perspective from which Africanism and the defence of the canon can be seen as congruent and compatible aims, equally deserving of accommodation within a multicultural curriculum.

This study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This conceptualization grounds dominant teacher education modalities within a specific meta-theory orientation. Through this analysis, the author also explores an alternative conceptualization of teacher education that appeals to the educative power of contextual awareness, ontological sensitivity, and democratically recursive pedagogical and relational processes. Such a conceptualization reflects an alternative meta-theory orientation. For the purposes of this analysis, the author employed textual analysis of sampled website literature from Teacher Education Programs in six geographic regions within the United States. This textual analysis was grounded in the aforementioned conceptualizations and was intended to reveal meta-theory orientations as expressed in a program’s official text. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

謝家浩 = A study on the educational ideas of Lu shih ch'un ch'iu / Tse Ka Ho. / 據手稿本複印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben fu yin. / Includes bibliographical references (leaves 122-123). / Xie Jiahao = A study on the educational ideas of Lu shih ch'un qiu / Tse Ka Ho. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 緒言 --- p.1 / Chapter 第一章 --- 呂不韋與呂氏春秋 / Chapter 一 --- 呂不韋生平略論 --- p.12 / Chapter 二 --- 呂氏春秋略評　 --- p.22 / Chapter 第二章 --- 呂氏春秋的教育思想論析之一 / Chapter 一 --- 論人性與教育的作用 --- p.24 / Chapter 二 --- 呂氏春秋的教育內容與媒介 --- p.29 / Chapter 三 --- 呂氏春秋論知識　 --- p.52 / Chapter 第三章 --- 呂氏春秋的教育思想論析之二 / Chapter 一 --- 論師之道 --- p.62 / Chapter 二 --- 論學之道 --- p.80 / Chapter 三 --- 論環境與教育 --- p.105 / Chapter 第四章 --- 呂氏春秋的教育思想論析之三 / 識才與用才之道 --- p.110 / Chapter 第五章 --- 總結 --- p.118 / 參考書目 --- p.122

by Lee Oi-ying, Ada. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 61-70). / Text in English; abstract also in Chinese. / by Lee Oi-ying, Ada. / Chapter 1. --- IN SEARCH FOR ELUCIDATING RESPONSIVENESS IN INTERPERSONAL CARING: THE NEED TO GO BEYOND KOHLBERG-GILLIGAN'S IDEA OF MORAL ARTICULACY --- p.1 / Chapter 1.1 --- "Tacit Agreement between Kohlberg and Gilligan on the Idea of Moral Articulacy, Despite Surface Polarities" --- p.1 / Chapter 1.2 --- Noddings' Care Ethics: A Source Both for Philosophical Foundations and Realignment of Education --- p.6 / Chapter 1.2.1 --- Care Ethics has no Intention to Replace an Ethic of Justice --- p.7 / Chapter 1.2.2 --- Care Ethics is not Equivalent to Feminist Ethics --- p.7 / Chapter 1.2.3 --- Care Ethics has Human Relatedness at the Core --- p.7 / Chapter 1.2.4 --- Care Ethics Cherishes A cts Motivated by Affect --- p.8 / Chapter 1.2.5 --- Why Care Ethics? Against Divorce of Emotion and Inclination from Reason in Moral Life --- p.9 / Chapter 1.2.6 --- Care Ethics' Characterization of Morally Educated Persons --- p.9 / Chapter 1.3 --- Introduction to Research --- p.12 / Chapter 1.3.1 --- Research Problem --- p.12 / Chapter 1.3.2 --- Disciplinary Nature of the Research --- p.12 / Chapter 1.3.3 --- Outlined Argumentation of the Thesis --- p.13 / Chapter 2. --- ON INTERPERSONAL CARING --- p.15 / Chapter 2.1 --- The Everyday Ideas of Caring --- p.15 / Chapter 2.2 --- On Caring that is Interpersonal --- p.16 / Chapter 2.3 --- Non-Interpersonal Caring and Its Relation to Interpersonal Caring --- p.16 / Chapter 2.4 --- On Twelve Exemplary Cases of Interpersonal Caring in Everyday Life --- p.18 / Chapter 2.4.1 --- "Intrapersonal Dimension of Carer: Cognitive Content, Desiderative Content, Evaluative Content, Emotion in Caring" --- p.22 / Chapter 2.4.2 --- "Interpersonal Dimension in Caring: Skill of Carer, Role of Caree, Need of Caree" --- p.29 / Chapter 2.4.3 --- Time as a Disclosing Agent: An Attending Agent Both in Intrapersonal and Interpersonal Dimension in Caring --- p.33 / Chapter 3. --- ON RESPONSIVENESS --- p.34 / Chapter 3.1 --- The Everyday Ideas of Responsiveness --- p.34 / Chapter 3.2 --- Attribution of Responsiveness --- p.35 / Chapter 3.2.1 --- Responsiveness Directed towards Another's Need --- p.36 / Chapter 3.2.2 --- Responsiveness Directed towards Another's Help --- p.36 / Chapter 3.2.3 --- Between Imperviousness and Responsiveness: A Note on Adult's Ability to Divorce Action from Disposition to Act in Emotion --- p.36 / Chapter 3.3 --- Ideas of Responsiveness in Care Ethics --- p.38 / Chapter 3.4 --- Idea of Responsiveness in This Thesis --- p.40 / Chapter 3.5 --- "Responsiveness as the Crux of Responsibility, And Thus of Responsible Persons" --- p.43 / Chapter 3.5.1 --- "Etymologically, Action (""""Responseis"") Precedent in All Three Meanings of ""Responsibility "" and Deeper Etymology Reveals Dialogical Dimension" --- p.43 / Chapter 3.5.2 --- Responsiveness is the Minimum Requirement of Responsibility --- p.44 / Chapter 3.6 --- "Responsiveness as the Crux of Caring, And Thus of Caring Persons" --- p.46 / Chapter 4. --- VERY YOUNG CHILDREN HAS RESPONSIVENESS: THE PRINCIPAL PLACE OF AFFECT IN UNDERSTANDING AND MORAL ARTICULACY --- p.50 / Chapter 4.1 --- From Blum's Discovery of Responsiveness in Very Young Children to the Principal Place of Affect in Interpersonal Understanding and Moral Articulacy --- p.50 / Chapter 4.2 --- Messages Conveyed by Childhood Responsiveness to: (i) Parenting Children --- p.56 / Chapter 4.3 --- Messages Conveyed by Childhood Responsiveness to: (ii) Early Education --- p.56 / Chapter 4.4 --- Messages Conveyed by Childhood Responsiveness to: (III) The Possibility and Desirability of Educational Practitioner as Caring Practitioner --- p.58 / Chapter 5. --- BIBLIOGRAPHY --- p.61 / Chapter 5.1 --- Bibliography by Chapters --- p.61 / Chapter 5.2 --- Bibliography in Alphabetical Order --- p.67 / "Appendix: A Note on the Chinese Translation of ""Responsiveness""" --- p.71

O escopo desta pesquisa de doutorado é examinar as narrativas que Hannah Arendt elabora em A vida do espírito (1992). A partir dessas narrativas, busca-se pensar e dar significado a cada atividade das faculdades do espírito e de compreender a relação de cada uma delas com o âmbito da política, do viver junto uns aos outros. Para tal análise, tem-se por fio condutor os eventos que a autora vivencia durante o totalitarismo, um acontecimento central no mundo e que desencadeia em Arendt o desejo de compreender e de se reconciliar com este mundo. Tal aspiração leva Arendt a se direcionar para as atividades do espírito, isto é, para as faculdades do pensar, do querer e do julgar; e também, da compreensão dessas faculdades em relação ao domínio público, o espaço da política e da pluralidade humana. Para compreender as três faculdades do espírito, a autora destaca da história da filosofia três filósofos não profissionais que se relacionaram com o mundo em que viveram, manifestando um cuidado com o mundo e com a pluralidade humana. Quer dizer, são três modelos que servem como exemplo do entrelaçamento para aquilo que Arendt investiga: a relação entre as faculdades do espírito e o âmbito da política. Por fim, esta pesquisa apresenta uma possibilidade de pensar a educação das faculdades do espírito para um cuidado do mundo. Isso quer dizer: uma educação que acolhe os recém-chegados no mundo e se responsabiliza por eles. Uma educação como tentativa de despertar o desejo de tais alunos de se relacionar neste mundo e de pertencer a ele. Visto que este é o local em que, futuramente, este novo chegante por nascimento será inserido e no qual a tríade das faculdades do espírito - pensar-querer-julgar - será fundamental para que seja possível a manutenção e preservação do mundo para as futuras gerações. / The aim of this doctoral research is to examine the narratives that Hannah Arendt sets out on The Life of the Mind (1992). From these narratives, we try to think and give meaning to each with perspective of politically living together with others. For this analysis, we have to thread the events that the author experiences during totalitarianism, a central event in the world and sets off on Arendt\'s desire to understand and be in harmony with this world. Such an aspiration lead Arendt to direct herself to the activities of the mind, in the same way, to the faculties of thinking, of will, and of judging; and also the understanding of these faculties in relation to the public domain, the space of politics and human plurality. For a deeper understanding and a greater perception of the three mind faculties, the author highlights from the history of philosophy, three philosophers non-professionals For whom the world, they lived in, was related to. Equally important, is the theory of expressing care for the world and for human plurality. Consequently, there are three models served as an example of intertwining for what Arendt investigates: the relationship between the faculties of the mind and the scope of politics Accordingly, this research presents a possibility of thinking the education of mind faculties for a care of the world. This means: an education that welcomes newcomers to the world and takes responsibility for them. Education as an attempt to awaken the desire of such students to relate to and belong to this world. Since this is the place where, in the future, this new arrival by birth will be inserted and in which the triad of the faculties of the mind: think, will and judge; - will be essential if the world is to be maintained and preserved for future generations.

Li Yin. / "August 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 193-204). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Chow Po-ping Ferrie. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 138-143). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- General information on Werner Jaeger --- p.3 / Chapter 1.2 --- General description of Paideia --- p.4 / Chapter 1.3 --- The concept of paideia' --- p.6 / Chapter 1.4 --- The concept of the ideal human personality --- p.9 / Chapter 1.5 --- Plato's theory of the ideal human personality as the center of discussionin Paideia --- p.12 / Chapter 1.6 --- "The task of this thesis," --- p.13 / Chapter 2 --- Theories of the ideal human personality before Plato --- p.15 / Chapter 2.1 --- The general meaning of arete --- p.16 / Chapter 2.2 --- "The concept of arete, the theory of the ideal human personality and the educational method in the Homeric epic" --- p.19 / Chapter 2.3 --- "The concept of arete, theory of the ideal human personality and the educational method: from Hesiod to Pythagoras" --- p.22 / Chapter 2.4 --- "The concept of arete, the theory of the ideal human personality and the educational method: from Xenophanes to Thucydides" --- p.26 / Chapter 3 --- Theory of the ideal human personality in the philosophy of Plato in the theoretical aspects --- p.29 / Chapter 3.1 --- “Dialogue´ح and “Dialectic´ح --- p.33 / Chapter 3.2 --- Plato's concept of the soul --- p.38 / Chapter 3.3 --- Plato's concept of arete --- p.55 / Chapter 3.4 --- Can knowledge be taught? Is education possible? --- p.63 / Chapter 3.5 --- The process of paideia: building up of the ideal human personality in the three analogies in The Republic --- p.72 / Chapter 3.6 --- "Plato's concept of the relationship between ""the ideal human personality"" and ""the state""" --- p.82 / Chapter 4 --- Theory of the ideal human personality in the philosophy of Plato in the practical aspects: education of the philosopher --- p.88 / Chapter 4.1 --- "Education on “music"" and ""gymnastics""´ؤ´ؤreform of the old paideia" --- p.89 / Chapter 4.2 --- Education of philosopher --- p.98 / Chapter 4.3 --- Education of philosopher --- p.107 / Chapter 5 --- Reconsideration on issues around the project of Paideia --- p.112 / Chapter 5.1 --- Reconsideration of Jaeger's reconstruction of Plato's thought --- p.112 / Chapter 5.2 --- Is Plato's philosophy of paideia still significant today? - Allan Bloom recalls for the importance of Plato's theory --- p.118 / Chapter 5.3 --- Is Plato's philosophy inequalitarian? - Karl Popper's and Martha Nussbaum's criticisms on Plato's theory of paideia --- p.122 / Chapter 6 --- Conclusion --- p.134 / Bibliography --- p.138