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Teaching reluctant learners /Snow, David R. January 2007 (has links)
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2377. Adviser: Klaus Witz. Includes bibliographical references (leaves 157-170) Available on microfilm from Pro Quest Information and Learning.
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Conceptions of morality held by eminent peopleLehane, Janine Mary. Unknown Date (has links)
Thesis (Ph.D.)--The College of William and Mary, 2006. / (UnM)AAI3209541. Advisers: Michael F. DiPaola; Megan Tschannen-Moran. Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0880.
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Represent Hip-hop and the self-aesthetic relation /Kline, Christopher (Kip) January 2007 (has links)
Thesis (Ph.D.)--Indiana University, Dept. of Leadership and Policy Studies, 2007. / Title from PDF t.p. (viewed Nov. 20, 2008). Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0926. Adviser: Phil F. Carspecken.
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Mexico a century of educational thought,Wilson, Irma, January 1941 (has links)
Thesis (Ph. D.)--Columbia University. / Vita. Published also without thesis note. Bibliography: p. 335-361.
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The use of action theories, social justice issues and reflection in a student affairs master's courseKline, Kimberly A. January 2004 (has links)
Thesis (Ph.D.)--Indiana University, School of Education, 2004. / Title from PDF t.p. (viewed Dec. 2, 2008). Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0513. Chair: Edward P. St. John.
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Gewetensvorming as agogiese opgawe in 'n gebroke fisiese werklikheidVisser, Anna P. 01 1900 (has links)
Text in Afrikaans / Gebrokenheid, op geestelike sowel as liggaamlike vlak, is 'n
fait primitif van menswees. Literatuurstudie bring aan die
lig dat die tema ender bespreking op uiteenlopende wyses in
die Ooste en die Weste probeer beantwoord word.
Twee Westerse medikus-sielkundiges van hierdie eeu, Frankl en
Jung, het elk met sy eie besondere teorie (Logoterapie en 'n
Argetipe-teorie} 'n poging aangewend om die gebrokenheids=
vraagstuk te probeer beantwoord. Gewetensvorming staan
sentraal in Frankl se Logoterapie. Jung beklemtoon die rol
van die irrasionele en sy Argetipe-teorie herinner aan wat
Jaspers grenssituasies en Kant idees genoem het.
Die Oesterling steun op eeue-oue stelsels soos Yoga,
Boeddhisme en Tao1sme. Daar is tot die gevolgtrekking gekom
dat gewetensvorming, in die sin van gehoorsaming aan streng
morele voorskrifte, ook in die genoemde stelsels sentraal
figureer. / Brokenness on mental as well as physical level, is a fait
primitif of being human. The study of related literature
reveals that the theme under discussion is being answered in
diverse ways by the East and the West.
Two Western psychiatrists of this century, (Frankl and Jung}
have each with his unique theory (Logotherapy and Archetypes)
made an attempt to answer the question of brokenness.
Conscience formation is central to Frankl's Logotherapy.
Jung emphasizes the irrational and his theory of Archetypes
reminds of what was termed boundary situations by Jaspers and
ideas by Kant.
The Oriental view is founded on centuries-old systems such as
Yoga, Buddhism and Taoism. The conclusion has been reached
that conscience formation in the sense of adhering to strict
moral precepts is also central to the abovementioned systems. / Educational Studies / M. Ed. (Fundamentele Pedagogiek)
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Educating educators in preventive educationFinn, Patricia Ann 01 1900 (has links)
This research is a fundamental reflection in Philosophy of Education, on the education of educators in Preventive Education from an andragogical perspective. The focus is on the agein and aner-agein as an exclusive human act of authentic agogic accompaniment and on the qualities of the authentic educator.
The research describes how Preventive Education is capable of responding to education agein and aner-agein as well as remaining open to the new demands of the contemporary modern world and problems facing the young. A critical reflection on Preventive Education attempts to ascertain whether, as an educative method, it can be offered as a viable alternative to primary and secondary educators currently unaware of the essence
of Preventive Education. The study concludes with a chapter that deals specifically with the education of Salesian educators taking into account the renewal brought about within the Roman Catholic Chuch and the Salesian Congregation after Vatican II. This renewal lays the foundation for the implementation of
a new form of Preventive Education and the impetus that will carry it into the Third Millennium. One of the recommendations of the study includes the urgency of educating lay Salesian educators in Preventive
Education. / Educational Studies / D. Ed. (Philosophy of Education)
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Free ThinkingCroft, James 22 February 2016 (has links)
In this dissertation I offer a justification of the claim that the development of those faculties necessary for autonomy should be a primary goal of public education, available to all children. To do this I 1) place autonomy into the framework of Capability Theory, showing why autonomy is essential to a full concept of human freedom, cleaning up some rough edges in the Capability Theory literature in the process; 2) demonstrate how thinking of freedom in terms of Capability Theory elucidates perennial questions and debates in the Philosophy of Education literature concerning autonomy; and 3) dig deeper into what educating for autonomy in terms of Capability Theory might look like through an analysis of rigor.
The questions which will guide my research are as follows:
1. What is "autonomy", and why is it a valuable goal to pursue in education?
2. Why must the state ensure that every child have the opportunity to become autonomous?
3. How can autonomy be developed, through schooling and through life?
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The philosophy of Gabriel Marcel and contemporary emphasis in educationMacNeil, Claude D January 1969 (has links)
Abstract not available.
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Exploration théorique du concept de non-directivité et une tentative d'application au domaine de l'enseignementDesjardins, Réno Léo January 1973 (has links)
Abstract not available.
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