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published_or_final_version / Chinese Language and Literature / Master / Master of Arts

The purpose of this study was to determine if college adolescents are an emerging risk group for acquiring HIV/AIDS. A somewhat diversified sample (70% white, 2% African American, 7% Asian American, 13% Hispanic, and 8% Other) of 172 college students age 18-24, completed questionnaires assessing: knowledge of HIV/AIDS, risk-taking behavior or attitudes, identity and sensation seeking. Despite high levels of knowledge (consistent with previous studies), many misconceptions (e.g. believing mosquitoes can pass the HIV virus) and high risk habits (not using a condom every time when engaging in sex) established this sample as putting themselves at risk for HIV/AIDS. A proposed relationship between either identity and risk-taking or risk-taking and sensation seeking showed no practical significance.

This thesis considers contemporary education from a philosophical angle via the work of Hannah Arendt in light of education's key place a the intersection of responsibility for the past, empowerment to effect change in the present, and hope for the future. Chapter 1 sets out an understanding of human community as a chaotic system in the technical sense via Arendt's concept of natality, applying this understanding to the project of education as a way of helping educators facilitate students' ability to contribute something new without controlling students' potentially unique contributions. Chapter 2 questions in more detail the applicability of some of Arendt's philosophical and political ideas to multicultural education, addressing also the need for setting goals for action without assuming a deterministic, mathematically linear process. Chapter 3 examines Arendt's firm distinction between education and politics in the context of globalization and the possibility of continual renewal and transformation of our world.

Orientador: Marcia Reami Pechula / Banca: Silvia Deutsch / Banca: Ruy Cezar do Espírito Santo / Resumo: A meditação tem alcançado, através de um discurso compassivo e ligado à paz, alguns espaços nas ciências, sobretudo, nas áreas médicas. No entanto, os apelos para uma ciência mais abrangente e menos reducionista, responsável e cuidadosa tem aberto outras possibilidades para o "caminho do meio". Neste trabalho procura-se pelos discursos e espaços que permitam uma aproximação da meditação com a educação. Verificando em que medida alguns autores da educação, como Paulo Freire e Moacir Gadotti, e da filosofia como Edgar Morin e Leonardo Boff, e ainda alguns documentos oficiais da organização das nações Unidas para a Educação, Ciência e Cultura - UNESCO, permitem alinhar ciência, educação e meditação na busca por um ETHOS de cuidado e responsabilidade para um mundo melhor / Abstract: Meditation has reached, through a compassionate and peaceful discourse, some space in science, especially in medical areas. However, appeals for a more comprehensive and less reducionist science, at the same time responsible and caring, has opened up other possibilities for a "middle way". This paper searches for discourses and spaces that allows an approximation between meditation and education. Verifying in what measure some authors in Education, as Paulo Freire and Moacir Gadotti, and Philosophy, as Edgar Morin and Leonardo Boff, and even some oficial documents of United Nations Educational, Scientific and Cultural Organization (UNESCO), allow an alignment between science, education and meditation in the search for an ETHOS of care and responsability for a better world / Mestre

The overarching purpose of this study was invite classroom teachers to engage in dialogue about the moral dimensions of teaching, and to consider their responses in light of current moral theory on the topic. The research questions were: How do teachers talk about and understand the moral or relational aspects of what they do? How do teachers' perceived limitations or realistic constraints affect what they do? / The methods employed in this naturalistic study involved the collection of qualitative data through participant observation and in-depth ethnographic interviewing. A philosophical hermeneutic perspective was embodied in the collection and interpretation of data. / The study revealed that teachers can and will talk about what they do in terms of a moral purpose when given the opportunity and audience to do so. The essence of moral teaching, for teachers, is in the arena of human relationships. Teachers realize the impact they have on student learning and personal growth. Specifically, they note how consistency and respect in classroom management and acts of care impact their students. They also talk about a teacher's commitment to professional development and collaborative relationships when discussing what teachers ought to be and do. / The study also demonstrated that there are individualistic factors which affect teachers' moral talk, understanding, and actions. The stories of three teachers reveal the impact of teaching context (the school setting and culture in which one teaches), teaching experience (the number of years one has been a classroom teacher), and teaching temperament (the characteristic way one thinks and acts) on the teacher's ability to focus on the moral dimensions of teaching. / The results of this study are significant because they substantiate the rhetoric on morality and teaching. The results imply that ways to facilitate moral discourse in teachers' professional development settings should be explored. Furthermore, the study also implies a need for transformed teacher preparation programs that will embody the moral mission of the teaching profession. Finally, the study has implications for school reformers who seek educational change that is driven by a sense of moral vision. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2713. / Major Professor: Kathryn Scott. / Thesis (Ph.D.)--The Florida State University, 1994.

One of the most often cited criticisms in education is for putting too much emphasis on academic achievement of students, thus diverting attention from other important dimensions in schooling, such as caring teacher-student relations. Recently, educators have raised a call to recognize the importance of reconceptualization of schooling and to put serious efforts on the practice of ethic of caring in order to meet the problems we have in school today and to prepare students well for the world of work. / This study examined how students perceive a school climate as caring or non-caring from the perspective of the attitudes and behaviors of teachers and principal. It also explored the perceptional difference of caring manners among the groups of students, teachers, and administrative personnel. Determining the direction and magnitude of the relationships between the students' perceptions of the teacher and principals as caring or non-caring and their learning outcomes were two other main issues of the present study. / The Florida State University School at Florida State University was selected as a target site. A total of 246 high school students, 33 high school teachers and 4 administrative personnel were involved in the study. The study incorporated methods of triangulation in an effort to eliminate bias. / No substantial differences were found in the perception of caring manners when teachers and students were compared. However, the findings indicated that teachers and administrative personnel perceive the school climate, self-images, and their caring manners a lot more positively than the students actually perceive. Substantial differences were found among students in the perception of caring manners depending upon their academic achievement level. / Finally, the students' perceptions of their teachers' and principal's caring attitude and manners were found to have significant positive correlation with the learning outcomes; self-perception of satisfaction, belonging, efficacy, academic ability, and moral maturity. Students' self-perception of satisfaction was most highly correlated. / Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0377. / Major Professor: Hollie B. Thomas. / Thesis (Ph.D.)--The Florida State University, 1993.