The central problem addressed in this thesis has two parts. First, how can an educator respect the developing autonomy of a student's rational capacities while nurturing'the development of particular moral sensibilities and a particular moral perspective? Second, if a moral educator challenges a group of students to consider an alternative moral position, how can she or he be justified in presenting the new perspective as superior to the old one? My argument, in summary, is that an ideal of strong objectivity, as it is conceived by Sandra Harding in the context of feminist standpoint theory, works as a set of standards against which to evaluate the adequacy of one's moral perspective, and it offers a valuable means for comparing this perspective to others. Strong objectivity is an ideal which employs a set of standards including respect, reflexivity, and critical evaluation of social situations to challenge inquirers to maximise their objectivity. They do this through recognising and testing not only the content of their knowledge claims but also the purpose these claims play in the development of research programs, A commitment to strong objectivity entails attempting to understand the partiality of one's own perspective and recognising how that partiality distorts one's perception. The process of learning from others' perspectives is central to revising and enriching one's own perspective, and this revision and enrichment is an . ongoing responsibility for any teacher. Through the application of strong objectivity to moral theory building, a moral educator can be justified in believing that her or his own moral perspective is the most adequate one available. If a moral educator understands Harding's conception of strong objectivity, and embraces it as an ideal, the result will be a more justly equitable learning environment and a more complete understanding of the moral perspective which is being developed within the classroom. These are fundamental to the legitimacy of the work of a moral educator.

There is no abstract available for this dissertation. / Department of Educational Studies

The central problem addressed in this thesis has two parts. First, how can an educator respect the developing autonomy of a student's rational capacities while nurturing'the development of particular moral sensibilities and a particular moral perspective? Second, if a moral educator challenges a group of students to consider an alternative moral position, how can she or he be justified in presenting the new perspective as superior to the old one? My argument, in summary, is that an ideal of strong objectivity, as it is conceived by Sandra Harding in the context of feminist standpoint theory, works as a set of standards against which to evaluate the adequacy of one's moral perspective, and it offers a valuable means for comparing this perspective to others. Strong objectivity is an ideal which employs a set of standards including respect, reflexivity, and critical evaluation of social situations to challenge inquirers to maximise their objectivity. They do this through recognising and testing not only the content of their knowledge claims but also the purpose these claims play in the development of research programs, A commitment to strong objectivity entails attempting to understand the partiality of one's own perspective and recognising how that partiality distorts one's perception. The process of learning from others' perspectives is central to revising and enriching one's own perspective, and this revision and enrichment is an . ongoing responsibility for any teacher. Through the application of strong objectivity to moral theory building, a moral educator can be justified in believing that her or his own moral perspective is the most adequate one available. If a moral educator understands Harding's conception of strong objectivity, and embraces it as an ideal, the result will be a more justly equitable learning environment and a more complete understanding of the moral perspective which is being developed within the classroom. These are fundamental to the legitimacy of the work of a moral educator. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

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.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to have become an important facet of the transformation of education agenda in South Africa. My argument in favour of a "Values in Education" initiative to be implemented in schools along the lines of democratic citizenship can be considered as an attempt to contribute to the democratisation of schooling post- 1994. This thesis develops a link between "Values in Education", intersubjectivity and democratic citizenship and argues that "Values in Education" can cultivate democratic citizenship in South African schools. KEYWORDS: Values in education, intersubjectivity, democracy and citizenship. / AFRIKAANSE OPSOMMING: Die Departement van Onderwys se 'Waardes in Onderwys" inisiatief blyk om 'n belangrike faset van die Suid-Afrikaanse agenda oor die transformasie van die onderwys te wees. My argument ten gunste van die implementering van 'n "Waardes in Onderwys" inisiatief in skole volgens die gedagtes van demokratiese burgerskap kan beskou word as 'n poging tot die bydrae van die demokratisering van skole na die 1994 onderwysbedeling. In hierdie tesis word die verwantskap tussen "Waardes in Onderwys", intersubjektiwiteit en demokratiese burgerskap ontwikkel en terselfdertyd word daar geargumenteer dat "Waardes in Onderwys" wel demokratiese burgerskap in skole kan bevorder. KERNBEGRIPPE: Waardes in onderwys, intersubjektiwiteit, demokrasie en burgerskap.

The purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross section primarily within the U.S. but included students living outside the U.S. Participants were asked about their individual feelings of overall connectedness within the online classroom. Connectedness was determined using five subscales to create an overall connectedness score. The subscales were attachment, bonding, climate, connection, and engagement. Statistical tests were conducted to assess and describe any relationships between connectedness, academic dishonesty, and demographic factors. Additionally, participants provided feedback on various methods used in online classes to encourage academic honesty. This study discovered significant relationships between academic dishonesty and students' feelings of connectedness. Students' academic performance was related also to feelings of connectedness within the online classroom. Additionally, the frequency of engagement in academic dishonesty increased as the students neared graduation. The findings of this study contribute to the body of knowledge related to pedagogy and course design of online classes. / by Artyce-Joy Chase. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

D.Ed. / The heart of democracy, as reflected in the Constitution of South-Africa, announced in 1996, is the acknowledgement of human dignity. As result of the Constitution, the National Schools Act was also announced in 1996. The focus of this act is also to promote human rights by eliminating any form of discrimination. The rejection of discrimination and acknowledgement of human dignity implies that all humans are respectable. Respect is one of the cornerstones of ethical norms and therefor all human beings should, as from early childhood, be encouraged to obey this norm. The National Schools Act makes it very clear that education is considered to be the most important factor in reaching this goal (Potgieter, et.al ., 1997:6&7). In a guiding document for the incorporation of alternative discipline (Department of Education, 2001:9) the statement is made that positive discipline is the focus of the Schools Act's code of conduct. This "positives discipline" implies that teacher will commit themselves to the facilitation of the values and attitudes of peace, tolerance, respect, dignity and human rights. General discipline-problems and the increasing rate of crimes committed by youth is probably caused by increasing moral decline. The most important area of deficiency in universal communities is the value which people attach to the norm of respect (Lickona, 1991:43). There are several possible causes for the lacking value systems of young people, but the most important are possibly the secular attitude and dualism of roll models and educators (Curtin, 2000:7). Because narrative writers usually focus on problems resulting from community aspects, their creative products offer a unique source in the facilitation of ethical values (Kearny, 2002:6). Readers can identify with characters of the narrative text. During this "identifying"-process readers are led unconsciously into a situation of rethinking the underlying values which the narrative characters attach to norms — which come to light through the choices of action made by the characters. This rethinking of the actions of the narrative characters results in sensitising the values which the readers themselves attach to the related norm. The aim of this research was to design, implement and evaluate a psychoeducational learning program in the learning area Language, Literacy and Communication for learners in secondary schools (adolescents). The aim of the program was to determine to what extend the value, which named learners do attach to the ethical norm, respect, will be influenced when focussing on the use of narratives. The possible results that the influencing of their values would have on their mental health, was also investigated. A qualitative, explorative, descriptive and contextual design was used for this study. A situation-analyses was done through literature study after which a program was designed and implemented. The aim of this program was the facilitating of respect as ethical value by using stories. After the implementation of the program the participants wrote naïve sketches and focus group interviews was done six months later involving selected participants from the original group. The selected data was coded — with help of a independent coder — and analysed according to the open coding method of Tesch. Analysis of the data proved that the program that was designed, implemented and evaluated in this study was effective in facilitating ethical values to adolescents. The initial research aim was met as such. A meaningful contribution of this thesis is the description of a conceptual framework for the facilitating of ethical values to adolescents.

The Low-Fee Private Schools (LFPS) sector is globally contested. The debate takes place at the academic and policy levels and calls into question the ethics of deriving a profit from a public good. Several theoretical constructs in educational privatization have informed the debate. These include contract failure, transaction costs, moral hazard, and the obsolescing bargain. Yet, the debate does not acknowledge LFPS types. To this end, the dissertation examined the histories and pathways of different types of LFPS, presented a typology, and investigated to what extent the numerous types of LFPS varied in terms of delivering access, equity, and quality of education. The theoretical framework framing this dissertation was centered on the six pathways to privatization. A case study design was applied to conduct exploratory, inductive research in two research sites—low-income and mixed-income neighborhoods in Rawalpindi, Pakistan. I first implemented a multi-tiered sampling strategy to identify LFPS. This involved conducting on-site school mapping to locate 87 educational institutions, including unregistered LFPS, in the research sites. I then identified 26 LFPS by forwarding a definition of LFPS in Pakistan and assessing which private educational institutions met the parameters of an LFPS. Among other elements, LFPS were defined as private educational institutions that charged a maximum of 24 USD a month in school fees. The data for the dissertation included site visits to, and surveys at 17 LFPS, 45 interviews at the school level, with Rawalpindi educational authority representatives as well as a multilateral agency. Finally, I reviewed 19,320 Facebook pictures uploaded by LFPS, and visually analyzed 1,343 to triangulate claims made in the surveys and interviews. Through this research design, LFPS that were differentiated on the parameters of structure—whether LFPS are part of nation-wide chains or independent entities that have a legacy rooted in the country’s colonial history—and fee range. I found six different types of LFPS: Cheap, Medium-range and Costly Independent LFPS and Cheap, Medium-range and Costly Chain LFPS. The established typology is generalizable to urban areas in Pakistan. An analysis of the histories and pathways of the identified LFPS further revealed that there was a proliferation of LFPS starting in 2004, particularly during two periods—2004 to 2007 and 2015 to 2019—under a supportive enabling environment. Chain LFPS types are competitors to Independent LFPS types in contexts in which they are able to proliferate, such as the mixed-income neighborhoods, where no Independent LFPS has been established since 2017. Path six—De facto privatization in low-income countries—was found to be applicable to Pakistan as the government did not patronize sectoral expansion, and until recently, did not undertake efforts to regulate it. Despite sectoral expansion in recent decades, a trade-off in access, equity, and quality of education at the different types of LFPS was found. If an LFPS enhances access and equity, which was found at Cheap Chain LFPS and Medium-range Chain LFPS, it comes at the expense of quality of education. If an LFPS delivers strongly on educational quality, which is the case as Medium-range and Costly Independent LFPS, it comes at the expense of quality of education.

The failure of the many township and rural schools to improve learner outcomes is not only recognised as a pervasive and insidious social problem affecting those communities, but also entrenches inequalities and militates social cohesion and unity. The study highlights the challenges experienced in the Ilembe District that hamper the effective delivery of a quality education. The study confronts these challenges from a constitutional and human rights perspective, and seeks to unravel whether or not educators grasp the critical nature of their role in facilitating the achievement, not only of the educational goals but of other Constitutional imperatives as well. Given the turbulent nature of the environment in which educators operate, the study also seeks to establish if educators can keep up with the new challenges of teaching in the twenty-first century. In this regard, the role of continuing professional teacher development and the new competencies required of educators were investigated to ascertain whether they lead to improved teaching and therefore more effective learning. The study further investigated the effectiveness of the Code of Professional Ethics in curbing unethical behaviour and thus ensuring the attainment of objectives. Furthermore, the study looked at the various interventions by the Government in an endeavour to facilitate the realisation of the Constitutional ideals. This involved looking at the legislative and policy framework put in place, as well as campaigns and other initiatives that demonstrate the government’s commitment to these ideals. A literature study added another dimension to it, in that it provided the theoretical basis for the study and another perspective on how these matters were dealt with elsewhere. The researcher used an eclectic approach in an effort to get a better understanding of the problem. The choice of methodology and design used in the study was, to a large extent, influenced by the nature and objectives of the study. The study was premised on the fact that the rurality of the Ilembe District should not be used to deprive the learners from this community of a quality education and that, the many policies that seem wonderful on paper are useless if they do not translate to effective implementation. / Thesis (MPA)-University of KwaZulu-Natal, Westville, 2011.

Made available in DSpace on 2016-01-26T18:49:59Z (GMT). No. of bitstreams: 1 ANDREA_SOUZA_19_09.pdf: 815055 bytes, checksum: a2bd139a18c567ec2739846180a12892 (MD5) Previous issue date: 2007-08-21 / The main objective in this dissertation was lived for and reflects about didactic situation, study dynamic of ethics and social values. It was developed reflective activities about: relationships among parents and children, betroth, sexuality, drugs, prejudice and violence. The research has been developed through the qualitative approach. The study carried out on the intervention, show that, researcher and participants of research are historic and contextualized people, they are both elements of scientific do. In order to develop the research, it was created in the classroom, situations of participation, discussion and dialogue about subjects that have relation with ethic. This dissertation is justified by its methodology which intend identify opinions and attitudes to be taken in each fact related in the classes, in face to the cultural and social diversity. The data was collect in a school in Presidente Prudente SP, with one hundred and ten adolescents: sixty one boys and forty nine girls, between the ages of 13 and 16. The findings show us that young people need dialogue and orientation, they seem to be lost in their attitudes and how they are developing the opinion formation process, the dialogue with their parents is important. / A modalidade de pesquisa proposta teve como objetivo principal vivenciar e refletir sobre situações didáticas, dinâmicas, de estudo de temas éticos e de valores sociais. Foram desenvolvidos atividades de reflexão diante dos seguintes assuntos abordados: Relação de convivência entre Pais e Filhos, Traição, Sexualidade, Drogas, Preconceito e Violência. No trabalho efetivado, a modalidade da pesquisa utilizada foi a abordagem qualitativa, em que a intervenção realizada mostra que investigador e investigado são sujeitos criados historicamente e contextualizados, sendo ambos elementos do fazer científico. Procurou-se criar e vivenciar em sala de aula situação de participação, discussão e diálogo sobre assuntos relacionados à ética. Justifica-se tal pesquisa pelo próprio apelo que a metodologia oferece que é a de identificar perante as diversidades cultural e social, as opiniões e atitudes a serem tomadas em cada fato relatado nas aulas. Um total de 110 adolescentes foi participante dessa pesquisa sendo 61 meninos e 49 meninas na faixa etária de 13 a16 anos de uma unidade escolar de Presidente Prudente SP. Podemos constatar no andamento das aulas, nos questionários respondidos pelos alunos e nas conversas informais que os jovens necessitam de diálogo e orientação, parecem estar perdidos em suas atitudes e estando em fase de formação de opinião, o diálogo com os pais é de grande valia.