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.

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.

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.

Thesis (Ph. D.)--Columbia University. / Vita. Published also without thesis note. Bibliography: p. 335-361.

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.

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)

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)

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?

Abstract not available.

Abstract not available.