No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

This dissertation focuses on language and how its use and structure in Western society affect the way man learns. The paper is set forth in two parts. Part One is an interpretation of Martin Heidegger's phenomenological exegesis of early Greek words. Using this phenomenological exegesis of early Greek language as a philosophical foundation, Part Two proposes a theory of learning and looks at the linguistic structures through which Western man has characteristically learned. Chapter I, GENERAL INTRODUCTION, offers the reader a statement of the problem and advances the hypothesis that continuance of the disassociative Zeitgeist which plagues Western society may be related to man's failure to question those linguistic contexts and frameworks through which learning is attempted and content is transmitted and conveyed. Part One begins with a general introduction to Martin Heidegger and an overview of his work. This is followed by an exploration of terms pivotal to an understanding of Heidegger's work, along with a fairly detailed interpretation of the structural changes Heidegger chronicles in the historical development of language. An epistemology, or theory of learning, is advanced in Part Two. This proposed theory states essentially that learning requires motion; more specifically, that learning requires a recognition of relational motion. Furthermore, it is advanced that where there is a lack of motion, which is to say where relational motion is not perceived by the learner, the learning that occurs is artial. The paper then proceeds to a discussion of those processes of learning which the author sees as representative of Western man's structuring of language. These include the contradicting process, the idealizing process, the valuing process, the explanatory process, the commotioning process, and the either-or process. Finally, the implications of this theoretical discussion for future studies in learning and education are raised.

This dissertation considers selected aspects of John Dewey's educational philosophy from a feminist perspective. As inquiry, it is a critical consideration of an established educational tradition. Most importantly, this inquiry suggests that through consideration, we may find relevant wisdom for our feminist educational theories and practices. The focus of this dissertation are John Dewey's concepts of the individual and sociality. Because both John Dewey's and feminist educational treatises are experience-centered, the consideration of the notions of the individual and of sociality is prudent. Through an examination of Dewey's construction of the individual and sociality, we are able to consider whether or not we can we apply Dewey's revisionist philosophy to our personal, political and social worlds. Do Dewey's concepts of the individual and the social have the characteristic connectedness that many feminists require? Do his conceptualizations of the individual and the social have anything of value for feminist agendas? Are feminist goals for the individual and sociality possible through a Deweyan conceptualization? Can Dewey's individual and sociality help fuel the feminist revolution? Concluding observations present the dangers of neglecting to consider past educational thought, feminist educational theorists' responsibilities, and the worth of reappropriating Dewey's concepts of the individual and sociality. By reappropriating John Dewey's concepts of the individual and sociality and using them as feminist pedagogical anchors, we are able to take possession of the cognitive powers of interdependence. From the consideration of feminist models of sociality, we can submit that a feminist model of friendship can serve as the means for attaining broader and more heightened intellectual abilities. The writings of John Dewey serve as primary sources while texts on feminist theory provide the parameters for analysis.