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This essay examines the dynamics of Quaker school expansion in Philadelphia during the eighteenth century. The author argues that both administrators and teachers approached education as a competitive market, which influenced their decisions about hiring, student enrollment, and curriculum. However, Quaker ideas about benevolence also influenced and complicated their understanding of the educational marketplace. / History

This study demonstrates the lack of meaning in contemporary society. Modern youth is confronted by numerous factors contributing towards a meaningless life. Because the child has an existential yearning for menning, he needs the pedagogic guidance of a (Christian) educator to assist him to constitute his own life-world and, in particular, to enable him to attain a meaningful existence via the acquisition of a Christian philosophy of life. The study reveals the role of education with regard to the various components of constituting a life-world and the overall task of the school and its curriculum. The significance of a Christian philosophy of life in helping the child to constitute a life-world through education is demonstrated with special reference to various aspects of adulthood (modes of human existence) and certain meaningful relationships. / Educational Studies / M. Ed. (Philosophy of Education)

This study demonstrates the lack of meaning in contemporary society. Modern youth is confronted by numerous factors contributing towards a meaningless life. Because the child has an existential yearning for menning, he needs the pedagogic guidance of a (Christian) educator to assist him to constitute his own life-world and, in particular, to enable him to attain a meaningful existence via the acquisition of a Christian philosophy of life. The study reveals the role of education with regard to the various components of constituting a life-world and the overall task of the school and its curriculum. The significance of a Christian philosophy of life in helping the child to constitute a life-world through education is demonstrated with special reference to various aspects of adulthood (modes of human existence) and certain meaningful relationships. / Educational Studies / M. Ed. (Philosophy of Education)

Made available in DSpace on 2014-06-11T19:26:34Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-12-15Bitstream added on 2014-06-13T19:54:40Z : No. of bitstreams: 1 tofoli_te_me_prud.pdf: 3342088 bytes, checksum: f027940628f63de9dbc19c7cd74652ec (MD5) / Este trabalho tem como objeto de estudo a investigação do processo de criação, instalação e transformações da educação feminina no Colégio “Madre Clélia” de Adamantina, no período de 1950 a 1978, com ênfase nos primeiros quinze anos (1950 a 1965), bem como contribuir para o reconhecimento do sentido da ação de suas práticas educativas vivenciadas pelas alunas e enraizadas na sociedade e cultura locais. Trata-se de uma reflexão sobre o ensino confessional católico, oferecido pelas Apóstolas do Sagrado Coração de Jesus, por meio de sua fundadora Clélia Merloni. Ao analisar a educação oferecida por esta instituição escolar, um dos objetivos fundamentais foi o de compreender a formação da identidade das educandas e aspectos referentes à (re) e/ou (des) construção do universo feminino vigente. Através de fontes primárias e de depoimentos de pessoas envolvidas no cenário do Colégio (diretoras, professoras e alunas), constatamos que a escola foi permeada por vários processos e práticas educativas, dentre os quais, alguns responderam aos anseios das alunas e da sociedade da época, que eram o de preparar as mulheres para o desempenho da maternidade e para serem profissionais do magistério. Para além de proporcionar uma formação que distinguissem essas mulheres no cenário social, os resultados obtidos nessa pesquisa revelam também que muitas educandas ultrapassaram a condição feminina que lhes era imposta, adentrando a esfera pública, espaço reservado historicamente ao gênero masculino. / This work has as study object the investigation of creation, installation and transformation of the feminine education in the School “Madre Clélia” in Adamantina, in the period from 1950 to 1978, with emphasis in the first fifteen years ( from 1950 to 1965), as well as to contribute for the recognition of the action sense of its educational practice lived by the students and their engagement in society and culture places. It is a reflection on confessional teaching offered by Apostles of Jesus´Sacred Heart through its founder Clélia Marloni. When analyzing education offered by this school, one of the fundamental objectives was the understanding the formation of the identity of the students and referring aspects to the (re) and/or (des) construction of the effective feminine universe. Through primary sources and people’s deposition involved in the scenery of the School (directors, teachers and students), we verified that the school was permeated by several processes and educational practices, in which some of them answered to the student’s longings and the society of the time, which was the preparation of the women to the acting of maternity and teaching. Besides providing a formation which distinguished those women in the social scenery, the results obtained in this research also reveal that a lot of students surpassed the feminine imposed condition, penetrating the public sphere, an historically reserved space to the masculine gender.

This study presents a history of education in Russia.

<p> This dissertation examines the career of the Arab Academy of Science in Damascus roughly over its first formative decade, from 1919 to 1930. It situates the Academy&rsquo;s work in relation to concerns about language modernization characteristic of the <i>Nahda,</i> or Modern Arab Renaissance, and in the context of great changes in the political and social order of the Middle East. It highlights the ways the pioneering Levantine man of letters Jurji Zaydan sought to reconcile indigenous traditions of linguistic thought with modern concepts of evolutionary change and historicism in the development of a new science of language and the cultivation of a new kind of scholarly elite, from the late nineteenth century to the eve of the First World War. This dissertation also analyzes Arab Academy founding member &lsquo;Abd al-Qadir al-Maghribi&rsquo;s wide-ranging writings in matters of religion, politics, ethics, and language. Al-Maghribi wrote on behalf of the Islamic and Arab <i> umam</i> or communities, as well as for a constitutional Ottoman caliphate around the time of the Young Turk Revolution of 1908. The educability of the public was central to his vision as ordinary believers and Arabic-speakers became the population of the new national state of Syria following the Ottomans&rsquo; defeat in 1918. This project demonstrates how the three succeeding political orders over the territory that would become modern Syria influenced the thought of the founding members of the Academy in Damascus and contributed to the life of their institution: the late Ottoman state, the Amir Faysal&rsquo;s short-lived Arabist kingdom in the aftermath of the First World War, and the imposition of the French Mandate for Syria from 1920. It argues that the late Ottoman Empire and its revolutionary and constitutional moment imparted qualities of ecumenicalism and worldliness, and that the Academy shared a spirit of experimentation and standardization with the Faysali and Mandatory regimes. Finally, this project turns to the relations of Arab Academy founding members, notably of their president Muhammad Kurd &lsquo;Ali, with the Western orientalist scholars elected as corresponding members of their company. It chronicles how Arab and European scholars of Islam and Arabic collaborated in producing a body of knowledge and a discourse of friendship in their shared area of study, characterized by both sympathetic and objective norms. It argues that the Arab Academicians and their Western colleagues collectively sketched the contours of a globalized discussion of <i>Nahda,</i> history, and modernity in the quasi-colonial context of French Mandate Syria. </p>

In its over seventy years of existence, the Friends University symphonic choir, known as the "Singing Quakers," has provided concerts for choral music appreciators throughout the United States, and in Canada, Mexico, and Europe. The present study documents the establishment, growth and development of the Singing Quakers from its inception through May of 1993: identifying (1) the events leading to the development of the Singing Quakers; (2) the purpose and philosophy of the Singing Quakers; (3) the directors of the Singing Quakers and their musical and professional backgrounds; (4) the contributions of each of the directors; (5) the origin and development of the tour concert/Home Concert, Christmas concert, and spring concert traditions; and (6) the literature programmed by the directors for the Singing Quakers' tour concerts/Home Concerts, Christmas concerts, as well as spring concerts, and providing a description of the literature. / The study concludes that the Singing Quakers benefitted from the increased popularity of choral music in the United States during the 1920s, 1930s, and 1940s, and that the development of the three-annual concert tradition in the 1950s became the foundation of the Singing Quakers' activities through the 1980s and into the early 1990s. These three annual concerts established an audience base for the Singing Quakers' performances, and the annual sales of season tickets for the three-annual concerts provided the Singing Quakers an annual income that enabled Directors Mayer and Riney to expand the activities of the choir. / The study also concludes that the purposes of the Singing Quakers were directly related to the purposes of the university, and that the unified purposes led Friends University officials to support the activities of the Singing Quakers throughout its history. / Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1863. / Major Professor: Andre Thomas. / Thesis (Ph.D.)--The Florida State University, 1994.