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In this thesis this writer explores first-hand via a participative hermeneutics from an objective idealist perspective the relationship between consciousness, language and the world by reconstructing the seminal philosophy contained in the fifth century poem of Parmenides of Elea--first, in dialogue format, secondly through an essay in which two men, one last and one higher, are each respectively de- and reconstructed for the purpose of indicating, in that final section of the essay, how they each define their own paradigm of education in comparison to M. J. Adler and Carl Rogers.

This thesis is a reflection on the importance of the inspirited school and the value of living the great mythic questions. I am suggesting that we are living in a mythic and spiritual crisis that stems from an education informed by an uninspiring myth. While our traditional pedagogical aim has been to further the education of students, to develop their minds into keen and sharp tools capable of contributing to our economic society, we have forgotten to ask what that means exactly: what does it mean to be educated? Through an exploration of the roles spirituality, authenticity, and narrative play in education, this thesis proposes a vision of the inspirited school providing a rich alternative to the present myth. With authenticity as the goal of inspirited education, narrative and the writing process are the means by which to achieve this goal.

The purpose of the study was to obtain, report and compare the judgments of selected public school administrators regarding Management By Objectives programs. The participating administrators were asked to make judgments related to expected benefits in the following management areas: (1) work expectations, (2) communication, (3) decision-making, (4) problem-solving, and (5) evaluation. Judgments were compared on the basis of management level of the administrators and size of the school district.The review of research and literature was conducted to determine the developmental evolution of the management by objectives movement in both the private and educational sectors. The research and literature review was reported in the following categories: (1) the historical development, (2) rationales for formulating and developing management by objectives programs, (3) expected benefits and liabilities of management by objectives programs, and (4) findings from research studies that have been conducted regarding management by objectives programs.Two specific research questions were developed regarding the judgments of administrators in relationship to management by objectives. Five null hypotheses were developed to examine each of the research questions. The statistical comparisons were made by using the chi square test of independence, with .05 determined as the level of significance.The population selected to be included in the study consisted of one hundred fifty-three administrators from eleven school districts in the State of Pennsylvania. A management by objectives program had been developed and implemented in each school district included in the study. One hundred and two, or 67%, of the selected administrators choose to participate in the study.The School Management Questionnaire was developed to collect the judgments of administrators regarding management by objectives programs. The School Management Questionnaire was developed from the review of related literature and from the materials used in a management by objectives workshop that had been conducted in each of the eleven school districts prior to the implementation of the management by objectives workshop.Significant findings developed from the study included the following:1. There was a significant difference between the combined judgments of superintendents vs. central office administrators vs. principals vs. other administrators concerning the following management areas: (1) work expectations, (2) communications, (3) decision-making, (4) problem-solving, and (5) evaluation.2. There was a significant difference between the combined judgments of administrators from small school districts (8,249 or less students) and the combined judgments of administrators from large school districts (8,250 or more students) in the management areas of work expectations and evaluation.3. There was not a significant difference between the combined judgments of administrators from small school districts (8,249 or less students) and the combined judgments of administrators from large school districts (8,250 or more students) in the management areas of communication, decision-making and problem-solving.The following conclusions were developed from the findings:1. The findings suggest that the implementation of a management by objectives program does not insure that the problem of evaluating administrative performance will be solved.2. The findings indicate that central office administrators were more supportive of management by objectives programs than were principals, assistant principals and other non-central office administrators.3. The findings suggest that the overall expected benefits of a management by objectives program, when measured by the responses to the School Management Questionnaire, did exist in the eleven school districts included in the study.

There is no abstract available for this dissertation.

D.Ed. / The focus of this research is on the development of human potential in South Africa as well as on the role of education in this regard. The aim of the research was to identify the educational needs of South Africans and to formulate appropriate educational goals that could promote the optimal development of human potential in South Africa, which is also part of the "global village". Special attention is given to the development of the human potential of the poor, as this will contribute towards the alleviation of the widespread poverty in the country. Some of the relevant issues discussed are the following: The history of the South African educational system, poverty and its consequences in South Africa, the concepts of equality and equity, equality as a democratic principle, basic human rights, the implications of democracy, the implications of the process of globalising and the interdependence between the development of human potential and economic growth. The decision to use qualitative research methods is motivated. Research data on educational needs are noted. These data were collected by studying relevant literature, articles published in the press, radio and television programmes and by attending different national and international seminars on topics relevant to the development of human potential. Data obtained by doing fieldwork are also noted. These data were collected by interviewing poor people from different regions in South Africa. In addition, data were also obtained from personal and electronic interviews with South African experts in the field of the development of human potential. The opinion that South Africa can benefit from the experience of other developing countries with similar problems to that of South Africa, with regard to the development of human potential, is also motivated. Three of such developing countries were identified. Data collected from electronic interviews with experts in Colombia, Brazil and Argentina are noted. By analising the data, various educational needs could be identified. These educational needs are categorised as follows: Educational needs that are relevant to the daily existence and survival of people. Educational needs that stem from the fact that modern life requires from human beings to assert themselves in, and to continuously adapt to the rapidly changing community and world. Educational needs linked to human cognition. Educational needs relevant to the non-material, psychological, spiritual, and social needs of people. A number of specific educational needs are listed under each category. The process to verify the results is noted. The results were submitted for comment to an international expert in the field of the development of human potential in developing countries. Results were also submitted to a national expert. The acceptance of the results as valid, as well as additional contributions by both of the experts, is noted. Four general educational goals with regard to the development of human potential in South Africa are formulated as follows: To enable the learner to live independently as an adult. To enable the learner to assert himself or herself in daily life and to be able to adapt to, and to keep up with the continuous changes in the environment. To develop the cognitive abilities of learners optimally. To provide for the non-material, psychological, spiritual and social needs of learners. A number of specific educational goals are linked to each of the four general educational goals. Finally, recommendations are made with regard to the health level of communities, the self concept of learners, the nature of the civil society, literacy, proficiency in English, computer skills, the training of teachers and the outcomes based education model. The development of the cognitive abilities of learners is singled out as most important with regard to the development of human potential in South Africa.

The object of this study is to evaluate the aims of education in a liberal democratic society in terms of an ethical theory which is compatible with the basic philosophy which inspires that society. Evidence is given to show that British Columbia is a liberal democratic society in the sense that it is composed of a number of social groups which hold different systems of values, and because it exhibits a primary concept of widespread concern for the value of individual and group freedom in any issues which do not directly involve the safety of the state. Further evidence is given to show that such a society operates on the practical basis that values are relative rather than absolute. The study thus proposes a philosophical system known as the emotive theory of ethics as the best means of justifying such relativity and of supplying a method of reaching agreement when disputes between different value systems arise. Finally it is shown that official statements of the aims of the educational system of British Columbia are vague and lacking in logical coherence, mainly because they are based upon a theoretical acceptance of the concept of absolute values which is impractical among the multitude of groups which comprise the society. Therefore, since there is a lack of agreement upon the ends and means of moral education, recent official pronouncements have tended to avoid specific mention of moral education and replace it by intellectual education as the prime aim of the educational system. The study concludes with the suggestion that, in a society where values are to all practical purposes relative to individuals and groups, formal training in the nature of morals is essential to national survival. It further suggests that such training might best follow the direction given by the emotive theory of ethics, since this theory provides the most satisfactory explanation of relative values. Suggestions are also made concerning the means of including formal moral training in the present curriculum without undue disruption. / Education, Faculty of / Graduate

Submitted in Fulfilment of the Requirements for the Degree of MAGISTER EDUCATIONIS in the Department of PhilosophY of Education in the University of Zululand, 1977. / In the study of man's struggle for existence, throughout the history of humanity and in all parts of the world, two distinct phenomena emer.ge, that of society and that of culture. In an investigation of life cf a people, it is necessary, therefore, to distinguish clearly between these two concepts. Herskovits (1, p. 29) while emphasizing the necessity for distinguishing the concept culture from its sister concept society, at the same time stresses their essential interrelated= ness. Not only is man a social being who essentially lives in groups but every distinguishable human group is an organized aggregate of individuals who follow a given way of life. / The Research Committee of the University of Zululand

"It is the purpose of this paper to record some of the activities in Barwick High School during the first three years of participation in a Cooperative Study, to analyze the experience for values derived from the experience for possible future instruction, and to be used for guidance in pursuing similar experiences. Not all activities in the Cooperative Study will be taken up. The activities taken up will not be exhausted as to value received"--Introduction. / "July, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 35).

"The purpose of this paper is not to set up policies for the Wakulla County school but rather to bring together some of the policies expressed in the minutes of the Wakulla County Board of Public Instruction, and other statements of policy that have made themselves felt in the operation of the schools since 1949. In the summer of 1949 the principals, supervisor, and superintendent drew up policies to govern the administration of the schools as regards students, teachers, custodians, and bus drivers. These policies were never officially adopted by the Board and so have not been of universal effectiveness"--Introduction. / Typescript. / "August 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 49-50).