This study provides a critical interrogation of the perceptions held by the undergraduate Philosophy of Education students at an open and distance learning institution, towards African philosophy. The study is premised on famed Kenyan philosopher, Odera Henry Oruka‟s classification of African philosophy into four trends: ethno-philosophy, philosophic sagacity, nationalist-ideological philosophy and professional philosophy. These trends confirm that African philosophy is more than traditions, culture or ubuntu, and more complex than the students make it to be. The study makes a link between the students‟ flawed perceptions of African philosophy with their lack of critical thinking skills. The study has attempted to answer questions such as why students have flawed perceptions of African philosophy; how critical thinking assists in changing their perceptions of African philosophy, and what role can the education system play in equipping students with critical thinking skills. The study‟s findings show that undergraduate Philosophy of Education students conflate African philosophy with African people‟s traditions and cultures, and with ubuntu. Students perceive that African philosophy lacks reason and rationality - key elements of critical thinking. The study‟s findings show that students lack critical thinking skills. The study notes that the way students are taught makes a large contribution to their perceptions and lack of critical thinking skills. The study makes the following recommendations. Firstly, to deal with the problem of students‟ conflations, the study recommends the introduction of the principles of African philosophy, namely, ubuntu, communalism and indigenous knowledge systems (IKS) in the school curriculum, and to emphasise these principles in the curricula of higher education institutions. Secondly, the study recommends the introduction of philosophy for children (P4C) in schools. It is envisaged that P4C will assist learners to acquire critical thinking skills at an early stage of learning. Thirdly, the study recommends the teaching of critical thinking skills at universities. Finally, the study recommends that in- service training be made an integral part of teachers‟ and lecturers‟ professional training, to bring them up-to-date with new ideas and methods of teaching. / Educational Studies / D. Ed. (Philosophy of Education)

Text in Afrikaans / 'n Verkennend-beskrywende, interpretatiewe, meta-teoretiese studie is onderneem om die invloed van epistemologiese relativisme op opvoedkundige teorievorming te ondersoek. Die verwagting bestaan, in 'n tydsgees wat die kompleksiteit van die kenterrein van die Opvoedkunde benadruk, dat die opvoedkundige objektiewe en praktykrigtende kennisuitsprake aangaande die kenterrein van die Opvoedkunde sal maak. Om aan laasgenoemde verwagting te kan voldoen, is dit vir die opvoedkundige nodig om die kenterrein van die Opvoedkunde te betree en interpretatiewe, kontekstueel-funksionele kennisuitsprake te maak. Vanuit 'n tradisionele perspektief op wetenskapsbeoefening en rasionaliteit kan aantygings van epistemologiese relativisme ontstaan teen kennisuitsprake wat die kenterrein interpreteer. Dit is egter moontlik om aantygings van epistemologiese relativisme in opvoedkundige teorievorming te weerle, indien 'n verbrede beskouing van rasionaliteit in die Opvoedkunde gehuldig word. Op grond van die verband wat tussen taal, interpretasie en rasionaliteit bestaan, word meta-norme van rasionaliteit wat met taalgebruik en interpretasie verband hou, ge"identifiseer. Die mensbeskouing van die Eksistensiele Fenomenologie en Habermas se Teorie van Kommunikatiewe Rasionaliteit het dit in gemeen dat dit die moontlikheid erken dat mense deur middel van taalgebruik 'n gemeenskaplike realiteit kan identifiseer wat ook as 'n vertrekpunt in wetenskaplike gesprekvoering kan dien en wat objektiewe kennisuitsprake moontlik maak. Die mens se interpretasie van die werklikheid deur middel van taal is 'n ontiese gegewene, daarom word dit gestel dat die navorser se interpretasie van 'n kenobjek deur middel van taal deur. meta-norme van rasionaliteit onderle word. Met die grondliggende aanname dat daar metanorme van rasionaliteit bestaan wat met taal en interpretasie verband hou, word 'n verbrede begrip van rasionaliteit in die Opvoedkunde, wat interpretatiewe kennisuitsprake van die opvoedkundige akkommodeer, voorgestel. Omdat daar meta-norme van rasionaliteit bestaan wat met taalgebruik en interpretasie verband hou, is dit vir opvoedkundiges moontlik om binne hulle eie paradigmatiese kontekste die kenterrein van die Opvoedkunde funksioneel te interpreteer, sonder om in epistemologiese relativisme te verval. Op grond daarvan dat meta-norme van rasionaliteit bestaan, is dit vir opvoedkundiges moontlik om oor die kenterrein van die Opvoedkunde in gesprek te tree en toenemend objektiewe kennisuitsprake, wat die kontekste van individuele paradigmas oorskry, te maak. / An investigative, descriptive, interpretative, meta-theoretical study was undertaken to determine the influence of epistemological relativism on educational theory formation. It is expected that, at a time when the complex nature of Education is being emphasised, educationists will make objective as well as functional, directive knowledge statements about the education epistemic. To fulfil the latter expectations, it is necessary for educationists to enter into the education epistemic and make interpretative, contextually functional knowledge statements about education. From a traditional perspective on the practice of science and rationality, allegations of epi stemological relativism may arise against statements which interpret the education epistemic. However, it is possible to allay allegations of epistemological relativism in educational theory formation, if a broadened view of rationality is upheld in Education. On the basis of the relation between language, interpretation and rationality, meta-norms of rationality are identified that relate to language usage and interpretation. Existential Phenomenology and Habermas's Theory of Communicative Rationality correlate in their acknowledgement of the possibility that people can, through language usage, identify a common reality which can also seNe as point of departure in scientific discourse, while at the same time facilitating objective knowledge statements. A person's interpretation of reality by means of language is an ontic premise and, therefore, it is stated that the researcher's interpretation of an object of study is based on language through meta-norms of rationality. With the basic assumption that there are meta-norms of rationality which are related to language and interpretation, a broadened understanding of rationality in Education, which accommodates interpretative knowledge statements, is suggested. Because meta-norms of rationality exist which are related to language interpretation, it is possible for educationists to make a functional interpretation, within their own paradigmatic context, of the education epistemic, without lapsing into epistemological relativism. On the basis of the existence of meta-norms of rationality, education discourse becomes possible between educationists, and they can make increasingly objective knowledge statements, which extend beyond the context of individual paradigms. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

The aim of this study is to deal with the theoretical and philosophical aspects of Christian education and to evaluate the realisation thereof in Gazankulu schools. Concepts dealing with the study, such as education, Christian education, learning, teaching, pedagogy, religion and Christianity are firstly discussed. A brief background of the area of study is also given. Secondly a philosophical orientation is given in which an attempt is made to answer the question 'What is philosophy?'. Important aspects of a Christian philosophy is also established and philosophical categories, the nature and aims of Christian education are discussed. Christian schooling are thirdly discussed, especially Christian schooling as it ought to be. Important aspects thereof, such as major learning goals and components of the education situation are dealt with. The position and status of scripture teaching in school, as well as the position of religious education in Gazankulu are outlined. In the fourth place, an empirical study to evaluate the stand of Christian education in Gazankulu schools, are discussed. This study involved principals, parents, pupils and teachers. Finally conclusions are given and certain recommendations regarding Christian education are made. / Die doel van hierdie studie is om die teoretiese en filosofiese aspekte van Christelike onderwys te deurgrond en om die realisering van hierdie aspekte in skole in Gazankulu te evalueer. Begrippe wat met die studie te make het, soos opvoeding, Christelike onderwys, onderrig-leer, pedagogie, geloof, en Christelikheid, word bespreek. 'n Beknopte oorsig van die studiegebied word ook gegee. Daar word tweedens 'n filosofiese orientering gegee, waarin daar gepoog word om vrae soos 'Wat is filosofie?' te beantwoord. Belangrike aspekte van 'n Christelike filosofie word ook bespreek en filosofiese kategoriee, die aard van en doelstellings met Christelike onderwys, word aangespreek. Christelike onderwys, en veral Christelike onderwys soos dit behoort te wees, word derdens bespreek. Belangrike aspekte daarvan, soos die onderrigleerdoelstellings en die komponente van die opvoedingsituasie word aangeraak. Die plek en status van Bybelonderrig in Gazankulu word ook beskryf. In die vierde plek word 'n empiriese ondersoek om die stand van Christelike onderwys in Gazankulu te evalueer, bespreek. Hierdie ondersoek het hoofde, ouers, leerlinge en onderwysers betrek. Laastens word daar tot sekere gevolgtrekkings gekom, en aanbevelings gemaak ten opsigte van Christelike onderwys. / Educational Studies / M. Ed. (Philosophy of Education)

La Théorie de l’agir communicationnel (1981), du théoricien allemand Jürgen Habermas, figure parmi les plus importants ouvrages de sociologie et de philosophie sociale du XXe siècle : son caractère universaliste, visant l’élaboration d’une théorie globale de la société occidentale moderne, en fait un écrit dont la réputation n’est plus à faire dans une diversité de champs académiques issus des sciences sociales. Toutefois, la théorie habermassienne n’a inspiré à ce jour qu’un nombre restreint d’études portant spécifiquement sur son articulation à l’éducation, que ce soit sur le plan de la nature de l’activité éducative ou encore d’une caractérisation théorique de l’éducation moderne institutionnalisée : ainsi, comment la théorie de l’agir communicationnel nous permet-elle de mieux comprendre les rouages de l’acte éducatif moderne et contemporain ainsi que l’évolution historique, politique et sociale des institutions scolaires européennes et nord-américaines? En tant que théorie de la société basée sur un renouvellement communicationnel du concept de rationalité, de quelle façon s’inscrit-elle dans une tradition philosophique éducative aux sources de l’école occidentale, et nous renseigne-t-elle sur les fondements de la relation pédagogique entre maîtres et élèves? En proposant une série de considérations à ce propos, cette thèse représente à la fois une étude des rapports entre la pensée philosophique et sociologique d’Habermas et l’éducation ainsi qu’une forte critique de celle-ci : en effet, la problématique centrale qui se dresse et subsiste à une articulation de la théorie habermassienne à différentes sphères éducatives demeure celle du statut de l’enfant dans un tel système rationaliste qui, malgré ses visées émancipatoires et libératrices pour l’acteur social, perpétue une négation de l’enfance propre au rationalisme de Platon à Kant. Dès lors, comment réfléchir l’éducation contemporaine à l’aune de la pensée habermassienne? Comment, finalement, penser l’éducation pour et contre Habermas? / The Theory of Communicative Action (1981), by the German theorist Jürgen Habermas, is among the most important works of sociology and social philosophy of the 20th century: its universal character, which aims to develop a comprehensive theory of the Western modern society, benefits from a well-established reputation in a variety of academic fields from social sciences (philosophy, sociology, anthropology, political science, law, history, ethics, etc.). However, to date, Habermas's theory has only inspired a limited number of studies in education in terms of the nature and aims of the educational activity or the theoretical characterization of institutionalized education in Modernity : thus, how does the theory of communicative action allow us to better understand the foundations of education’s historical, social and political development in Europe and North America? As a theory of society based on a communicative reinterpretation of the concept of rationality, how does Habermas's theory, as a prolongation of the educational and philosophical traditions at the sources of the Western modern school, can inform us about the mechanisms of the pedagogical relationship between teachers and students? In proposing a series of considerations to answer these questions, this thesis is both a study of the relationship between the philosophical and sociological thought of Habermas and a strong critic of his perspective : the central issue that remains unanswered from the philosopher is the child's status in such a rationalistic system that, despite its emancipatory and liberating ideals for the social actor, perpetuates a form of denial of childhood present in the rationalist tradition from Plato to Kant. How can we then reflect on contemporary education regarding Habermas's theory? How, finally, can we conceptualize education with and against Habermas?

This mixed methods research study explored students’ perceptions of Christian campus culture at three Christian institutions of higher education. The aim of this study was threefold: to comprehend why students want to obtain an education within a Christian campus culture; to understand students’ perceptions of and experiences with the Christian campus culture at their Christian university/college; and to decipher the presence of predominant characteristics of Christian campus culture at all three Christian institutions. Qualitative and quantitative data demonstrated that while many students attend their Christian institution due to personal conviction or their Christian identity, other students attend their Christian university or college because it was the best financial decision for them. Additionally, students often indicated that there was not one sole reason for their choice of school, but a combination of various factors that influenced their decision. Additionally, this research study was able to gain insight into students’ perceptions and experiences with Christian campus culture. Interestingly, the major components that were vital to each research site’s environment were present at all three research sites. Therefore, while each institution varied in size, student population, and location, the most frequently noted characteristics were seen at all three Christian institutions. Students often described their environment, the “bubble,” as limiting but safe. However, students also mentioned that the sense of community that they felt within their Christian campus culture encouraged them to interact with people—students, professors, and staff—that were invested in them academically, socially, and spiritually. Students also noted that their institutions make a conscious effort to create an academic environment that integrates faith and learning. In both the quantitative and qualitative data, students pointed to Bible classes and chapel as evidence of their institution’s integration of faith and learning (IFL). Upon further discussion, the participants stated that IFL was often in the way that their professors taught and interacted with them. While IFL remained an integral part of students’ experience with Christian campus culture, students continued to emphasize their invested professors as quintessential features not just in the classroom but also throughout their Christian campus environment. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

by Tse Kwan-choi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 181-185). / TITLE PAGE / ACKNOWLEDGMENTS / DECLARATION / ABSTRACT / TABLE OF CONTENTS / LIST OF FIGURES / LIST OF TABLES / CHAPTERS: / Chapter 1. --- INTRODUCTION / Chapter 1.1 --- The Constitutional Questions --- p.1 / Chapter 1.2 --- Objectives and Significance --- p.2 / Chapter 1.3 --- Organization of Chapters --- p.4 / Chapter 2. --- THE REPRODUCTION THESIS IN SOCIOLOGY OF EDUCATION / Chapter 2.1 --- Controversies over School as an Agent of Socialization --- p.5 / Chapter 2.2 --- Samuel Bowles and Herbert Gintis on Education and Reproduction:What do schools do for capitalism? --- p.7 / Chapter 2.3 --- The Correspondence Principle: How do schools produce workers --- p.9 / Chapter 2.4 --- A Synopsis: the Formalization of Correspondence Principle --- p.11 / Chapter 2.5 --- Research on the Reproduction Thesis: An Overview --- p.13 / Chapter 2.6 --- Theoretical Criticisms and Evaluation: --- p.17 / Chapter 2.7 --- Setting the Research Agenda: Hypothesis for Test in the Present Study --- p.22 / Chapter 3. --- RESEARCH METHOD / Chapter 3.1 --- General Research Design --- p.25 / Chapter 3.2 --- Subjects and Sampling --- p.25 / Chapter 3.3 --- Procedures of Data Collection and Analysis --- p.27 / Chapter 3.4 --- Instruments and Measurements --- p.29 / Chapter 3.5 --- A Portrait of the 56 Schools --- p.39 / Chapter 4. --- "THE CONTEXT OF HONG KONG SECONDARY SCHOOL SYSTEM: DEVELOPMENT, DIFFERENTIATION AND INEQUALITIES" / Chapter 4.1 --- Political Economy and Education: The Structure and Development of Secondary Educational System Under a Colonial-capitalist Society --- p.42 / Chapter 4.2 --- The Differentiation of Hong Kong Secondary School System --- p.46 / Chapter 4.3 --- Differentiation and Inequalities --- p.49 / Chapter 4.4 --- Conclusion --- p.59 / Chapter 5. --- THE RESEMBLANCE THESIS / Chapter 5.1 --- Preamble --- p.61 / Chapter 5.2 --- The Dominate-subordinate Relationship between Teachers and Students --- p.61 / Chapter 5.3 --- Alienated Learning in School Life --- p.68 / Chapter 5.4 --- "Competition, Ranking and Evaluation" --- p.74 / Chapter 5.5 --- Personality and Reward System --- p.76 / Chapter 5.6 --- A Recapitulation --- p.81 / Chapter 6. --- THE FORMATION OF CONSCIOUSNESS THESIS / Chapter 6.1 --- Foreword --- p.83 / Chapter 6.2 --- The Formation of Personality --- p.83 / Chapter 6.3 --- The Orientation to Discipline --- p.88 / Chapter 6.4 --- Work Orientation --- p.91 / Chapter 6.5 --- Views on Knowledge --- p.94 / Chapter 6.6 --- Students' Educational Endeavour --- p.96 / Chapter 6.7 --- Meritocratic Orientation and Social Justices --- p.99 / Chapter 6.8 --- Students' View on the Possibility of Social Change --- p.101 / Chapter 6.9 --- A Recapitulation --- p.103 / Chapter 7. --- THE DIFFERENTIATION THESIS / Chapter 7.1 --- Preamble --- p.105 / Chapter 7.2 --- A Sketch of the Six groups of Schools --- p.106 / Chapter 7.3 --- Who Get Admitted --- p.111 / Chapter 7.4 --- Social Relationships in the Six Groups of School --- p.115 / Chapter 7.5 --- Social Consciousness of the Six Groups of School Students --- p.133 / Chapter 7.6 --- Review of the Chapter --- p.151 / Chapter 8. --- EPILOGUE:RETHINKING THE REPRODUCTION THESIS / Chapter 8.1 --- A Recapitulation --- p.153 / Chapter 8.2 --- Theoretical Discussion on the Correspondence Principle --- p.160 / Chapter 8.3 --- Limitations --- p.165 / Chapter 8.4 --- Research Directions --- p.167 / CHAPTER NOTES --- p.169 / BIBLIOGRAPHY --- p.175 / APPENDICES / Copies of Student's and Teacher's Questionnaires

Delivered through the medium of a Community of Philosophical Inquiry, this thesis outlines the experience of engaging prisoners in philosophical conversation, thereby articulat-ing the relevance of this type of education for those in long-term confinement. The research, which took place in two prisons, explores the role of prison education, community dialogue and active philosophising in encouraging personal development. With similar populations but contrasting characters, HMPs Grendon and Full Sutton provided the backdrop to grounded, ethnographically-led research. The research design reflects the exploratory nature of the approach. Derek Layder’s adaptive theory has provided a methodological framework, whilst the theoretical framework draws on desistance literature, prison sociology, and philosophical pedagogy to enhance and develop understanding of the emergent themes. However, as a criminological piece of research, it sits within the criminological, and more specifically, prison sociological paradigm. The thesis culminates in a discussion of personal development that articulates the role of education in developing growth identities among prisoner-participants. The research de-scribes the role of philosophical dialogue in developing trust and relationships between and among the participants; the relevance of this type of education to prisoners’ psychological wellbeing; and the significance of the subject-matter to participants’ perspectives. The thesis argues that prison promotes the formation of a hyper-masculine ‘survival’ identity. It goes on to argue that education, and more specifically philosophy education, can play a role in culti-vating growth identities that encourage personal exploration, self-reflection, and development of new interests and skills among prisoners.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-03-26T12:15:20Z No. of bitstreams: 1 transgressao_moralidade.pdf: 16529001 bytes, checksum: 4ce3026d4364027f6553c7f3b7257409 (MD5) / Made available in DSpace on 2015-03-26T12:15:20Z (GMT). No. of bitstreams: 1 transgressao_moralidade.pdf: 16529001 bytes, checksum: 4ce3026d4364027f6553c7f3b7257409 (MD5) Previous issue date: 2012 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Neste trabalho buscou-se refletir sobre a obra de uma escritora brasileira do século XIX - Nizia Floresta Brasileira Augusta. Trata-se de uma pesquisa qualitativa, de cunho historiográfico e base documental, que questiona qual a filosofia de educação que Floresta defendeu em suas obras? Foi feita pesquisa em jornais da época e em edições póstumas, teses, dissertações, artigos e obras de e sobre Nizia. Foi realizada uma busca por documentos em museus, igrejas, no Espaço Cultural Nísia Floresta, em escolas, arquivos públicos, arquivos históricos e Instituto Histórico (tanto no Rio Grande do Sul, como no Rio Grande do Norte). A tese apresenta o argumento base de que Nizia Floresta, professora e escritora brasileira do século XIX rompeu, mas simultaneamente manteve alguns princípios da época como, por exemplo, a visibilidade do argumento feminino no debate sobre a educação brasileira e, em especial, a educação das mulheres. A ruptura foi a politização dessa realidade e a permanência foi a manutenção da maior parte dos conteúdos ensinados para as mulheres, bem como a proposta de uma educação moral para as meninas. Ao fazer uma releitura dos textos e obras de Nizia Floresta foi feito um levantamento das pesquisas sobre os materiais produzidos por Nizia, bem como outros vestígios que demarcam suas convicções em torno de uma filosofia de educação nisiana, além de constar um diálogo com teóricas latinoamericanas, em especial Marcela Lagarde y de Los Rios, Margarita Pisano e Heleieth Saffioti, bem como Constância Duarte. Ao contextualizarmos a Europa e o Brasil que Floresta conheceu, bem como a vida das mulheres e seu papel social, percebe-se o quanto é singular o olhar de Nizia Floresta. A sua filosofia de educação foi analisada a partir de obras e dos estabelecimentos educacionais fundados por ela, bem como através da análise dos hábitos das meninas no Colégio Augusto, da disciplina, dos castigos e conteúdos estudados. Evidenciaram-se as virtudes que ela ensinava às meninas, bem como a aproximação de seu pensamento com a Igreja Católica Apostólica Romana, com as ideias de Rousseau e Comte, com o ideário de ordem social, progresso, abolicionismo, educação moral para as meninas, equidade e relações de gênero entre homens e mulheres. A tese esclarece conceitos fundamentais na filosofia de educação nisiana: reforma na educação, papel da mulher, utilitarismo, família, educação moral, ordem social, valores e relações de gênero entre homens e mulheres. Aponta-se as suas relações com Comte, a aliança que Floresta propõe entre pais e espaços educativos, suas aproximações com Rousseau e teorias feministas. Sua relação com o abolicionismo, o modelo de família e o papel da mulher na filosofia de educação nisiana são exclarecidos. Mostram-se as contradições encontradas na filosofia de educação nisiana. Analisa-se o diálogo entre A mulher e o Sacerdote, a importância das mulheres, dos salões e a lógica androcêntrica presente no pensamento de ambos intelectuais, Comte e Floresta. Verifica-se que há aproximações entre o positivismo utilitarista e o utilitarismo de Floresta, o cientificismo comteano; a visão de trabalho regular e educação moral; o entendimento sobre a metafísica; a república positiva, a questão da ordem e do altruísmo. / In this work we tried to reflect about the work of a 19th century Brazilian writer - Nizia Floresta. This is a qualitative research, nature of historiography and documentary base, that questions which education philosophy did Nizia Floresta defend in her work? We made research in paper of her time and in posthumous editions, theses, dissertations, articles and work of Nizia and about her. A search for documents at museums, churches, at Espaço Cultural Nizia Floresta, at schools, at public and historic archives and at The Institute of History (both in Rio Grande do Sul and Rio Grande do Norte) was made. This thesis presents the basic argument which Nizia Floresta, teacher and Brazilian 19th century writer, broke with, but, simultaneously, she kept some principles of the time, like, for example, the visibility of the feminine argument on the debate about the Brazilian education and, in particular, about women education. The rupture was the politicization of this reality and permanence was the maintenance of most of the content taught to women as well as the proposal for a moral education for girls. When making a rereading of texts and works of Nizia Floresta was made a survey of research on materials produced by Nizia and other traces that mark her beliefs around her education philosophy, including a theoretical dialogue with Latin American, particularly Marcela Lagarde y de Los Rios, Margarita Pisano and Heleieth Saffioti and Constância Duarte. When we contextualize Europe and Brazil that Nizia Floresta knew, and how were women life and their social role, we see how singular is the view of Nizia Floresta. Her education philosophy was analyzed from her works and educational institutions founded by her, as well as the girls habits at Colégio Augusto, the discipline, the punishments and studied contents. Were seen the virtues she taught to girls, and the relation between her thoughts and the thoughts of the Roman Catholic Church, Rousseau and Comte, with the ideals of social order, progress, abolitionism, moral education for girls, equity and gender relations between men and women. The thesis explains fundamental concepts in the Nizia Florestas education philosophy: educational reform, utilitarianism, family, moral education, social order, values and gender relations between men and women. We can see the relations of her work with Comte, the alliance that Floresta proposed between parents and other educational spaces, as well as her approximations with Rousseau and feminist theories. The relation with the abolitionism, the family model and the women role in the educational philosophy of Nizia are shown, as well as the contradictions found in her educational philosophy. We analyzed the dialogue between The Woman and the Priest, the importance of women, the lounges and andocentric logic that is present in the thoughts of both intellectuals. We compared utilitarian positivism and Florestas utilitarianism, Comtes scientism and Nizia?s educational philosophy, as well as the conception of education in the positive Republic and education proposed by Floresta. We investigated the conceptions of Revolution in Comte?s work and Floresta?s and the idea of progress in both works. We clarified how far positivism interfered in the Nizias education philosophy, as well as Comte?s view on women; the regular work and moral education vision; the understanding of metaphysics; the positive Republic, the point of order and altruism.

University of Macau / Faculty of Education

In this dissertation I examine the discourse of music educators as it relates to musical aesthetics in the United States from the creation of the Music Supervisors’ Conference in 1907 to the year of the publication of Basic Concepts of Music Education: The Fifty-Seventh Yearbook of the National Society for the Study of Education, Part 1 in 1958. The purpose of this dissertation is to show that philosophical discussion, especially in relation to musical aesthetics, was much more comprehensive than previously acknowledged. The conventional view that the arguments supporting music education were primarily utilitarian is a limited interpretation of the discourse prior to 1958. In actuality, arguments about music extended beyond its practical social, economic, and political utility. Additional aesthetic theories guided the field and girded ideas of musical understanding and informed instruction. A better understanding of the discourse of this period contributes to more informed conversations about musical aesthetics and its relation to music education. Utilizing philosophical analysis and archival research, I argue in this dissertation that the philosophical discourse relating to musical aesthetics was rich, varied, insightful, and pervasive. The evidence in this dissertation refutes the standard interpretation which eschews the possibility of discourse on aesthetics taking place prior to 1958. I show that there was deeper philosophical analysis than what is currently acknowledged by those who presently make the claim that what was intended to happen generally in the field of music education and during instruction was solely guided by utilitarian philosophy. In other words, it expands the current understanding of philosophical discourse relating to musical aesthetics in music education before the Music Education as Aesthetic Education movement that is argued to begin with the publication of Basic Concepts.