Thesis (doctoral)--Schlesiche Friedrich-Wilhelms-Universität zu Breslau. / "Die vollständige Arbeit wird später im Buchhandel erscheinen": t.p. verso. Vita. Includes bibliographical references.

Thesis (doctoral), Universität Köln. / Includes bibliographical references and index.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 460-478).

Inaug.-diss.--Zürich.

Thesis--Lund. / Extra t.p. with thesis statement inserted. Summary in English. Includes bibliographical references.

Inaug. Diss.--Basel. / Includes bibliographical references.

James Connolly (1868-1916), Socialist leader, labour union organiser and Irish Republican general, pursued an active career of over thirtyfive years duration in left-wing politics during the period of the Second International. During this time, he played an influential role in the Social Democratic and Labour movements in Ireland, Scotland and the United States. This stuy examines his relationships with the activists and organisations of left-wing labour in Scotland in the period 1890-1916 and moreover, seeks to establish his significance as a "Marxian Syndicalist"; an activist working in a Marxist tradition distinct from both the state socialism of the Social Democratic International and the Marxism - Leninism of the Comintern. Connolly's formative years in the Social Democratic and labour movements of his native Edinburgh (1890-96) are examined in some detail, and an attempt is made to delineate some characteristics both of the mainstream of British Marxism and of the uniqueness of the situation in Edinburgh, which were important for his personal development. Subsequently, his importance in the secession of the Scottish 'impossibilist' faction from the all-British Marxist movement in 1902-3 is analysed. At this point, there is some emphasis on the theories of the Alrerican Marxist, Daniel De Leon, and of their importance both in Connolly's further theoretical development and of the Scottish Left generally. The American contribution to Connolly's thought - and his mature response to it - is then followed up, some consideration being given to his work in the American socialist movement in 1903-10. In the light of this experience, Connolly's further influence on Scottish leftwing labour in the period 1910-15 is traced; particular emphasis is laid on the Syndicalist elements in his thought and on the Scottish responses to it. Finally, there is some discussion of the relationship between the themes of Nationalism, Marxism and Syndicalism within the history of the Scottish Left in the period 1890-1920, and the concrete failure of Marxism within the Scottish working class movement is assessed against the background of the manifest advances of the nontheoretical parliamentary Labour Party.

Zugl.: Diss. / Includes bibliographical references (p. [233]-244) and index.

Thesis (Ph.D.)--Växjö University, 2007. / Includes bibliographical references (p. 419-434).

Made available in DSpace on 2016-08-03T16:15:45Z (GMT). No. of bitstreams: 1 CarolineMF.pdf: 408007 bytes, checksum: 25cbdb0c37a87a135a85acaa4fdf8505 (MD5) Previous issue date: 2014-03-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work linked to the Educational Policy and Management line articulates the ongoing research and examines the historical period from 1917 to 1930, when Bolsheviks educators influenced the Soviet education in the process of building the revolutionary society. This important historical context generated our interest on the topic, that led us to have contact with a period restricted by educational discussions. Thus, we intend to investigate who were the educators who contributed to the advancement of Soviet education, which was thought by them and which ideas about education were realized through educational policies. Through a study of the revolutionary era in Russia, we intend to present the educational principles of Moisey Mikhaylovic Pistrak (1888-1940), Nadejda Konstantinovna Krupskaya (1869-1939) and Anatóli Lunacharsky (1875-1933). We will try to determine whether the proposals of some of these educators (or all) for the time actively contributed to the establishment of a socialist educational practice, based in marxism. Each one with its practices and studies helped building what is known in history as a socialist pedagogy, based on the collective idea linked to the broader movement for social transformation. The hypothesis about the practical importance of these authors will be investigated throughout the work. The research tries to contribute to a discussion about the possible values in contemporary education, which ideally should value the work of the human being and humanitarian relations between men. However, in the local context we did not have access yet to a lot of studies related to the topic. Despite this fact, the research is justified as an analysis of the historical period known for its importance to the developments in contemporary society. Part from the assumption that in the post-revolutionary period happened great intellectual and cultural ferment, generating several different proposals in the school organization area, the pedagogical action, the relationship between school-society, school-production units, socialist education and citizenship, etc. During the research, for each educator to be studies, it was necessary to find in their works the presence of four relevant themes in the Soviet debate that period: the new Soviet society (dominant role of the state, the decline in the role of church and family, claim the economic system of participation in education); the organization of teaching through problem (modular system) approach; the process of cultural revolution and the construction of the new man; and the polytechnic. To substantiate the issues, it is necessary to characterize the position of educational thought and action of each author. In addressing the issues we will also seek other authors interested in the Soviet education and the doctrinal trends in the field of education. We therefore conclude that the research will contribute to academia, to study of pedagogy and educational policy, and to understanding the thinking of Bolsheviks educators. / O presente trabalho, ligado à linha de Políticas e Gestão Educacional, examina o período histórico de 1917 a 1930, em que educadores bolcheviques influenciaram a educação soviética em pleno processo de construção da sociedade revolucionária. Esse importante contexto histórico gerou o interesse pelo tema remetendo este estudo a um período atravessado por discussões educacionais. Assim, procurou-se pesquisar quais foram os educadores que contribuíram para o avanço da educação soviética, o que foi pensado por eles e quais ideias sobre educação foram concretizadas por intermédio de políticas educacionais. Por meio de um estudo da época revolucionária da Rússia, buscou-se apresentar os princípios educacionais de Moisey Mikhaylovic Pistrak (1888-1940), Nadejda Konstantinovna Krupskaya (1869-1939) e Anatóli Lunatcharsky (1875-1933). Tentou-se apurar se as propostas de alguns desses educadores (ou de todos) para a época contribuíram ativamente na implantação da prática pedagógica socialista, fundada no marxismo. Cada um com suas práticas e estudos ajudou a construir o que se conhece na história como uma pedagogia socialista, baseada na ideia do coletivo vinculada ao movimento mais amplo de transformação social. A hipótese sobre a importância prática desses autores foi investigada ao longo do trabalho. A pesquisa intentou contribuir com uma reflexão acerca dos valores possíveis na educação contemporânea, que idealmente deveria valorizar o trabalho do ser humano e as relações de caráter humanitário entre os homens. Contudo, no contexto local não se conseguiu ter acesso, ainda, a uma grande quantidade de estudos relacionados ao tema. Não obstante esse fato, a pesquisa justifica-se como uma análise do período histórico conhecido por sua importância para a evolução da sociedade contemporânea. Parte-se da suposição de que no período pós-revolucionário aconteceu grande efervescência intelectual e cultural, gerando inúmeras propostas diferenciadas nos terrenos da organização escolar, da ação pedagógica, da relação escola-sociedade, da relação escola-unidades de produção, da relação entre educação e cidadania socialista etc. No decorrer da pesquisa, para estudar cada educador, foi preciso buscar em suas obras a presença de quatro temas relevantes no debate soviético daquele período: a nova sociedade soviética (papel dominante do Estado, declínio no papel da igreja e da família, reivindicação do sistema econômico de participação na educação); a organização do ensino por meio da abordagem de problemas (sistema modular); o processo de revolução cultural e a construção do novo homem; e a politecnia. Para fundamentar os temas, foi necessário caracterizar a posição do pensamento e a ação educacional de cada autor. Na abordagem dos temas, buscou-se também outros autores interessados pela educação soviética e pelas correntes doutrinárias no terreno da educação. Considera-se que a pesquisa contribuirá à academia, ao estudo da pedagogia e da política educacional, e à compreensão do pensamento dos educadores bolcheviques.