Thesis (M.S. Ed.)--Bank Street College of Education, New York, 1998. / Typescript. Includes bibliographical references (leaf 145).

Made available in DSpace on 2015-07-13T12:10:16Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-03-04. Added 1 bitstream(s) on 2015-07-13T12:25:30Z : No. of bitstreams: 1 000838387.pdf: 819073 bytes, checksum: f03767f9563b133a05d3dba9fdc22bff (MD5) / Trata-se de investigar nas Conferências, pronunciadas por F. Nietzsche, intituladas Sobre o futuro de nossos estabelecimentos de ensino o problema da formação (Bildung) que é discutida por Nietzsche como uma crítica ao modelo educacional alemão. Tal crítica procura evidenciar que os estabelecimentos educacionais não promovem a formação de uma cultura autêntica aos jovens, tanto no sistema ginasial como no universitário, mas sim uma preparação para as atividades profissionais e para o sistema do mercado. O modelo de educação do Estado alemão tende a promover a extensão e à ampliação máxima da cultura, e a tendência à redução, ao enfraquecimento da própria cultura. Nietzsche propõe assim uma diferenciação entre as instituições profissionais, ditas instituições para as necessidades da vida, e as instituições de cultura. A definição de cultura proposta por Nietzsche se afasta dos dogmas e princípios modernos, tomando a ideia de compreensão verdadeira e instintiva da natureza, do modelo grego e do neo-humanismo alemão. / It is investigating the conferences, spoken by F. Nietzsche, entitled On the future of our Educations Institutions the problem of formation (Bildung) that is discussed by Nietzsche as a criticism of the German educational model. Such criticism seeks to highlight that educational institutions do not promote the formation of an authentic culture to young people, both in the system and the junior college, but a preparation for professional activities and the market system. The educational model of the German state tends to promote the extension and maximum magnification of culture, and the tendency to reduce, to the weakening of the culture itself. Nietzsche thus draws a distinction between professional institutions, these institutions for the necessities of life, and cultural institutions. The definition of culture proposed by Nietzsche departs from modern dogmas and principles, taking the idea of true and instinctive understanding of nature, the Greek model and the German neo-humanism.

This study was used in elementary science at the Rio Linda Union School, Sacramento Country, California as an orientation course in the seventh and eighth grades to transform school science from a mysterious abstraction into an understandable, enjoyable and useful field of knowledge that is indispensable to a child's understanding of his environment. This is of value to the child especially during his out-of-school activities, which is so well brought out by McBee:........the purpose of child study of nature is to put the child into intimate and essential contact with things of his external world, thereby developing a keen and personal interest in natural objects and phenomena of the world about him, broadening his horizons and developing his perceptions.1 These interests and activities of his immediate environment should develop, in time, in furthering science interests, appreciations and knowledges. As stated by McBee: The wider implications of nature study are concerned with opening the mind of pupils by direct observation to a knowledge and love of the common things in environment, with increasing their joy of living.1 Statement of the Problem. The problem of the study was: .The development of a better understanding by the child of his natural environmental resources in the rural elementary schools of Sacramento County. Due to the grouping of the grades seven and eight under one teacher in most of the rural schools,3 the study covered only these two grades. The writer believes, through his experiences with younger students on conducted Saturday hikes, that rural schools of one-teacher size could also follow the general procedure with successful results.1 This study will not present a method of teaching nor a course of study, but will attempt to give a set of guiding procedures, information and findings which the writer hopes will be of some value and inspiration to teachers in developing a better understanding by the child of his natural environmental resource. Importance of the Problem. The writer has sensed the need of a better understanding of their environment by children, through close contacts with them, and realizes that they know very little or see very little of their immediate environment except as they are directed to it.

A series of radio broad casts over Station KGO, San Francisco, California, in the spring of 1935, first brought to my attention the great value of the National Parks in the field of adult education. Subsequently, in visiting some of the world's greatest natural wonders, which are located in the National Parks in the western part of the United States, I have had the opportunity to observe some of the fine educational facilities made available to the visitor through the service of the park naturalists. The purpose of this thesis is to bring out the importance to the visitor of this educational service. It is my aim to present a clear picture of this educational work and to interpret the material gathered in the survey, and to comment on outstanding problems in this relatively new field of education. During the past five years, I have had the privilege of spending from one day to two weeks in each of the following National Parks: Bryce Canyon, Crater Lake, Glacier, Grand Canyon, Lassen Volcanic, Mesa Verde, Mount Rainier, Rocky Mountain, Sequoia, Yellowstone, Yosemite, Zion, and Kings Canyon . In 1935 I visited the Olympic Peninsula, and have been in the region which is now the Olympic National Park. A great deal of the material has been gathered by interviews with the naturalists in the various parks and from observations made by the writer. Therefore much of this information is not recorded in books or bulletin form. My interest in National Parks is of long standing, and it was rekindled in 1934 when the Post Office Department issued a series of postage stamps known as the National Park Series. In my opinion this was one of the most beautiful sets of stamps ever issued by our Government, and it has served to attract the attention of millions of our citizens t o the great natural resources controlled by our nation in the interest of all people. This novel way of calling attention to the most beautiful spots in America, the National Parks, the public's playgrounds, has undoubtedly resulted in heightened interest in these regions and exerted a real influence in directing the travel habits of the American people.

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Anotation: In this graduation these sis processed theoretical principle of subject horse and his breeding, analisis RVP and textbook for nature study and science use relationship betwen subjects and analysis of realization some of the schemes in practises.

Relevance to the California science, history, and social-science frameworks.

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The assumptions of this project imply that concepts concerning the relationships among living organisms can be assimilated by the child only if his experiences include exploration of his environment and the opportunity to discover these relationships himself. In order to help him progress, an interested, informed teacher who will encourage and help him is of prime importance. Because progress needs to be started as early as possible, kindergarten age children will be the focus of this project. Here the school should use the opportunity to begin developing the environmentally aware citizen. Unfortunately, few texts and guides in environmental education have been developed for teachers working in the kindergarten. A beginning curriculum utilizing the curiosity in the children and the order of the environment is needed. This project will be an example of a way to fulfill this need. Therefore, the purpose of this project is to develop a series of activities into a curriculum guide in environmental education for use by teachers in kindergarten. Specifically, this will be a kindergarten environmental education curriculum guide for approximately sixty students in three classes at Melrose Community School in Melrose, Putnam County, Florida.