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Die beziehungen zwischen wirtschaft und erziehung im socialismus Robert Owens ...Röhl, Adolph, January 1900 (has links)
Inaug.-diss.--Hamburg. / Lebenslauf. "Literaturnachweis": p. 154-157.
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Owenite ideas and institutions, 1828-1834Knipe, John Richard, January 1967 (has links)
Thesis (M.A.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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The quest for the new moral world changing patterns of Owentite thought, 1817-1870Janes, Eileen Margot. January 1963 (has links)
Thesis (M.A.)--University of Wisconsin--Madison, 1963. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 162-167).
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Robert Owen's equitable labour exchanges.Fletcher, Linda J. January 1984 (has links)
Thesis (BPhil)--Open University.
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Owenite Communitarianism in BritainStorch, Robert Daniel. January 1964 (has links)
Thesis (M.A.)--University of Wisconsin--Madison, 1964. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 218-223.
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La Pensée et l'action d'un socialiste utopique, Robert Owen, 1771-1858Dupuis, Serge, January 1989 (has links)
Th.--Etud. anglaises--Toulouse 2, 1987.
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Gesellschaft, Menschenbild und Erziehung bei Robert Owen und Leo N. Tolstoj /Stäubli, Christine, January 1989 (has links)
Diss.--Philosophische Fakultät I--Universität Zürich, 1989.
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The educational work of Robert OwenBlack, Archibald Muir January 1949 (has links)
No description available.
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Robert Latham Owen, Jr. his careers as Indian attorney and progressive senator /Brown, Kenny L. January 1985 (has links)
Thesis (Ph. D.)--Oklahoma State University, 1985. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 359-379).
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Educação e trabalho em movimentos sociais: princípios educativos transcendentes e comuns ao Movimento dos Trabalhadores Rurais Sem Terra (MST), aos socialistas utópicos owenistas e aos cartistas britânicosSilva, Cláudio Rodrigues da [UNESP] January 2014 (has links) (PDF)
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000793709.pdf: 683187 bytes, checksum: fe18acbca6f1f3135312ea7793dccb6a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A pesquisa, documental e bibliográfica, apresenta os principais princípios teórico-práticos educacionais do Movimento dos Trabalhadores Rurais Sem Terra (MST), dos socialistas utópicos owenistas e dos cartistas britânicos, verificando a forma de operacionalização e realizando um cotejamento desses princípios educativos nas experiências educacionais levadas a cabo por esses Movimentos. Os princípios são: a) elaboração e implementação de um projeto próprio de educação conforme as necessidades e ideologias dos respectivos Movimentos; b) a negação dialética do ensino oficial; c) implementação da gestão democrática nas associações e escolas dos Movimentos; d) ações visando formar os próprios educadores em consonância com a concepção de mundo e de educação dos respectivos Movimentos; e) articulação entre ensino e trabalho produtivo; f) constituição e veiculação de uma concepção de mundo concernente a cada Movimento e à classe trabalhadora. Os resultados apontam que, com as devidas ressalvas e especificidades decorrentes das diferenças entre as ideologias, as visões de mundo, bem como entre os momentos históricos de atuação de cada Movimento, esses princípios são transcendentes e comuns aos Movimentos mencionados. / The documentary and bibliographical research, presents the main theoretical and practical educational principles of the Movimento dos Trabalhadores Rurais Sem Terra (MST), Utopian Socialist Owenists and the British Chartists, checking the form of operation and conducting to a confrontation of these educational principles in educational experiments carried out by these Movements. The principles are: a) design and implementation of a project of education according to the needs and ideologies of their Movements; b) the dialectical negation of the official education; c) implementation of democratic management in associations and schools of the Movements; d) actions aiming to the educators themselves in line with the conception of world education of their own Movements ; e) articulation between education and productive work; f) constitution and spread of a conception of the world regarding each Movement and the working class. The results show that, with appropriate caveats and specificities arising from differences between the ideologies, the worldviews, and between the historic moments of actuation of each Movement, these principles are common and transcendent to the Movements mentioned.
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