Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Neil Jumonville, Florida State University, College of Arts and Sciences, Dept. of History. Title and description from dissertation home page (viewed Jan. 25, 2006). Document formatted into pages; contains vi, 93 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 433-445).

Thesis (Ph.D.)--McMaster University, 2003. / Advisor: Carl Cuneo. Includes bibliographical references (leaves 219-229). Also available via World Wide Web.

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Yes / In this paper, we consider the phenomenon of “pedagogical violence” — infliction of physical, social, emotional, or psychological pains, or threat of such pains that is either the means for or non-accidental by-products of education used on a systematic basis. Pedagogical violence is often used for promoting certain desired learning in students. Alternatively, it can emerge as a violent reaction in students and teachers to particular educational settings directed against other students or teachers. In this paper, we review some of the debates and controversial issues around pedagogical violence, and we use a variety of illustrative examples to explore in more detail what pedagogical violence means in particular contexts. We argue that pedagogical violence is a natural consequence of alienated instrumental education. We will look at teachers’ desire to avoid physical and psychosocial pedagogical violence. We specifically consider diverse forms of psychosocial pedagogical violence and its issues such as: summative assessment, epistemological pedagogical violence, students’ ambivalence around pedagogical violence, rehabilitating/avoiding pedagogical violence through a carnival. We finish with a reflection about what can be done to minimize pedagogical violence. Our analysis heavily relies on the Bakhtinian theoretical framework of critical ontological dialogism.

Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogies (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced. / Ph. D.

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My study has a dual purpose; 1. To examine the explanatory power of educational theory as a means of illuminating a particular educational practice. 2. To examine the potential for practice to provide a critique of educational theory and thus contribute towards the generation of new theoretical perspectives. I do this by focusing on the possible failure of a particular opposition movement, to wit the progressive movement in Victorian secondary schools 1966-1976. I investigate the limits and possibilities of such a movement with reference to ideal conditions. There are 3 phases to this investigation: 1. a descriptive account of the progressive movement which attempts to establish its status as an oppositional movement and its context. 2. an internal analysis of its themes, intentions and practices according to the criteria of consistency and coherence . 3. an external analysis which takes up the inconsistencies or contradictions as problems in need of interpretation. Selected educational theories and studies, such as those developed by Bowles and Gintis, Sharp, Willis and Hinkson will be examined both for their power to account for the particular contradictions that emerged and their ability to illuminate broader processes of constraint which work both in and through schooling. The purpose of such an analysis is to heighten our understanding of contemporary educational theory and practice through a sharper perspective of the immediate past, drawing on, and learning from, both the mistakes and insights of the past. I offer in conclusion, some provisional remarks for use in similar situations in the future. This paper is not an empirical study or a case study, but a form of conceptual analysis using texts and theoretical perspectives.

This field study was based on experiences as a teacher and parent in an alternative, progressive early childhood school: The Co-Operative School, O'Connor, ACT. The data for the study was recorded during 1978, 1979, 1980; the first three years of the school's existence as a Government school. The development and educational progress of fourteen girls and boys, aged from five to eight years in 1978, was followed. The philosophy, policies , organization, curriculum content, teaching strategies and general milieu of the school were examined. The aim of the study was to analyse the philosophy of the school, as set out in the constitution, and to see how it related to curriculum and teaching strategies. Issues of freedom and choice within a compulsory school environment were examined in relation to the stated aims of the school: the underlying reason for this examination was the problem caused by the gap which existed between philosophy and practice, which caused the experiences of the children in the school, to often be at variance with stated aims. The developmental needs of children in the early childhood age group, and the personal variables they brought to the learning situation, were related to the school environment. Social learning theory was utilised, as a perspective from which to provide a unified conceptual basis, for planned interventions in teaching and learning. The importance of modelling, self-expectation, feelings of self-efficacy and competency, were related to the community, the curriculum content, and teaching strategies of the school. Decision-making strategies were examined for their relevance to consensus-based processes and a co-operative style of community management. Consideration was given to the provision of a cohesive environment, in which adult members of the community could participate freely in autonomous learning experiences with children. The area of conflict resolution and the incidence of aggressive behaviour in the school were explored, and techniques for successful negotiation of differences were suggested. Areas of the curriculum which have traditionally been difficult for alternative schools to implement to the satisfaction of all community members were examined. Areas such as: goal-setting and m o t i v a t i o n of children; basic skills in early childhood; transition to mainstream education; the effect of emergent lifestyle values; the provision of equal opportunity for girls and boys; and the importance of co-operative learning strategies. The study ends with reflections on the place of alternative, progressive schools in the 1980s, and the need for such schools to exist to provide an educational choice for parents and children in the future.

<p>This thesis interprets John Dewey’s theory of the moral life in the global context in order to shed a light on major ethical challenges of the process of globalization. Dewey’s perspective provides an explanation of (1) formation of the individual commitments to particular sets of values,(2) justification of the responsibilities to the distanced peoples as opposed to the responsibilities to the nearest and dearest peoples and (3)the meaning of democratic social arrangements on the global scale.</p><p>In order to find a theoretical basis for justification of democracy in the globalizing world, the thesis reviews Dewey’s educational philosophy. His inquiry in the underlying ideas of public education reveals its core democratic meaning which points out the necessity of progressive democratic character education. This thesis suggests that in the current global context the existing educational bodies (such as UNDP and UNESCO) are insufficient in providing such a humanistic education which would actualize democracy as interdependence of all humans within civilization.</p><p>In order to establish a just social order which would be responsive to every human being within civilization there is the need to maintain a democratic mode of associated living on the global scale where every human partakes in the accumulation of knowledge of civilization and benefits from it in return. Relying on Dewey's theoretical basis the thesis suggests the criteria which the global educational institution should fulfil in order to maintain democracy as a mode of associated living in the global society.</p>