Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2005. / Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1289. Adviser: Thomas A. Schwandt. "Title from dissertation home page (viewed Nov. 9, 2006)."

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2399. Adviser: Paul Thurston. Includes bibliographical references (leaves 110-115) Available on microfilm from Pro Quest Information and Learning.

I suggested that some of the world's troubles may be relieved if social change is driven by activism which is informed by moral philosophy. Teachers who are social activists may illustrate a way to ground their work as both teachers and activists in reflection which provides clarification of assumptions and a moral basis for social action. They might also show a way to cope with criticism of activism as mindless or dangerous as well as criticism of moral education and controversial issues education as biased or lacking in objectivity. I interviewed six teachers of science or social studies who are social activists outside the classroom. Their concerns included feminism, environmentalism, politics, community, racism, abortion, violence, poverty, prolife and nuclear issues. I discussed with them their lives, work and thinking and found a wide range of experiences and views. Yet all their views fit in the range of views described by philosophers as teleological (consequence-based) or deontological (rule-based). They were also philosophical in their own right. I concluded that the moral basis of their activist and classroom work justified disclosure of their views to students, and sets their work as a model for the encouragement of student and citizen activism in the 'real world'.

The central research question this thesis seeks to address is ‘what factors have led to the emergence of philosophy within Religious Education in Scottish secondary schools?’ This thesis therefore considers changes in the subject Religious Education within the context of Scottish secondary schools, charting a development towards the increasing use of philosophical skills and content in the course of the last four decades. Before considering the nature, extent and timing of this development this thesis provides a broader context within which to understand educational change in Scotland. Subsequent sections in the review of literature explore the emergence of philosophy in Religious Education and the social, educational and epistemological changes that have precipitated such a development. The emergent hypothesis is that Religious Education has become more philosophical as a result of changes in society (particularly secularisation); changes in education (particularly the move to more democratic and reflective pedagogy), and also as a result of the close relationship between the epistemological areas of philosophy and religious education. This thesis adopts an interpretative research paradigm and considers quantitative and qualitative data drawn from a survey of 126 secondary schools and seventeen key informant interviews. Taken alongside the review of policy and research literature this data demonstrates that the three interlinked hypothetical strands have been at the heart of the move towards more philosophical Religious Education, although other possibilities are also raised and considered. Considering the data collected as a case study in curricular changes also allows the researcher to consider educational policy change in Scotland, particularly in a post-Devolution context. Based on the above findings, this study makes recommendations and suggests areas for further research.

O objetivo desta pesquisa foi identificar o modo como a perspectiva de uma Educação Integral orientou as idéias pedagógicas de Léon Dehon e como seria possível traduzir e atualizar esta \"visão\" sob a forma de \"missão\", que expresse a identidade de uma Instituição de Educação Superior (IES), inspirada no ideário pedagógico dehoniano. Esta também é a contribuição principal que pretendemos dar às IES que buscam caminhos para a elaboração formal de sua identidade institucional. A natureza do trabalho é, portanto, de uma pesquisa teórica, com fontes basicamente bibliográficas. A contextualização é feita na primeira parte da tese em que situamos o autor na França do século 19, que assistiu o nascimento da escola laica e seu conflito com a escola confessional. Revisitamos os principais debates em torno desta questão. A fundamentação teórica é buscada nos discursos educacionais pronunciados por Léon Dehon a partir de 1877, nos quais ele defende a educação segundo o ideal cristão. Merece destaque a descoberta e análise de um discurso pronunciado em 1888 e até agora não publicado. Utilizando o gênero das fábulas de La Fontaine, Dehon contrasta as características dos bons e dos maus educadores. Nossa metodologia foi a leitura contextualizada de alguns escritos deste autor, com pesquisa nos originais preservados nos Arquivos Dehonianos, em Roma. Portanto, na seleção das fontes privilegiamos os escritos do próprio Dehon. O resultado de nossa pesquisa pode ser verificado no último capítulo, em que procuramos elaborar uma síntese das principais idéias pedagógicas de Dehon, que apontam para a noção de Educação Integral, que é atualmente um conceito em reconstrução, indicado inclusive no artigo 87 da Lei de Diretrizes e Bases da Educação Nacional (LDB). Um segundo resultado, que julgamos relevante, está expresso em nossas conclusões, nas quais ensaiamos a passagem da \"visão educacional\" dehoniana para a \"missão institucional\", que indica a identidade de uma IES inspirada naquela visão. Em toda esta trajetória o conceito de Educação Integral é uma linha transversal que dá coerência e atualidade ao pensamento pedagógico de Dehon sendo, assim, sua principal contribuição para os educadores de nossos dias. / The objective of this research was to identify the way how the perspective of an Integral Education has orientated the pedagogic ideal of Léon Dehon and how would it be possibly translated and focused on this \"vision\" under the form of \"mission\" which expresses the identity of an Institution of Superior Teaching inspired on the dehonian pedagogic ideal. This is also the main contribution which we pretend to give to the Institution of Superior Teaching searching the ways for the formal building of their institutional identity. The nature of this work is, then, a theoretical research, basically with bibliographical sources. The context is done at the fist part of the Thesis which tries to picture the author in the France of the 19th century, attending to the origins of the secular school and its conflict with the confessional school. We have been returning to the main debates about this question. We looked for the theoretical fundaments in the educational speeches pronounced by Léon Dehon since 1877, in which he stands for the education according to the Christian ideal. We must remark de discover of a speech pronounced at 1888 and till now not yet published. Using the style of La Fointaine\'s fables, Dehon makes the contrast between the good and the bad educators. Our methodology has been the lecture of some writings of the author in its context, researching on the originals conserved in the Dehonian Archives, in Rome. Therefore, selecting the sources, we privileged Dehon\'s own writings. The result of our research can be verified in the last chapter where we tried to make a synthesis of the main Dehon\'s pedagogical ideas, pointing to the notion of Integral Education, a concept that has been rebuilt nowadays, and just appointed at the 87th art. of the Brazilian Law of Directing and Basis of Education (LDB). A second result which we think as remarkable is expressed in our conclusions, in which we tried to pass from the dehonian \"educational view\" to the \"institutional mission\" that indicates the identity of an Institution of Superior Teaching inspired in that view. During this entire trajectory, the concept of Integral Education has been a transversal line giving consistency and topicality to Dehon\'s pedagogical thought, being then his main contribution for our contemporary educators.

With specific reference to five discrete projects, this supporting text sets out to explain the methodologies, dynamics and rationale behind the installation-based and collaborative art practice of Snæbjörnsdóttir/Wilson, in relation to contemporary art methodologies and the chronologically parallel and equally emergent academic fields of Artistic Research and Animal Studies. The projects are represented by four monographs and one book chapter, each of which has its basis in a substantial art project involving a sustained period of interdisciplinary research and practice and involving one or multiple exhibitions. A series of research questions pertinent to the cross-disciplinary nature of my practice has been tested in respect of each project within the context of an overarching set of meta-questions pertinent to the practice as a whole. As my practice seeks to challenge assumptions, regarding for instance knowledge systems and representation it is the function of this text to present the projects in relation to knowledge production more widely, its currency, value and the basis upon which its value is estimated. I demonstrate how the dynamic of collaboration is integral to the principles of relationality embedded in the work and how those principles reverberate through our methodology and through the participation of the professionals, amateurs, and academics who contribute variously to the projects. Although working counter to subject-specificity as a matter of strategy, I discuss how certain subject-specific models (for example anthropological interview techniques and surveys, museum display, hunting etc.) are nonetheless appropriated and deployed in order to ground and inform critique. The latter and significant proportion of the text is devoted to providing a conceptually and materially descriptive summary of each project, clarifying project-specific research questions and propositions and detailing the relationship of each publication here included, to the research field(s) and the associated artworks.

A dissertação, a partir de oito pequenos ensaios, busca questionar a pertinência e a preeminência do discurso médico em relação ao saber do professor e ao trabalho em sala de aula, propondo a discussão dos seus efeitos e aventando uma alternativa epistêmica e discursiva fundamentada na experiência do ordinário. O escritor francês Georges Perec – no pequeno ensaio Aproximações do quê? e na obra A vida, modo de usar – alerta sobre o potencial das descrições da vida ordinária e exibe tal atitude de interrogar o habitual e vê-lo como portador de informações sobre nós mesmos. No âmbito do pensamento filosófico, o trabalho tardio de Wittgenstein refere-se ao desejo por generalidades e desprezo pelo caso particular como estando na base de obscuridades filosóficas. Além disso, os argumentos contrários à tese de que sentenças a respeito de eventos mentais são redutíveis a sentenças sobre estados neurofisiológicos também nos conduziram ao que é ordinário, comum, habitual. Para perfazer esse argumento, servimo-nos do acervo gerado por um curso de extensão universitária para professores de atendimento educacional especializado e de sala de aula regular envolvidos com alunos considerados público-alvo da educação especial. O principal dispositivo dessa formação era construir narrativas sobre a vida escolar, escritas e recebidas como se fossem cartas. Uma vez acionado o artefato ordinário da carta – e evocada, por meio dela, uma potência do cotidiano, do senso comum como forma de saber –, algo distinto das maneiras tradicionais de conceber o que é conhecimento na educação especial e nos processos inclusivos parece deixar-se perceber, refundando, talvez, os termos do compromisso com a prática pedagógica. Escapar ao reducionismo do pensamento naturalista, do qual participa o ideal médico, passa por outra forma de construir conhecimento em educação e pelo fortalecimento da figura do professor. Estão em jogo diferentes perspectivas epistemológicas cujos desdobramentos são também éticos e políticos. / This master thesis, assembled from eight little essays, seeks to question the relevance and the supremacy of the medical discourse in relation to educator’s knowledge and practice at the classroom, proposing a discussion about its effects and an analysis of an epistemic and discursive alternative founded in the experience of commonness. The French writer Georges Perec – in his little essay Approches de quoi? and in his major work La vie, mode d’emploi (Life: A User’s Manual) – warn us about the potential of everyday life descriptions and show us the gesture of interrogating the habitual, the ordinary, seeing it as the vehicle of information about ourselves. Amidst philosophical thought, the late work of Ludwig Wittgenstein refers to our desire for generalities and our disregard to particular cases as aspects that can overshadow our own philosophical investigations. Besides that, the contrary arguments usually employed to disqualify the thesis that sentences and propositions about mental events are reducible to sentences about neurophysiological states would also led us to a recognition of commonness and the everyday life. To conclude this argument, we resort to the collection that resulted from an academic extension course given to special education teachers that, in their jobs, were involved with students considered the aim of special education. The main device of this academic extension course was to construct narratives about the school life, written and received, as they were letters. Once the common artifact of the letter was put into motion – evoking with it the potential of the everyday life and the commonsense as a form of knowledge – something very distinct from the traditional ways of understanding the status of knowledge in special education and on the inclusive processes seemed to let itself be noted, refunding perhaps the own terms and foundations through pedagogic practices is compromised. To escape from the naturalistic and reductionist thinking – in which is subscribed the medical ideal – involves the recognition of another form of achieving knowledge in education and the fortification of the role of the educator. Are at stake different epistemological perspectives whose unfolding’s are also ethical and political.

O objetivo desta pesquisa foi identificar o modo como a perspectiva de uma Educação Integral orientou as idéias pedagógicas de Léon Dehon e como seria possível traduzir e atualizar esta \"visão\" sob a forma de \"missão\", que expresse a identidade de uma Instituição de Educação Superior (IES), inspirada no ideário pedagógico dehoniano. Esta também é a contribuição principal que pretendemos dar às IES que buscam caminhos para a elaboração formal de sua identidade institucional. A natureza do trabalho é, portanto, de uma pesquisa teórica, com fontes basicamente bibliográficas. A contextualização é feita na primeira parte da tese em que situamos o autor na França do século 19, que assistiu o nascimento da escola laica e seu conflito com a escola confessional. Revisitamos os principais debates em torno desta questão. A fundamentação teórica é buscada nos discursos educacionais pronunciados por Léon Dehon a partir de 1877, nos quais ele defende a educação segundo o ideal cristão. Merece destaque a descoberta e análise de um discurso pronunciado em 1888 e até agora não publicado. Utilizando o gênero das fábulas de La Fontaine, Dehon contrasta as características dos bons e dos maus educadores. Nossa metodologia foi a leitura contextualizada de alguns escritos deste autor, com pesquisa nos originais preservados nos Arquivos Dehonianos, em Roma. Portanto, na seleção das fontes privilegiamos os escritos do próprio Dehon. O resultado de nossa pesquisa pode ser verificado no último capítulo, em que procuramos elaborar uma síntese das principais idéias pedagógicas de Dehon, que apontam para a noção de Educação Integral, que é atualmente um conceito em reconstrução, indicado inclusive no artigo 87 da Lei de Diretrizes e Bases da Educação Nacional (LDB). Um segundo resultado, que julgamos relevante, está expresso em nossas conclusões, nas quais ensaiamos a passagem da \"visão educacional\" dehoniana para a \"missão institucional\", que indica a identidade de uma IES inspirada naquela visão. Em toda esta trajetória o conceito de Educação Integral é uma linha transversal que dá coerência e atualidade ao pensamento pedagógico de Dehon sendo, assim, sua principal contribuição para os educadores de nossos dias. / The objective of this research was to identify the way how the perspective of an Integral Education has orientated the pedagogic ideal of Léon Dehon and how would it be possibly translated and focused on this \"vision\" under the form of \"mission\" which expresses the identity of an Institution of Superior Teaching inspired on the dehonian pedagogic ideal. This is also the main contribution which we pretend to give to the Institution of Superior Teaching searching the ways for the formal building of their institutional identity. The nature of this work is, then, a theoretical research, basically with bibliographical sources. The context is done at the fist part of the Thesis which tries to picture the author in the France of the 19th century, attending to the origins of the secular school and its conflict with the confessional school. We have been returning to the main debates about this question. We looked for the theoretical fundaments in the educational speeches pronounced by Léon Dehon since 1877, in which he stands for the education according to the Christian ideal. We must remark de discover of a speech pronounced at 1888 and till now not yet published. Using the style of La Fointaine\'s fables, Dehon makes the contrast between the good and the bad educators. Our methodology has been the lecture of some writings of the author in its context, researching on the originals conserved in the Dehonian Archives, in Rome. Therefore, selecting the sources, we privileged Dehon\'s own writings. The result of our research can be verified in the last chapter where we tried to make a synthesis of the main Dehon\'s pedagogical ideas, pointing to the notion of Integral Education, a concept that has been rebuilt nowadays, and just appointed at the 87th art. of the Brazilian Law of Directing and Basis of Education (LDB). A second result which we think as remarkable is expressed in our conclusions, in which we tried to pass from the dehonian \"educational view\" to the \"institutional mission\" that indicates the identity of an Institution of Superior Teaching inspired in that view. During this entire trajectory, the concept of Integral Education has been a transversal line giving consistency and topicality to Dehon\'s pedagogical thought, being then his main contribution for our contemporary educators.

Trabalho de pesquisa teórica que parte de conceitos e idéias de Hannah Arendt em seu artigo intitulado \"Reflexões sobre Little Rock\". Neste artigo é proposta a separação entre educação e política a fim de garantir a preservação da autoridade na escola. Nesta dissertação descreve-se a ascensão da esfera social e a substituição da ação pelo conformismo, fenômeno que coincide com uma crise de autoridade no mundo moderno. Em seguida, examina-se o que Arendt entende por política através da configuração desta esfera da vida humana, comparando-se a Antiguidade e a Era Moderna, momento em que a autoridade desaparece da política. Estabelece-se a relação destes fenômenos à crise da educação e propõe-se a separação da educação e da política. Retoma-se o papel da educação nas democracias e conclui-se que se o objetivo da educação nas democracias é preparar as novas gerações para conservar e renovar o mundo, a autoridade e o contato com a tradição devem ser mantidos na escola. / This theorist research starts from the concepts and ideas of Hanna Arendt article named \"Reflections on Little Rock. This article proposes the dissociation between education and politics, in order to guarantee the preservation of the authority at the school. In this Master Thesis it is described the ascension of the social sphere and the substitution of action instead of compliance, phenomenon that comes together with the crisis of the authority in the Modern World. After that, it is investigated what Arendt understands about politics through the configuration of this human life sphere, comparing the Old Ages with the Modern Ages, period when the authority disappears from the politics. It is established the relation of these phenomena with the crisis of education and it is proposed the dissociation of education and politics. This Thesis recovers the role of education in the democracies and it concludes that the education target is to prepare the new generation to maintain and renovate the world. The authority and the contact with the tradition must be kept at school.

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The problem of this dissertation is to ascertain to what extent the philosophy of Georg W. F. Hegel is influential in the formulation of the philosophy of education of William Torrey Harris. The term 'influence' is used in three different ways: First, in the straightforward sense in which Harris makes specific mention that an idea which he accepts was the direct result of his exposure to Hegel. Second, when an idea of Hegel's is accepted in toto by Harris and there is no evidence that Harris obtained the idea from any other source. Third, when an idea of Hegel's leads Harris to modify or expand it to such an extent that the idea can no longer be strictly called Hegelian. The most frequent use of the term is in the two former senses rather than in the latter problematic sense. On the basis of an examination of Harris' own intellectual and philosophical development, this work suggests that the primary area of Hegel's influence on Harris is axiological. Harris utilizes the Hegelian notion of freedom as the central notion in his philosophy of education. Underlying this notion of freedom is the category of causality, which, when viewed under the category of the understanding implies mechanistic determinism but, when viewed from the level of reason implies self-determination which is non-mechanistic. However, Harris' analysis of freedom is not exhausted by an "abstract justification," to use Hegel's term. Both Hegel and Harris insist that abstract or metaphysical freedom must be made concrete in the institutional life of the state. At this point, Harris' discussion of the major institutions of society, i.e., the family, civil society, and the state, are almost totally Hegelian. The relation of education to the state then becomes clear: Harris defines education as the process by which the individual becomes ethical--a definition which Harris takes to be originally Hegel's. The school is conceived of as that institution which enables the individual to become self-estranged or self-alienated, a necessary characteristic in the development of the ethical life. For Harris as well as Hegel the self is initially characterized as selfish. However, this quality must be overcome in order that the individual may become ethical i.e., an effective member of the state. For Harris, the central notion of an educational philosophy must be grounded in philosophy itself. However, educational philosophy also has the responsibility to formulate the means by which the philosophical objective may be implemented. For example, using Hegelian terms, Harris insists that the elementary school operates at the level of representation, the secondary school at the level of understanding, and the college at the level of reason. These three levels of education correspond generally to Hegel's categories of being, essence, and notion. However, the main function of the school is to see that the will and the intellect are trained so that they will enhance the freedom of the person. Thus, the elementary school may emphasize the training of the will, but not to the point where it would ignore the training of the intellect. On the other hand, various traditional subjects, especially the humanities, afford the student the opportunity to study the history of the intellect and the will: for example, a history of man's actions is a study of the will, while the history of philosophy is an examination of man's intellectual attempt to come to understand reality. If the school were successful in enabling the student to find truth and to act in accordance with truth, then the goal of education would be realized; that is, the student would have turned his formal or abstract freedom into substantial or concrete freedom. Harris' philosophical and educational views are critically examined on five counts: His notion of freedom, his ideas on the various levels of knowing and their relationship to education, his notion of the relationship of the self to institutional arrangements, his theory of the relationship between the school and other institutions, and finally his views on the relationship between philosophy and philosophy of education. In conclusion, it is suggested that Harris' contribution to educational philosophy lies not in the construction of a new perspective, but in the application of the Hegelian philosophy to the problem of education. / 2031-01-01