Thesis (Ph. D.)--University of Chicago, Department of Education, August 2002. / Includes bibliographical references. Also available on the Internet.

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.

The purpose of this study was to search for relationships of certain personal characteristics (authoritarianism, philosophy of social education, and instructional preferences) of a representative group of social studies student teachers to measures respectively of a) their classroom behavioral traits, b) their classroom teaching activities, and c) their pupils' classroom behavior.

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009. / Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1597. Advisers: Barry Bull; Luise McCarty.

Thesis (Ph. D.)--University of Chicago, Dept. of Economics, Jun. 2003. / Includes bibliographical references (p. 101-104). Also available on the Internet.

Made available in DSpace on 2014-06-11T19:28:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-03-10Bitstream added on 2014-06-13T19:57:29Z : No. of bitstreams: 1 ribeiro_ea_me_mar.pdf: 719755 bytes, checksum: 88be5faf5ed41eb949239305ccd1c0ef (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Segundo alguns trabalhos matriciais da literatura sobre o assunto, o pragmatismo se destacou como uma das correntes filosóficas que mais influenciaram o pensamento educacional brasileiro entre 1930 e 1964, tendo como o seu principal representante no Brasil, Anísio Teixeira. Contudo, tais trabalhos não se aprofundaram sobre a recepção do pragmatismo de Dewey, nos anos subseqüentes ao Estado Novo, quando as interpretações e as apropriações dessa fonte teórica, desenvolvida por esse e por outros educadores brasileiros, tornaram-se mais diversificadas em razão do debate político educacional e pedagógico, ganhando as páginas dos periódicos educacionais, entre 1944 e 1964. Tentando contribuir para a compreensão acerca da recepção do pragmatismo no Brasil, esta pesquisa analisa e discute as matérias publicadas na Revista Brasileira de Estudos Pedagógicos e a revista Educação e Ciências Sociais no período de 1944 e 1964. Desses artigos, foram selecionados tantos para a análise, que resultou na identificação de duas interpretações correntes nos periódicos: uma pautada na obra filosófica e a outra na obra pedagógica do filósofo norte-americano. Dessa análise também se concluiu que o pragmatismo deweyano é apropriado pelos autores brasileiros para abordar os temas relativos ao humanismo, à democracia e à constituição dos saberes sobre a educação, emergentes da realidade educacional da época, demarcando uma posição que não é homogênea nem pode ser unificada. / According to some matrical works of literature on the subject, the pragmatism if detached as one of the philosophical chains that had more influenced the Brazilian Educational thought between 1930 and 1964, having as its main representative in Brazil, Anísio Teixeira. However, such works had not been gone deep on the reception of the pragmatism of Dewey, in the subsequent years to the New State, when the interpretations and the appropriations of this theoretical source, developed for this and for other Brazilian educators, they had become more diversified in reason of the debate educational and pedagogical politician, gaining the periodic pages of the educational ones, between 1944 and 1964. Trying to contribute for the understanding concerning the reception of the pragmatism in Brazil, this research analyzes and argues the substances published in the Revista Brasileira de Estudos Pedagógicos and the magazine Educação e Ciências Sociais in the period of 1944 and 1964. Of these articles, as much for the analysis had been selected, that resulted in the identification of two current interpretations in the periodic ones: orientated in the philosophical workmanship and to another one in the pedagogical workmanship of the North American philosopher. Of this analysis also if it concluded that the deweyan pragmatism is appropriate for the Brazilian authors to approach the relative subjects to the humanism, the democracy and the constitution of knowing them on the education, emergent of the educational reality of the time, demarcating a position that is not homogeneous nor can be unified.

The thesis analyses heuristically the ideas of the Russian philosopher Vladimir Solomonovich Bibler (1918-2000), who belongs to the continuers of Mikhail Mikhailovich Bakhtin's philosophical school. Bibler's work is unknown in our country. In his thoughts, Bibler came to the statement we are now at the new beginning of philosophy and thinking, at the time of different present and past cultures meeting. These cultures are in mutual dialogue transforming their meanings. On the basis of Bibler's thoughts, the School of Dialogue of Cultures was created in Russia. Its aim is to prepare a man of culture who himself is able to be active in the dialogue of cultures. Individual classes of this school copy the historical sequence of cultures (the classical age, the medieval age, the modern age, and the present age). The School has been proven experimentally with success.

Orientador: Pedro Angelo Pagni / Banca: Divino José da Silva / Banca: Marcus Vinicius da Cunha / Resumo: Segundo alguns trabalhos matriciais da literatura sobre o assunto, o pragmatismo se destacou como uma das correntes filosóficas que mais influenciaram o pensamento educacional brasileiro entre 1930 e 1964, tendo como o seu principal representante no Brasil, Anísio Teixeira. Contudo, tais trabalhos não se aprofundaram sobre a recepção do pragmatismo de Dewey, nos anos subseqüentes ao Estado Novo, quando as interpretações e as apropriações dessa fonte teórica, desenvolvida por esse e por outros educadores brasileiros, tornaram-se mais diversificadas em razão do debate político educacional e pedagógico, ganhando as páginas dos periódicos educacionais, entre 1944 e 1964. Tentando contribuir para a compreensão acerca da recepção do pragmatismo no Brasil, esta pesquisa analisa e discute as matérias publicadas na Revista Brasileira de Estudos Pedagógicos e a revista Educação e Ciências Sociais no período de 1944 e 1964. Desses artigos, foram selecionados tantos para a análise, que resultou na identificação de duas interpretações correntes nos periódicos: uma pautada na obra filosófica e a outra na obra pedagógica do filósofo norte-americano. Dessa análise também se concluiu que o pragmatismo deweyano é apropriado pelos autores brasileiros para abordar os temas relativos ao humanismo, à democracia e à constituição dos saberes sobre a educação, emergentes da realidade educacional da época, demarcando uma posição que não é homogênea nem pode ser unificada. / Abstract: According to some matrical works of literature on the subject, the pragmatism if detached as one of the philosophical chains that had more influenced the Brazilian Educational thought between 1930 and 1964, having as its main representative in Brazil, Anísio Teixeira. However, such works had not been gone deep on the reception of the pragmatism of Dewey, in the subsequent years to the New State, when the interpretations and the appropriations of this theoretical source, developed for this and for other Brazilian educators, they had become more diversified in reason of the debate educational and pedagogical politician, gaining the periodic pages of the educational ones, between 1944 and 1964. Trying to contribute for the understanding concerning the reception of the pragmatism in Brazil, this research analyzes and argues the substances published in the Revista Brasileira de Estudos Pedagógicos and the magazine Educação e Ciências Sociais in the period of 1944 and 1964. Of these articles, as much for the analysis had been selected, that resulted in the identification of two current interpretations in the periodic ones: orientated in the philosophical workmanship and to another one in the pedagogical workmanship of the North American philosopher. Of this analysis also if it concluded that the deweyan pragmatism is appropriate for the Brazilian authors to approach the relative subjects to the humanism, the democracy and the constitution of knowing them on the education, emergent of the educational reality of the time, demarcating a position that is not homogeneous nor can be unified. / Mestre

ABSTRACT With the change of regime in 1994, South African education policies for the arts have been created without a conceptual base. Music is on the outskirts of the present educational master plan that favours mathematics, science and literacy. The current situation of teacher shortages and emphasis on ‘basic’ subjects does not make posts possible for specialist music teachers in primary schools. The generalist trained Arts and Culture teacher is tasked to teach drama, music, and the visual arts. The attempt by policy makers to blur the outlines of individual art forms has created the generic Arts and Culture teacher who is unsure of the art forms in which he/she has little or no training. This lack is exposed and justification for the necessity of a philosophy of music education for South Africa will be proposed. A philosophy of music education refers to a system of basic beliefs, which underlie the operation of musical enterprise in an educational setting, whether school, community centre, or tertiary institution. A philosophy of music education would investigate and create an understanding of the underlying assumptions and principles governing the teaching and learning of music.Music is a modelling system for human thought and is a cognitive activity with forms of knowledge as important as any school subject. The ‘out of school’ influences of music are all-encompassing and ubiquitous to intercultural communication between peoples. Evidence is overwhelming that the political history in South Africa has interfered with and disrupted an enculturation of a musical life for children. The literature research shows that music education in South Africa was used as a political tool to support apartheid doctrines and processes. The restoration of a culture of co-operative musicing would help music teachers. Their active agency would positively affect policy in the arts. Furthermore making music or ‘musicing’ in a collaborative manner would break downbarriers because musicing encourages inter-racial rapprochement in a society where racial barriers are no longer dominant. Such harmonious communicating will help to create a new and idiomatic South African music culture. For this purpose I have proposed the adoption of the musical genre called quodlibet, a technique of composing music for many voices which are played simultaneously. This provides a platform for the collaboration of musicians, teachers, policy makers, and parents, within the wider community from which the pupils come to from. The quodlibet becomes a guiding principle and metaphor for the entire study. The central focus is to articulate the need for a philosophy of music education and to propose and defend conditions that would facilitate the growth of a conceptual centre for music education.

This dissertation examines college student understanding and attitudes toward biological evolution. In ethnographic work, I followed a cohort of 31 students through their required introductory biology class. In interviews, students discuss their life history with the concept - in school, at home, at church, and in their communities. For some Creationist students, confronting evolution in class has meant confronting existential issues regarding both the basis of science and the basis of faith. For other Creationist students, claims of evolution's theoretical strength are eschewed for its direct challenge to their worldview. For most students, science holds minimal interest against other values in their lives. Faculty and policy makers decry this as poor American science literacy which demands change. This work illustrates the gap between "ideal science literacy", and the everyday practices which result in half of Americans rejecting evolution as sound science.