Submitted by Antônio Lima Da Silva (antoniolima2107@yahoo.com.br) on 2016-01-19T21:04:46Z No. of bitstreams: 1 Tese de Doutorado Antonio Lima.pdf: 1510270 bytes, checksum: f2c6fc8300d2c8686e56943112b7570b (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-01-22T15:05:25Z (GMT) No. of bitstreams: 1 Tese de Doutorado Antonio Lima.pdf: 1510270 bytes, checksum: f2c6fc8300d2c8686e56943112b7570b (MD5) / Made available in DSpace on 2016-01-22T15:05:25Z (GMT). No. of bitstreams: 1 Tese de Doutorado Antonio Lima.pdf: 1510270 bytes, checksum: f2c6fc8300d2c8686e56943112b7570b (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Buscamos, neste trabalho, realizar um estudo sobre a arquitetura teórico-conceitual de Skinner e Bourdieu destacando suas contribuições para o processo educacional contemporâneo e suas possíveis correlações. Para sua efetivação, através de levantamento bibliográfico criterioso, partimos do pressuposto de que, embora conhecido no Brasil, a pesquisa educacional brasileira tem não apenas ignorado o conjunto das obras psicológicas e sociológicas dos autores abordados como também demonstrado resistências às suas contribuições específicas no terreno da educação e suas práticas pedagógicas. De início, considerando as especificidades dos ramos disciplinares dos pensadores, apresentamos as relações da Psicologia e da Sociologia com o campo educacional levando em consideração sua gênese e desenvolvimento após seus respectivos processos de institucionalização. Neste particular, ressaltamos, entre outros, os sistemas teóricos antagônicos e os vínculos fluidos, dispersos e, muitas vezes, indeterminados daqueles ramos do saber na construção e desenvolvimento dos objetos de estudo da Psicologia da Educação e da Sociologia da Educação. Por outro lado, destacamos as contribuições próprias da Psicologia de Skinner para o campo educacional evidenciando aspectos do seu arcabouço teórico-metodológico e as especificidades de sua estrutura pedagógica na efetivação do trabalho educativo, sem desconsiderar as dúvidas, críticas e réplicas acerca da fecundidade de sua obra nos domínios da educação. Paralelamente, enfatizamos também as contribuições da Sociologia de Bourdieu para o processo educacional descrevendo os fundamentos de seus pilares sociológicos e evidenciando, entre outros, a relação “educação e sociedade” e os efeitos das desigualdades escolares na sociedade de classes, sem perder de vista a reputação dos escritos educacionais do autor e suas réplicas. Ademais, partindo de referenciais epistemológicos, defendemos a tese da possibilidade de correlacionar e/ou corresponder conceitos próprios do edifício teórico de Bourdieu (Habitus e Capital Cultural) com aspectos particulares da plataforma teórica de Skinner encontrados no seu modelo de “Seleção por Conseqüências”, sobretudo, os níveis da ontogênese e da cultura e as noções de contingências de reforçamento e repertórios comportamentais sem prejuízos à teoria do conhecimento. Concluímos, com base no recorte estabelecido, que é viável e procedente, nos projetos intelectuais dos autores estudados, a observação de notáveis interações conceituais com fortes repercussões nos campos da Sociologia, Psicologia e, sobretudo, educação. / ABSTRACT In this work we intended to carry out a study on Skinner’s and Bourdieu’s theoretical and conceptual architecture, emphasizing their contributions to the educational contemporary process and their possible correlations. In order to accomplish that, a rigorous bibliographical selection was done, and we took for granted that, even though the authors are well known in Brazil, Brazilian educational research has not only ignored the psychological and sociological work of both thinkers on the whole, but it has also demonstrated resistance to their specific contributions in the field of education and their applications in school practice. In the beginning, considering the specificity of the authors’ disciplinarian fields, we present the relationship between Psychology and Sociology and the educational field, taking into account their genesis and development after their respective processes of institutionalization. In this regard, we point out, among other aspects, the antagonistic theoretical systems and the weak, scattered links and, many times, indefinite, between those branches of knowledge towards the construction and development of the objects of study pertaining Psychology of Education and Sociology of Education. On the other hand, we highlight the particular contributions of Skinnerian Psychology to the educational field, pointing out aspects of his theoretical and methodological framework and the peculiarities of its pedagogical structure in the implementation of school activities, without disregarding doubts, critics and replies about the fruitfulness of his work in educational domain. At the same time, we also emphasize the contributions of Bourdieu’s Sociology of Education to educational process, describing the foundations of its sociological pillars, pointing out, among others, the relationship between education and society, and the effects of school inequalities inside class society, without losing sight of the reputation of the author’s writings and their replies. Moreover, from his epistemological backgrounds, we defend a thesis concerning the possibility of correlation and/or correspondence between specific concepts of Bourdieu’s theoretical building (Habitus and Cultural Capital) and some particular aspects of Skinner’s theoretical backgrounds, found mainly in his model of “Selection by Consequences”, the levels of ontogenesis and culture and the notions of reinforcement contingencies and behavioral repertory, without disregard to the theory of knowledge. We conclude, based on the established outline, that is viable and well-founded, in the intellectual projects of both authors, to observe remarkable conceptual interactions, with strong impacts in the fields of Sociology, Psychology and, above all, in Education.

This research aims to investigate and verify the performance of psychologists (as) in education in Aracaju. Considering the great importance of "school" is in our society and observing the different possibilities of performance of School and Educational Psychology assisting in all its processes and stages that make up the school, it is important to contribute to a better understanding of the reality of psychologists (as) working in Aracaju / SE school system, as well as a better understanding of the role of these professionals facing the demands existing in the education sector, offering this thematic context of the data in the municipality of Aracaju. The study is based on a qualitative approach, through a bibliographic and exploratory procedure. Interviews were conducted with six psychologists (as), and applied questionnaires twenty-six psychologists who work in the area of School and Educational Psychology found at Aracaju. The results realized that training for operations in the areas is still very basic and all professionals make complementary skills training; that professionals can encompass a variety of possibilities and issues in performance in School and Educational Psychology and showed a good and extensive knowledge of the area. We hope with this research contribute to the construction of understandings of psychology in the field of education in the municipality of Aracaju, mapping their practices and content, and to stimulate new discussions, new research, new possibilities and practices. / Esta pesquisa visa investigar e verificar a atuação dos psicólogos(as) na educação em Aracaju. Considerando a grande importância que a “escola” representa em nossa sociedade e observando as diversas possibilidades da atuação da Psicologia Escolar e Educacional auxiliando em todos os seus processos e fases que compõem a escola, torna-se importante contribuir com um melhor conhecimento da realidade dos psicólogos (as) que atuam na rede de ensino de Aracaju/SE, bem como um melhor entendimento sobre a atuação destes profissionais frente às demandas existentes no âmbito educacional, oferecendo dados da conjuntura dessa temática no município de Aracaju. O estudo fundamenta-se na abordagem qualitativa, passando por um procedimento bibliográfico e exploratório. Foram realizadas entrevistas com seis psicólogos (as), e aplicado questionários com vinte e seis psicólogos que trabalham na área da Psicologia Escolar e Educacional encontrados em Aracaju. Nos resultados percebemos que a formação para a atuação na áreas ainda é bem básica e todos os profissionais fazem especializações complementares a formação; que os profissionais conseguem abarcar uma variedade de possibilidades e temas na atuação em Psicologia Escolar e Educacional e que demonstraram um bom e amplo conhecimento da área. Esperamos com essa pesquisa contribuir para a construção de entendimentos acerca da Psicologia no campo da Educação no município de Aracaju, mapeando suas práticas e conteúdo, bem como fomentar novas discussões, novas pesquisas, novas possibilidades e fazeres.

Made available in DSpace on 2014-07-29T15:13:50Z (GMT). No. of bitstreams: 1 tese Anderson.pdf: 1080749 bytes, checksum: 29ef84567f54c3242268d2a1e21a4bf2 (MD5) Previous issue date: 2007-08-06 / Inserted in the research line of Teaching Formation and Professionalization and moved by the necessity of history of psychology systematization in Goiás (a Brazilian state) this work aimed to, from a historiographic perspective, reconstruct the psychological understandings, practices and discourses that contributed to the constitution of scientific psychology in Goiás. For reaching this objective we tried to comprehend the bases of psychology in Brazil during colonial and imperial ages, as well as the developing process of this science inside areas as Medicine and Education. These studies were oriented by a theoretic perspective that apprehends psychology under a critical view, adopting as a referential the works developed by MASSIMI and PATTO. This work consisted in a reconstruction of the historiographic production in the field of Brazilian psychology, as well as on the analysis of documental sources from 19th and 20th centuries that favored the apprehension of psychological knowledge and understandings in Goiás. This research evidenced that those understandings that constitute the point of origin of the psychological historiography within the State were present since the 19th century and considered the psychical aspects from innateness conceptions as well as environmentalist and interactionist ones. It also allowed comprehending that psychology, throughout its constitution in Goiás, has been related to Medicine and Education. This relation was revealed in the production of knowledge associated to the control of individual behaviors through the purification and hygienising of social spaces. However, it was on the educational field that psychology found more space for its enhancement, cooperating mainly to teachers formation, especially through discussions and propositions of new pedagogical methods within regular schools that contributed a lot for the psychological theories diffusion, chiefly those that characterize the New School. It can be said that sychological knowledge was essential on the diffusion of a new conception of education, child, and society;conceptions that went along with the human being model idealized by Goiás society and culture modernization projects until 1950s decade / Inserido na linha de pesquisa Formação e Profissionalização Docente e movido pela necessidade de sistematização da história da psicologia em Goiás, o trabalho objetivou, partindo de uma perspectiva historiográfica, reconstituir os saberes, as práticas e os discursos psicológicos que contribuíram para a constituição da psicologia científica em Goiás. Para o alcance desse objetivo, procurou-se compreender as raízes da psicologia no Brasil nos períodos colonial e imperial, assim como o processo de desenvolvimento dessa ciência no interior de áreas como a medicina e a educação. Esses estudos foram orientados por uma perspectiva teórica que apreende a psicologia sob um olhar crítico, adotando como referencial os trabalhos desenvolvidos por MASSIMI e PATTO. O trabalho consistiu em uma reconstrução da produção historiográfica no campo da psicologia brasileira, bem como na análise de fontes documentais dos séculos XIX e XX, que possibilitaram a apreensão de saberes e conhecimentos psicológicos em Goiás. A pesquisa evidenciou que tais saberes que constituem o ponto de partida da historiografia da psicologia no Estado, estavam presentes desde o século XIX e consideravam os aspectos psíquicos a partir tanto de concepções inatistas quanto ambientalistas e interacionistas. O trabalho permitiu compreender que a psicologia, ao longo de sua constituição em Goiás, esteve relacionada à medicina e educação. A relação medicina-psicologia evidenciou-se na produção de conhecimentos referentes ao controle dos comportamentos individuais através da purificação e higienização dos espaços sociais. Porém, foi no terreno educacional que a psicologia encontrou maior espaço para o seu desenvolvimento, colaborando fundamentalmente para a formação de professores, especialmente por meio das discussões e proposições de novos métodos pedagógicos no interior das escolas normais, que muito contribuíram para a difusão das teorias psicológicas, especialmente as que caracterizam a Escola Nova. Pode-se dizer que os conhecimentos psicológicos foram fundamentais na difusão de uma nova concepção de educação, de criança e de sociedade, concepções estas que iam ao encontro do modelo de homem idealizado pelos projetos de modernização da sociedade e da cultura de Goiás, até a década de 1950

Este trabalho discute a possibilidade de a educação transformar algo de decisivo em relação à barbárie, baseado na tese de que desbarbarizar se tornou a tarefa mais urgente da educação. O conceito de barbárie é entendido como violência em sua dimensão histórico-natural e subjetiva. O trabalho aborda as facetas da barbárie em seu desenvolvimento social, por sua influência sobre o psiquismo, principalmente a partir do capitalismo, abrindo caminho para algumas reflexões no campo da educação e da psicologia, principalmente no esclarecimento sobre os mecanismos inconscientes que determinam o comportamento. Baseado nas teorias de Theodor Wiesengrund Adorno e Sigmund Freud, discute a possibilidade de informações conscientes superarem ou amenizarem as manifestações imediatas de violência, mesmo sob as poderosas influências inconscientes em uma civilização irracional, que tenha intensificado o seu mal-estar. / This work discusses the possibility of the Education to have a relevant role in the fight against the barbarism, based in the hypothesis that to civilize has become the most urgent task of the Education. The concept of barbarism is that of the violence in its natural-historic and subjective dimensions. The present work studies the characteristics of the social development of barbarism, particularly since the advent of the capitalism, making possible some reflections in the fields of Education and Psychology, especially about the unconscious mechanisms that determine the human behavior. Based in the theories of Theodor Wiesengrund Adorno and Sigmund Freud, this work discusses the possibility of conscious information to overcome or at least to soothe the manifestations of violence, even in an irrational civilization like ours, prey of powerful influences from the unconscious.

Doctor Educationis / Die volwassene wat 'n professionele beroep beoefen, vervul nie net die rol van professionele beroepsbeoefenaar nie, maar is ook 'n voltydse leerder (student); tuisteskepper en landsburger. Hierdie verskillende rolle kan só veeleisend raak dat die volwassene oorweldig voel en in spanningsituasies of te midde van 'n vol program, onvanpaste besluitnemingstrategieë aanwend. Die openbaring van onvanpaste besluitnemingsgedrag sluit in die onvermoë om • die kern van die probleem te formuleer • alternatiewe te genereer en te evalueer • die besluit te neem, te implementeer en te evalueer 'n Empiriese ondersoek is onderneem om te bepaal watter besluitnemingstrategieë deur professionele volwassenes bemeester behoort te word en of die andragoog die volwassene tydens die afhandeling van die besluitnemingsproses moet bystaan. Die faktore wat 'n rol by besluitneming speel, is ook behandel. Die navorser se eie voorstelling van die besluitnemingsproses, wat as opsomming van die literatuurstudie beskou kan word, is as raamwerk gebruik om vrae te genereer wat in die vraelys opgeneem kon word, asook om onderhoude te voer. Die belangrikste gevolgtrekking van die ondersoek is dat professionele volwassenes tydens die besluitnemingsproses op ondersteuning aangewese is en dat besluit nemingskonflik verlig kan word indien 33 belangrike besluitnemingsvaardighede bemeester is. Verder is gevind dat daar beduidende verskille is ten opsigte van die besluitnemingsvermoë van die agt verskillende beroepsgroepe wat by hierdie navorsing betrek is, asook tussen manlike en vroulike respondente en Afrikaanssprekende en Engelssprekende respondente. Die algemene gevolgtrekking waartoe gekom is, is dat sommige professionele volwassenes onderpresteer wat besluitneming betref en dat hulle in besonder op begeleiding aangewese is. Die andragoog wat as besluitnemingskonsultant optree, sal hom dit spesifiek ten doel stelom sy medevolwassene wat ontoereikende besluitnemingsgedrag openbaar, te begelei tot die vorming van 'n realistiese besluitnemingsidentiteit. Verder word 'n nuwe, meer omvattende uiteensetting van die besluitnemingshandeling vanuit die Sielkundige Opvoedkunde voorgestel wat ten doel het om 'n meer indringende beskrywing van dié konatiewe handeling daar te stel as wat tans in die opvoedkundige sielkundige teorie te vind is.

Social learning plays a critical role in cognitive apprenticeship, community of practice, and knowledge production theories. Gunawardena's interaction analysis model, which provides a means of evaluating discourse for social construction of knowledge, is comprised of five phases: (a) sharing and comparing, (b) disagreement, (c) negotiation and co-construction of new knowledge, (d) testing of knew knowledge, and (e) use or phrasing of new knowledge. There is a paucity of research that has empirically explored social construction of knowledge, especially in an extended semiformal asynchronous graduate learning experience. This study explored two research questions: whether social construction of knowledge took place, and if so, how such construction occurred. The study used data from two quarters of a five-quarter graduate level, asynchronous research laboratory allowing students in psychology programs to work on a faculty research project. This study was a qualitative secondary data analysis of 1,739 postings by 17 students and one instructor. The original transcripts were converted to a database for coding using the interaction analysis model. Numerous uses of phase II, disagreement, and above demonstrated that social construction of knowledge occurred and provided a method of understanding how such construction took place. Students socially constructed knowledge by expressing disagreement or dissonance and then worked together to synthesize new knowledge. As a critical component of situated learning, understanding social construction of knowledge provides impetus for pedagogical improvements for increased learning. This in turn can provide students with necessary knowledge and new ideas to apply toward positive social change in their communities.

Text in Afrikaans / Die volwassene wat 'n professionele beroep beoefen, vervul nie net die rol van professionele beroepsbeoefenaar nie, maar is ook 'n voltydse leerder (student), tuisteskepper en landsburger. Hierdie verskillende rolle kan s6 veeleisend raak dat die volwassene oorweldig voel en in spanningsituasies of te midde van 'n vol program, onvanpaste. besluitnemingstrategiee aanwend. Die openbaring van onvanpaste besluitnemingsgedrag sluit in die onvermoe om • die kern van die probleem te formuleer • alternatiewe te genereer en te evalueer • die besluit te neem, te implementeer en te evalueer 'n Empiriese ondersoek is onderneem om te bepaal watter besluitnemingstrategiee deur professionele volwassenes bemeester behoort te word en of die andragoog die volwassene tydens die afhandeling van die besluitnemingsproses moet bystaan. Die faktore wat 'n rol by besluitneming speel, is ook behandel. Die navorser se eie voorstelling van die besluitnemingsproses, wat as opsomming van die literatuurstudie beskou kan word, is as raamwerk gebruik om vrae te genereer wat in die vraelys opgeneem kon word, asook om onderhoude te voer. Die belangrikste gevolgtrekking van die ondersoek is dat professionele volwassenes tydens die besluitnemingsproses op ondersteuning aangewese is en dat besluitnemingskonflik verlig kan word indien 33 belangrike besluitnemingsvaardighede bemeester is. Verder is gevind dat daar beduidende verskille is ten opsigte van die besluitnemingsvermoe van die agt verskillende beroepsgroepe wat by hierdie navorsing betrek is, asook tussen manlike en vroulike respondente en Afrikaanssprekende en Engelssprekende respondente. Die algemene gevolgtrekking waartoe gekom is, is dat sommige professionele volwassenes onderpresteer wat besluitneming betref en dat hulle in besonder op begeleiding aangewese is. Die andragoog wat as besluitnemingskonsultant optree, sal hom dit spesifiek ten doel stel om sy medevolwassene wat ontoereikende besluitnemingsgedrag openbaar, te begelei tot die vorming van 'n realistiese besluitnemingsidentiteit. Verder word 'n nuwe, meer omvattende uiteensetting van die besluitnemingshandeling vanuit die Sielkundige Opvoedkunde voorgestel wat ten doel het om 'n meer indringende beskrywing van die konatiewe handeling daar te stel as wat tans in die opvoedkundige sielkundige teorie te vind is. / The adult who practises a profession, does not only fulfil the role of a professional career person, but is also full-time learner (student), homemaker and citizen. The adult tries to meet the demands of all these different roles and may at times feel unable to cope. In a situation where there is great tension or in the midst of time constraints, this may give rise to the implementation of inappropriate decision-making strategies. Inappropriate decision-making behaviour manifests itself in the inability to • recognise and define the problem • generate and evaluate alternatives • take the decision, implement it and evaluate the result An empirical investigation was undertaken to determine which decision-making strategies should be mastered by professional adults and if the andragogue should assist the adult during the execution of the decision-making process. The different factors which play a role in decision making, are also discussed. The researcher's own representation of the decision-making process is presented and this may be regarded as a summary of the literature study. This representation was also used as a framework to generate questions which were used in the questionnaire and during the interviews. The most important conclusion of the investigation is that professional adults are dependent on support during the execution and completion of the decision-making process. Decision-making conflict can be alleviated if 33 important decision-making skills are mastered. It was further concluded that there are significant differences between the decision-making abilities of the eight different occupational groups involved in this investigation, and between the decision-making abilities of male and female respondents, as well as Afrikaans and English speaking respondents. The general conclusion is that some professional adults show signs of underachievement with respect to decision making and that they are in particular dependent on guidance. The andragogue who acts as a decision-making consultant will aim to guide his colleagues who display inadequate decision-making behaviour, to form a realistic decision-making identity. Furthermore, a new and more comprehensive description of the act of decisionmaking in the Psychology of Education is suggested, aimed at contributing to the proper description of the conative act. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Summaries in Afrikaans and English / Die begin van die nuwe millennium word gekenmerk deur radikale vooruitgang op tegnologiese gebied, paradigmatiese verskuiwings in natuur- en geesteswetenskappe, toenemende onsekerheid oor wat die ware aard van die mens is en hoe die een mens die ander verantwoordbaar kan help met die oplossing van probleme en herstel van menswaardigheid deur middel van opvoedkundige sielkundige ondersteuning. Navorsing is ondemeem om 'n beeld te verkry van wat 'n verantwoordbare opvoedkundige sielkundige praktyk met besondere verwysing na pedoterapie, kan wees. 'n Literatuurstudie is gedoen aangaande grondeise van 'n verantwoordbare opvoedkundige sielkundige praktyk in historieskomtemporere konteks. 'n Verdere literatuurstudie is gedoen aangaande 'n verantwoordelike en verantwoordbare pedoterapeutiese praktyk in opvoedings- en medemenslikheidsperspektief. 'n Teoretiese fundering van pedoterapie is gedoen, waarin daar, onder andere, klem geplaas is op 'n ontleding van die begrip en idee pedoterapie, pedoterapeutiese verhoudinge, diagnostisering, vorme van pedoterapie en die aard enrol van 'n mensbeeld in die opvoedkundige sielkundige praktyk. 'n Soektog na kategoriee waarmee 'n verantwoordbare Sielkundige Opvoedkundige wetenskap en opvoedkundige sielkundige praktyk beskryf kan word, is ondemeem. Daarna is kriteria vir die evaluering van pedoterapeutiese arbeid geformuleer. Die oorsprong vir en die waarde van 'n universele etiese kode vir terapeute is teen die agtergrond van 'n mensbeeld bespreek. Aan die hand van 'n empiriese ondersoek is daar bepaal wat die stand van opvoedkundige sielkundige teorie en praktyk teenswoordig sou wees. Hierdie empiriese ondersoek is met idiografiese onderhoude uitgevoer, waama idiogramme saamgestel is. Met die empiriese ondersoek is daar gepoog om 'n beeld te verkry van hoe vertroud hedendaagse praktisyns met teoretiese grondslae en die waarde van 'n ontologiese mensbeeld, die waarde van evalueringskriteria en die stand van die Sielkundige Opvoedkunde se toepassingsmoontlikhede vir die pedoterapeutiese praktyk is of nie is nie. Deelnemende opvoedkundige sielkundige praktisyns se praktyksbenadering in etiese en praktiese konteks is verkry asook bulle oordele van, onder meer, heersende voorskrifte en voorstelle ter bevordering van die opvoedkundige sielkundige praktyk. 'n Aantal aanbevelings is gemaak op grond van die bevindinge vanuit die totale studie. 'n Aanloop tot die daarstelling van 'n etiese kode vir opvoedkundige sielkundiges is gemaak. / The beginning of the new millennium is characterized by radical technological progress, paradigm shifts in natural and human sciences, increasing uncertainty about the real nature of the human being and how one person can assist another in an accountable way with solving problems in order to restore human dignity through educational psychological assistance. Research is carried out to determine what an accountable educational psychological practice, with special reference to pedotherapy, should entail. A literature study regarding basic requirements of an accountable educational psychological practice in historical and contemporary perspective is included. A further literature study is executed concerning an accountable pedotherapeutic practice. A theoretical grounding of pedotherapy is included in the literature study and specific attention is given to an analysis of the concepts and ideas of pedotherapy. pedotherapeutic relationships, the diagnostic approach and forms of pedotherapy. The nature and role of a view of human kind in educational psychological practice is also discussed. Categories describing an accountable science of Psychology of Education and its practice are presented. Subsequent criteria for the evaluation of pedotherapeutic endeavour are formulated. Origins for and the value of a universal code of ethics for pedotherapists are discussed against the background of a view of human kind. By means of an empirical investigation it is determined what the current status of Psychology of Education in theory and practice is. This investigation is conducted by means of idiographic interviews and afterwards idiogrammes are compiled to determine to what extent practitioners are conversant with theoretical foundations and an ontological view of human kind, the value of evaluation criteria and the possibilities presented by the insights of Psychology of Education and how practitioners approach their practice in ethical stance. Also the views of practitioners on current prescriptions and their suggestions for improving educational psychological practice are obtained. A number of recommendations is presented in the light of findings from the entire study. A trial run for the formulation of an ethical code for educational psychologists is presented. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Thesis (M.A.)--Indiana University, 2009. / Department of Philosophy, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Peg Brand, James Capshew, Richard Gunderman, Jane E. Schultz. Includes vitae. Includes bibliographical references (leaves 117-122).

This thesis examines the possibilities of linking the interest in a child (a participant in interest education in the field of education of leisure) with the interest in achieving the goals of various leisure education activities, as well as the goals being (co)determined by the child itself. The thesis strives to find the solution in a method in which an activity goal of the child is transformed into a goal of the tutor with the intention of encouraging the child's personal development. The thesis is divided into four chapters.The first chapter deals with educational goals and the goals of leisure education.The following chapter explores the goals of education as set by various pedagogical conceptions and alternative approaches to the isme. The third chapter acquaints the reader with the psychological potential of the target group.The last chapter is dedicated to the growth of child's potential, its ability of free choice and decision making, expressions of creativity, and the "flow" state.