Dissertation--Evangelisch-Theologische Fakultät--Frankfurt am Main--Johann Wolfgang Goethe-Universität, 2006. / Bibliogr. p. 241-246.

Thesis (Doctoral)--Philipps-Universität Marburg/Lahn, 1980. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 275-295).

Thesis--Marburg/Lahn. / "Lebenslauf": p. [365]. "Literaturverzeichnis": p. [341]-364.

Thesis (B.A.)--Haverford College, Dept. of Philosophy, 2004. / Includes bibliographical references.

The main thesis deals with the educational theories of Rudolf Steiner. These theories are dealt with in Parts III to VIII of the thesis. Before this, in Part 1, there occurs a brief description of the background and life of Steiner; and, in Part II, a,, philosophical discussion of the basic tenets and assumptions upon which Steiner's educational theories rest. The areas dealt with in Parts III to VIII are divided into three. The first is an exposition of Steiner's ideas; the second is a comparison and appraisal of Steiner's theories with other educationalists; the third is an examination and evaluation of some of the concepts which are fundamental to Steiner's theories. The first of these areas i. e. the exposition of Steiner's ideas, is subdivided into three: his views on the nature of the child and the'way in which the child grows and develops; methodologies of teaching; and content and curriculum. An exposition of Steiner's theories on the nature of the child and its development occurs in Part III. - This is followed, in Part IV, by an evaluation of his theories by comparing them with other educationaliits. In Part V an examination of Steiner's theories on methodologies of teaching, by considering his views of "The Temperaments", occurs; - reference and comparisons to other educationalists are made in the same section. In. Part VI descriptions of the Waldorf curriculum are given and this is followed by an evaluation at the end of the section. The evaluation examines 'a number of concepts upon which the Waldorf curriculum has bpen formulated in the context of modern day curriculum objectives, design and learning experiences. In Part VII a brief historical perspective : is obtained of Steiner's theories by comparing his views with those of Plato, Rousseau and Montessori. This perspective is placed in a modern day context in Part VIII, and is obtained by an examination of many of the concepts fundamental to Steiner's theories. This includes a detailed critique of two of the main assumptions upon which Steiner's theories of education rest; an examination of the relationship of the individual to society in an educational context; and a discussion of the nature and aims of the educational process.

This thesis addresses the question of identity from the perspective of Rudolf Steiner and Waldorf Education attempting to make a connection between Steiner's theory of self development in relation to the spiritual world, and the postmodern concept of identity. Fundamentally, what matters in education for Steiner is how knowledge is introduced in such a way as to become organic, developing with the growth of the students, so that they can learn to think creatively and imaginatively. The holistic and artistic approach which Waldorf Education takes seems to succeed in developing students' identity in a way that the students can connect strongly and meaningfully with the community, society, and the universe. The thesis explores the philosophy and strategies adopted in Waldorf Education in its goal of developing the self and identity. In addition, the study examines the benefits which Waldorf Education can provide to contemporary public education and identifies the challenges it faces in the postmodern context.

Since the Scientific and Industrial revolutions, advancing technologies and cutting-edge science have enabled our society to continually promote a growing global economy. Industrial growth has increasingly become a top priority for most governments, notably in the agricultural realm. The advances towards agricultural industrialization began in the 17th century and escalated during the Green Revolution, which examined the possibility of using synthetic fertilizers and mechanization in farming to decrease labor and improve yields. Although seen as economically beneficial, the shift from an agrarian lifestyle to industrial farming has created an ecological, economic, and ideological crisis to our modern world. This paper aims to examine the problems associated with agricultural industrialization and investigate whether biodynamic agriculture effectively provides a solution to the problems inherent in both conventional and industrial organic agricultural methodology.

Teilw. zugl.: Basel, Univ., Diss., 2004

Thesis (Ph. D.)--University of Adelaide, Dept. of Education, 1999. / Addendum to Chapter 1 inserted facing title page. Addendum of footnote references tipped-in on back end-papers (3 leaves). Bibliography: leaves 377-383. Also available in an electronic version.

Thesis (Ph. D.)--University of Adelaide, Dept. of Education, 1999. / Bibliography: leaves 377-383. Also available in a print form.