Following recent developments in philosophy of education, this thesis attempts to relate work done in analytic philosophy of education to work done in normative philosophy of education. The first part of the thesis focuses on the analysis of the concept Curriculum. The aim of this analysis is to attempt to clarify Curriculum and show that it is an essentially normative concept. An examination of the nature of this concept raises serious moral issues, e.g. that of the justification of the content of the Curriculum. This issue is dealt with in the second part of the thesis where I investigate two major philosophical attempts to justify the content of the Curriculum (that of R. S. Peters--an approach couched essentially in terms of the intrinsic value of certain activities--and that of P. S. Wilson--an approach couched essentially in terms of the notion of 'what interests someone') and show that the arguments adduced by Peters and Wilson do not satisfactorily resolve the issue, either in their own terms or in terms of the extent to which they speak to practical considerations. Mary Warnock attempts to merge the double rift, between Peters and Wilson, and between theoretical and practical considerations, by arguing that imagination and work are the criteria (equally important) by which decisions as to the content of the Curriculum should be made. This moderate position, although more adequate, is not devoid of problems, especially with regard to the relationship between imagination and work. It is my belief that a fundamental change in the understanding of theory and practice in the field of education must occur before serious advances can be made with regard to the justificatory issue.

This thesis will discuss the ethical demands that are given by Stanley Hauerwas and William Schweiker in their theory about Christian ethics. The question at issue being discussed is which ethical demands to act good is revealed in Hauerwas and Schweikers understanding of Christian ethics and do they put a stronger demand on Christians to act good? This thesis finds out that both of them put some special ethical demands for Christians that are not the same as to other people. In their writing about the special claims for Christians, when it comes to moral behavior, they have their own way of understanding what these claims are. Hauerwas claims that Christians should act good because of Jesus Christ. To learn to be like him humans need to develop their virtues in a community of virtues. The church is the place where your person and character can develop in a certain way. This view is, according to this thesis, not reasonable in a world with global dynamics. Schweiker claims that the agent and his actions have a special relation and that humans as agents needs to take responsibility and use it as a moral imperative. For Christians responsibility gets more important because of their belief. Schweiker presents an ethic that is both reasonable and applicable to other worldviews in a world with global dynamics.

The predominate purpose of this study is to compare G. Stanley Hall's philosophy of adolescence and practical arts with the accepted philosophy of teaching industrial arts in the secondary schools of the United States today. This thesis is a comparative study of G. Stanley Hall's philosophy, with emphasis placed on practical arts, to show how his philosophy has influenced the philosophy of present-day industrial arts in the secondary schools of the United States.

Québec Université Laval, Bibliothèque 2013

published_or_final_version / Architecture / Master / Master of Architecture

This thesis provides an examination into the primary features in the theology of one of the turn of the century's leading evangelical theologians, Stanley J. Grenz. It begins by establishing the controversial nature of Grenz's project within evangelical theology, and how his aims were misread by a number of evangelical scholars. It then argues that the primary feature in his writings was the doctrine of the Trinity, giving shape to his methodology, theology, and ethical engagement. Accordingly, this thesis identifies the most significant features he adopted and adapted from Wolfhart Pannenberg, whose influence on Grenz is readily seen. These features include not only how Grenz derived particular methodological aspects from Pannenberg (chap. 2), but also those related to the shape of his trinitarian theology itself (chap. 3). Next, while realizing that Grenz's new-found emphasis on a trinitarian project was not placed on a tabula rasa, a wider account of his trinitarian background is considered (chap. 4), as is the particular developmental shape of his doctrine of the Trinity itself (chap. 5). Following this, an examination is made into how Grenz accessed this doctrine of the Trinity, through the imago Dei concept, informed by a theological hermeneutic, theological exegesis, and weaved through the traditional systematic loci (chap. 6). Finally, the shape of his trinitarian ethical work is considered in light of the overall coherence of his body of writings, both in its early form as a Christian ethic as well as in the test-cases that were part of his engagement (chap. 7). This is followed by a summary of the reception of Grenz's project, which is deemed consistent with his aims of being both a distinctly evangelical and trinitarian theologian.

The purpose of the following study is to make an analysis of the structural elements and stylistic characteristics of the Sonata in A Minor for violin and piano by David Stanley Smith. This analysis will include the composer's treatment of form, harmony, melody and tonality, rhythm, intellectual and emotional content, and mediums of expression.

This dissertation examines the theological diversity that is currently developing within North American evangelicalism due to the growing influence of postmodernism and the resulting postconservative shift in evangelical thought. Chapter 1 begins with an initial assessment of the historical background and intellectual landscape behind the postmodern setting as well as the reasons why many evangelicals, such as Stanley J. Grenz and Kevin J. Vanhoozer, have chosen to adopt postconservative approaches to theological method. Chapter 2 then moves to a critical analysis of these two theologians by first treating the work of Stanley Grenz. This segment evaluates his proposals regarding theological method by outlining the primary ideas and factors that lead to his version of a postmodern evangelical theology. Chapter 3 subsequently offers a survey of the contrasting ideas of Kevin J. Vanhoozer. Here again, the tracing of Vanhoozer's distinct rendition of postconservatism is done by examining the major factors that are prominent within his work. Chapter 4 then provides evaluations of the strengths and weaknesses of Grenz's and Vanhoozer's thought as well as points of comparison and contrast between them. In the end, it is argued that while both thinkers share several mutual criticisms of conservative evangelicalism, Grenz's expression of postconservatism is noticeably different from Vanhoozer's. Specifically, it is shown that Grenz clearly advocates a kind of postmodern postconservatism, which entails modifications in theological method as well certain doctrinal commitments intrinsic to historic evangelicalism. Juxtaposed to Grenz, it also is argued that Vanhoozer provides a more confessional model of postconservatism because his recommendations for a new methodology still remain loyal to certain theological commitments that Grenz would deem as non-essential to the evangelical theology. Chapter 5 finally assesses the potential future effects that certain kinds of postconservative thought could have in evangelical circles. Likewise, several key elements regarding theological method that still require further attention in light of the development of postconservatism are also highlighted and discussed. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

published_or_final_version / Architecture / Master / Master of Landscape Architecture

published_or_final_version / Architecture / Master / Master of Architecture