Thesis (S.T.L.)--Catholic University of America, Washington, D.C., 1999. / Includes bibliographical references (leaves 135-139).

Thesis (S.T.L.)--Catholic University of America, Washington, D.C., 1999. / Includes bibliographical references (leaves 135-139).

Thesis (M.C.S.)--Regent College, 2001. / Abstract. Includes bibliographical references (leaves 208-213).

The purpose of the study was to evaluate the educational philosophy of Teilhard de Chardin and to determine the implications for Catholic secondary education. From the philosophy of education of Chardin a curriculum for Catholic secondary education was developed.The method used to arrive at Chardin's educational philosophy was to review the major literature on Chardin. In particular, the work, The Phenomenon of Man formed the central philosophical thesis of Chardin. In using Chardin's philosophy, the definition of education developed by scant was used to help develop a secondary school curriculum for Catholic education based on Chardin's model of man and the universe.The study was theoretical in nature since it dealt with the philosophical basis upon which an educational system could be developed. The two questions developed by the study were: (1) Given the philosophy of Teilhard de Chardin, can a philosophy of education be developed? (2) Can that philosophy of education be developed into a model secondary school curriculum for Catholic education? The answer to both questions was yes. Chardin had a philosophy which concerned itself with the development of the whole man: That man should develop a world view in which the world is seen as progressing, including the continued growth and development of man. From that conception an educational system was developed which sought to present to the student a world view in which the student sees the inter-relationship of knowledge. The student is led to develop a world view in which the idea of human progress and the continued thrust of evolution have an important relationship to the individual and to human society.The significance of the study was the development of an educational model based on Chardin's thought. While a classical model was developed other models could be developed which could show the world view developed by Chardin.The study concluded that further research into the question of Chardin's philosophy would prove beneficial in developing educational models. This would have special significance for Catholic education, but implications are present for public education as well. The model presented in the study was a classical approach to education. A further area of research in developing other models would be of significance. This study was theoretical in nature. A development of methods of testing Chardin's thought in the school system would be another area for further research.

Proefschrift--Wijsbegeerte--Rotterdam. / Résumé en néerlandais. Bibliogr. p. 300-311. Index.

Proefschrift--Wijsbegeerte--Amsterdam, 1974. / Bibliogr. p. 314-336. Index.

Thesis (doctoral)--Erasmus Universiteit Rotterdam, 1988. / Summary in Dutch. "Stellingen" ([2] p.) inserted. Includes indexes. Includes bibliographical references (p. 300-311).

Thesis--Westfälische Wilhelms-Universität. / Vita. Includes bibliographical references (p. 247-255).

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