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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 251 to 260 of 262 (0.146 seconds)Spelling suggestions: "subject:"ehe philosophy off education"" "subject:"ehe philosophy oof education""
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Filozofické aspekty výchovy v dialogu mezi Wolfgangem Brezinkou a Zygmuntem Baumanem / Philosophical aspects of education in dialogue between Wolfgang Brezinka and Zygmunt BaumanDvořáková, Jana January 2018 (has links)
The text of this work is primarily based on the works of Wolfgang Brezinka, focusing on the philosophy of education and on many sociological works by Zygmunt Bauman, which are cited for better orientation in the philosophical-educational context of the chapter focusing on the philosophy of education used in the antiquity The aim was to present the reader with at least a brief awareness of the individual aspects of the philosophy of education as presented by Brezinka and to supplement it with the possible aspects that can be taken from Bauman, who primarily focuses on exploring the socio-cultural phenomena of the modern society. Gradually, the essential characteristics, features, and characteristics that accompanied the upbringing in antiquity are presented, just as the educational aims and beliefs in relation to the upbringing that is presented by Brezinka. Furthermore, there are discussed and examined the pitfalls of modernism and postmodernism in relation to personality, culture, society and philosophical-educational possibilities as pointed out by Bauman. The amount of works on the philosophy of education is insufficient and even here, of course, it has not been possible to cover all the philosophical aspects of education which are available to the authors dealing with the philosophy of education, yet...
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Health education in cross cultural encounters : an agogical perspectiveArthur, Mavis Lorraine 11 1900 (has links)
In contemporary multicultural societies, health is emerging as a fundamental right alongside
education and welfare: a frame of reference endorsed by the Government of National Unity
in South Africa. Health workers are confronting issues far beyond the more traditional
modes of health education. The initial thrust of this research was to investigate the most
relevant social, health and education knowledge bases and issues relative to health education
in cross cultural encounters in order to formulate universal guidelines applicable to the
national situation. Differences inherent in allopathic and traditional health systems are
explored in historical time, in conjunction with concepts of social change, communality in
diversity and the co-existence of multiple realities. An understanding of common
denominators across all human and group experience emerges and, with it, insight into
problems that occur when universalistic conceptions of human behaviour are linked to
communicocentric hegemony. The parameters within which cross cultural health education are viewed are extended through
an analytical, empirical evaluation of the andragogic consequences of a broader conceptualisation
of culture and the patterned relationships existing between elements within society.
The ontic fact that similar variables may have widely different meanings and be differently
construed by people whose life experiences differ is affirmed. Culture shock becomes a
potential personal reality for all engaged in cross cultural encounters. Radical reflection on human nature and the eidos of man constitutes the foundation upon
which the aims and various theories of health education are systematically and progressively
evaluated. Evidence surfaces that the original intent of the research was rooted in the
Western medical tendency towards standardisation, specialisation and the creation of
scientifically validated routines for professional practice and that gaps exist between the
theory and practice of health education and the everyday experiences of people. On the basis
of scientifically based insights, guidelines have been formulated to narrow the divide between
the factual, linearly based procedural aspects of health education and the human experience
of learning. The guidelines embody the notion that the health educator's role in cross
cultural encounters is one of facilitating meaningful, appropriate and informed choices on the
part of adult learners. / Educational Studies / D.Ed. (Philosophy of Education)
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Reflexe krize autority z hlediska filosofie výchovy / Reflections on the crisis of authority in terms of philosophy of education.VAŇKOVÁ, Karolína January 2011 (has links)
The thesis analyzes the crisis of authority in education. The first part deals with an analysis of the contemporary concept of authority; the definition of dimensions, legitimacy, power, bureaucracy, charisma, obedience to authority, authoritarianism, and the definition of the crisis of authority in society. The second part evaluates the knowledge, defines crisis of authority in education, analyses the roots of this crisis, and offers a solution. The final part deals with the definition of animation as a third dimension of education and defines its potential benefits in the issue of crisis of autority.
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Bridges Over Troubled Water: Examining the Lived Experiences of Black, Female School Principals in Predominantly White School DistrictsLaWanda Denise Mitchell (11680993) 22 November 2021 (has links)
This study highlights the personal and descriptive stories, narratives, and accounts that detail the lived experiences of Black, female school principals in predominantly white school districts. Based on the personal experiences of these four Black, female school principals, recommendations are made to predominantly white school districts seeking to meet the needs of Black women serving as leaders within their school districts, organizations, and institutions.
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Education and the Individual: An Exploration of Enver Hoxha’s Philosophy of EducationAkulli, Ksenafo January 2018 (has links)
No description available.
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Fundraising and Endowment Building at a Land Grant University During the Critical Period, 1910-1940: The Failure of Ohio StateJohnson, Benjamin A. January 2013 (has links)
No description available.
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Decolonising Afrikan masculinities : towards an innovative philosophy of educationBuntu, Amani Olubanjo 01 1900 (has links)
This study concerns itself with how Afrikan masculinities were (perspective on the past), what they are now (perspectives on the present) and what they can, ideally, become (perspectives on the future). By employing a decolonial and Afrocentric approach of deconstructive and critical theory, transdisciplinarity and Afrikological perspectives, the study’s objective is to understand the impact of coloniality on Afrikan masculinities.
Coloniality, in this context, refers to the impact of historical colonization, enslavement, Apartheid on (South) Afrikan societies, including how the after-effects and their multiple consequences for changes in (South) Afrikan culture, economy, politics, communities, families and individuals have impacted on the notions about, and roles of, Afrikan men.
Further to this, the study seeks to understand the role of Afrikan culture in shaping solutions to problems identified, in the form of an innovative philosophy of education towards relevant Afrikan masculinities. Applying Participatory Action Research (PAR) as research methodology, the study examines how Afrikan masculinities are seen, understood and envisioned by Afrikan men and women. Empirical research was conducted with a co-research team in Mangaya village, Thulamela Municipality in Limpopo Province, South Afrika. Findings from the study were coded, cross-analysed, triangulated with literature and a number of discussions and dialogues, and eventually developed into concepts for emerging theory and practical interventions.
The study found that many Afrikan men are caught between expectations to what they should become and systemic obstacles to fulfil these expectations. As a result of colonial injustices – and their many after-effects, many Afrikan men have become confused about their identity, irresponsible in their behavior, “broken” in their self-perception (and in the eyes of the world) and in deficit of Afrikan values as guidelines for meaningful, Afrikan manhood.
Essential solution-concepts found were for Afrikan men to deepen their self-knowledge, seek healing, empowerment and engage in re-learning of indigenous guidelines. These concepts have been expressed through nine lessons, serving as an innovative, educational philosophy for Afrikan manhood. A mixtape featuring brief, motivational messages for young Afrikan men against a musical soundtrack was produced as a direct outcome of the study. / Educational Studies / D. Ed. (Philosophy of Education)
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ETICKÁ VÝCHOVA A JEJÍ VÝCHODISKA VE SROVNÁNÍ S PRAXÍ ETICKÉ VÝCHOVY V SLOVENSKÉ A ČESKÉ REPUBLICE / Ethics as a Class Subject and its Resources in Comparison with the Teaching of Ethics in the Slovak and the Czech Republic.SPIŠÁKOVÁ, Mária January 2015 (has links)
This thesis deals with the bases of Ethics in comparison with the practice of Ethics in the Slovak and the Czech Republic. The first part describes and discusses the philosophical, pedagogical and psychological bases of teaching subject called Ethics. It presents a chronological overview of ethical theories and their comparison of the base of morality. It deals with the philosophy of education and dialogue as the principles of teaching. It represents Piaget's theory of moral development of the child, states stages of moral reasoning by Kohlberg and characterizes Frankl's logotherapy. The second part analyzes and compares the approaches to Ethics in primary and secondary education in the Slovak Republic and the Czech Republic due to the bases of ethics set out in the first part. It represents the Slovak koncept of Olivar's prosocial education, the activities of Ethical Forum Czech Republic and the programme Philosophy for children.
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A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent CurriculumNeves, Ana Cristina Trindade 14 December 2009 (has links)
This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.
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A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent CurriculumNeves, Ana Cristina Trindade 14 December 2009 (has links)
This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.
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