Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 9, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--Washington State University, May 2007. / Includes bibliographical references (p. 34-40).

Thesis (M.A.)--University of Akron, School of Communication, 2006. / "December, 2006." Title from electronic thesis title page (viewed 06/27/2007) Advisor, Mary E. Triece; Committee members, Patricia S. Hill, N. J. Brown; Interim Director of the School, Carolyn M. Anderson; Interim Dean of the College, James M. Lynn; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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A presente dissertação traz como tema principal a questão dos valores em relação ao processo educativo escolar. Seu principal objetivo é analisar a tarefa da escola quanto à educação para valores, frente às transformações sociais e culturais e suas implicações no processo educativo. Para a realização de tal propósito, o método de abordagem será o analítico-interpretativo, sendo que o trabalho dissertativo está dividido em três capítulos. O primeiro capítulo descreverá a sociedade contemporânea e suas principais transformações no âmbito social e cultural. Por isso, se valerá das contribuições do sociólogo Zygmunt Bauman, no intuito de apresentar as principais características presentes no contexto social, para que, em seguida, se possa compreender o papel da escola inserida nesse contexto. Após a apresentação desse panorama, no segundo capítulo, o trabalho dissertativo terá o intuito de destacar o tema dos valores e, para isso, contará com o aporte teórico do filósofo Max Scheler, apresentando suas ideias centrais acerca de sua teoria dos valores. A partir da descrição da sociedade referenciada por Bauman e da teoria dos valores, formulada por Scheler, no terceiro capítulo, o objetivo será situar e analisar a missão da escola diante das transformações sociais e culturais e seu processo educativo, em especial, frente aos valores. E para a compreensão da missão da escola no contexto hodierno far-se-á a análise do Projeto Político-Pedagógico da Escola Estadual de Ensino Fundamental Jardim América do município de Vacaria, no Rio Grande do Sul, porque, através da análise desse documento, é possível compreender e avaliar as metas pretendidas com as ações pedagógicas da Escola, e, além disso, constatar como a respectiva instituição concebe a formação do ser humano, e se, para realizá-la, ela tem a preocupação de educar para valores. À luz dessa análise, por fim, elencar-se-ão alguns valores imprescindíveis, a fim de poder tecer uma relação entre escola, sociedade e valores e compreender que a instituição escolar deve educar para valores. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-03T13:23:52Z No. of bitstreams: 1 Dissertacao Viviane Catarini Paim.pdf: 4108373 bytes, checksum: ca5a176a38f8527efdf7957300dff344 (MD5) / Made available in DSpace on 2014-06-03T13:23:52Z (GMT). No. of bitstreams: 1 Dissertacao Viviane Catarini Paim.pdf: 4108373 bytes, checksum: ca5a176a38f8527efdf7957300dff344 (MD5) / The present dissertation has as main theme the question of values in relation to the educational process at school. Its main objective is to analyze the task of school on the education for values, compared to the social and cultural changes and their implications in the educational process. To carry out this purpose, the method of approach is the analytical-interpretative, and the dissertation work is divided into three chapters. The first chapter will describe the contemporary society and its major transformations on social and culture scope. Therefore, it will use the contributions of the sociologist Zygmunt Bauman, in order to show the main features present in the social context, so that then we can understand the role of schools entered in this context. After presenting this background, the second chapter, the dissertative work has the objective to highlight the issue of values and, to do this, rely on the theoretical philosopher Max Scheler, presenting his central ideas about this theory of values. From the description of society referenced by Bauman and value theory, formulated by Scheler, the third chapter has the objective to situate and analyze the school’s mission face social and cultural transformations and their educational process, in particular, compared to values. And for understanding the school’s mission in today’s context we will analyze the Political Pedagogical Project of the Jardim América State Elementary School, on the city of Vacaria, in Rio Grande do Sul, because through the analysis of this document it is possible to understand and evaluate the desired targets with the pedagogical actions of the school, and also see how the institution sees the formation of human beings, and if, to do it, the school takes care to educate for values. In light of this analysis, finally, we will list some values that are essential, in order to weave a relationship between school, society and values and understand that schools must educate for values.

To defend the objectivity and epistemic significance of science from claims that theory choice reflects scientists' values, McMullin has suggested that we clearly identify epistemic values - those such as truth which are the characteristic normative goals of science - and distinguish them from non-epistemic values. The question of the objectivity of a scientific inquiry then reduces to the question of whether it is primarily driven by epistemic values. This thesis illustrates how, using a decision-theoretic model, we can decide whether a motivation is epistemic or non-epistemic by looking at the consequences of potential actions that it attaches to. Building on this structural definition, we produce a succession of further definitions, distinguishing between epistemically and non-epistemically motivated inquiries, people, methods of persuasion and processes of interpretation. The resulting concept of epistemic value can demarcate science and non-science that is not committed to any particular method, nor to methodological anarchy. The model allows us to examine the potential behaviour of hypothetical agents. This method shows that epistemic motivation results in a desire for reliable information, while non-epistemic motivation makes information undesirable or even aversive. From this we get an empirical criterion distinguishing the two attitudes. Another useful hypothetical is to imagine a scientist who wants to assert a maximum number of truths by making a small number of statements. Under these circumstances, we find it can be rational to assert a theory with known false consequences, or a theory that is strictly meaningless but empirically adequate. Since the thesis makes use of Bayesian decision theory, the question naturally arises of how applicable it is to real people. The first part of the thesis defends the descriptive use of BDT in ordinary belief/desire explanation and shows that this does not involve any strong metaphysical presumptions about the entity being explained.

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It is a commonly held notion among many Aboriginal people that one’s worldview, knowledge, values and identity are shaped through the connection one has with the physical and spiritual components of their traditional territory; the land and waters, the beings which occupy these places and one’s ancestors. For the members of Missanabie Cree First Nation, the connection with their traditional territory was disrupted as a result of the failure of the Crown to set aside land in the treaty process in the early 20th Century. Through a review of literature on the Cree of Northern Ontario and Quebec, this thesis answers questions raised by the community concerning their ancestors’ traditional resource management methods, and the kinship roles associated with these methods. Q-method is used to determine the current day values the members hold regarding the land and waters in and around Missanabie. Knowledge of these values, where members agree and disagree, can assist leadership in making decisions about how to proceed in the reestablishment of a viable Aboriginal community within the traditional territory. From the Q-method, three factors which represent the members values emerged; Cultural and Spiritual Values, Economic and Conservation Values, and Community Infrastructure Values. The factors demonstrate that the First Nation holds a mix of traditional and contemporary values with differences appearing in how each factor describes members’ connection to the land and the desires of what members want the land to provide. To move forward in their journey toward reestablishment on their traditional lands, compromises and accommodations within the community need to be reached, and can best be achieved through comprehensive land management planning. / Forestry, Faculty of / Graduate

Whilst the literature underpinning counselling psychology generally acknowledges that values and ethics are inherent in therapy1, the different ways in which they feature and to what effect are under-explored areas. Though therapeutic literature would seem to recommend that counselling psychologists take a critically reflexive approach to values and ethics, the extent to which counselling psychology training engenders this kind of thinking is unclear. This research project therefore set about examining the ways in which values and ethics were constructed in the talk of final year trainee counselling psychologists discussing values and ethics in counselling psychology training and practice. Four focus groups comprising a total of nineteen participants were conducted and transcribed. The transcripts were analysed using Willig’s (2008) six-stage approach to Foucauldian discourse analysis, identifying and exploring the ways in which participants constructed values and ethics in counselling psychology training and practice. The analysis examined the implications of the different constructions identified for counselling psychology training and practice and the subjective experience of counselling psychologists within these contexts. Three discursive constructions of values and two of ethics were identified, drawing on four discourses. The use of each discourse produced its own effects, offering participants different subject positions with different consequences for their therapy practice and subjective experience. The relationship between contrasting constructions of values and ethics from within an institutional and a humanistic discourse dominated discussion and appeared to have greatest impact on participants’ practice and subjectivity. Tensions were experienced between the differing demands of the institutional and humanistic discourses, resulting in feelings of dissonance and discomfort, as participants tried to mediate between contrasting constructions in an attempt to forge a coherent sense of identity and practice involving both.