This thesis tries to bring together al-Ghazali's thoughts about different aspects of education, scattered in numbers of works of different kinds and aims at presenting his educational theory in its complete picture. His life, his intellectual career, his mental crises, as well as the solution to these crises were deeply influential in the formation of his educational thought; and it appears that al-Ghazali was remarkably successful in absorbing the conflicting schools of thought of his time. The theoretical aspect of his educational thought consists of a psychology that focuses on a series of mental operations by which man attains knowledge. Being a Sufi, al-Ghazali holds that knowledge can be attained through either sensual-rational or purely spiritual ways, believing the latter to be the source of true knowledge. Consequently, in his classification, he places spiritual sciences over the rest of the sciences. The practical aspect of his thought concerning education centers on the duties of student and teacher which must be fulfilled to ensure the success of the learning process.

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The aim of this thesis is to try to bring some clarity and perspective into the controversy generated by Ivan Illich's theory of the necessity for a deschooled society. Furthermore it attempts to elaborate on how Illich's concepts originated and evolved. In this respect, it strives to present all of the elements which have had an impact upon Illich's intellectual formation and his subsequent religious, social, and educational philosophy. / The method of inquiry for my thesis is to investigate the various experiences, including definite influences, which contributed to shaping Illich's attitudes towards society, technology, and formal education. Since all of these factors eventually contributed to his famous theory of deschooling, this paper attempts to describe how Illich developed intellectually from his younger days until he conceptualized his notion of a free education in the Centre International de Documentation. In addition, this study analyzes the reactions of the major critics and commentators who either criticized or supported Illich's theories. / The thesis concludes by presenting the reactions of the author to both Ivan Illich's theories and to the views of his major critics and commentators.

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This thesis explores five documents written by Tagore between 1906 and 1940. Tagore was writing at a time when India was struggling for independence. Among his numerous concerns, he wanted an India which could be compassionate and humane. He realized that such a lofty goal could only be achieved through an education system which not only encouraged these qualities but allowed students to cultivate them by understanding the world around them. Central to the arguments in this thesis is Tagore's discussion of the tapobon, the Indian meditative forest. The tapobon is seen as metaphorical place for contemplation in deciphering the world and developing an understanding of one's place in it. The documents examined here reflect the breadth and depth of Tagore's thoughts on education though they are only a sampling of the extensive work he did in his lifetime.

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This research embraces an eco-systemic perspective of human behaviour (Bronfenbrenner, 1979) and uses participatory action research methodology to explore with young people, and those 'immersed in the system' (Carr & Kemmis, 1986) of education, their views and school experiences, to facilitate increased participation, empowerment and professional collaboration to support future school transitions. This study has been carried out in the South-West of England (inner-city and suburban areas), involving young people and their families, schools, alternative placement providers and multi-agency professionals. The following research aims were addressed: 1) To improve our understanding of the views and perspective of young people who have experienced school exclusion. 2) To explore multiple stakeholder perspectives of using a person-centred planning (PCP) approach to support school transition/re-integration and the perceived ‘supports' and 'barriers’ to implementation. 3) To explore the use of PCP in supporting positive outcomes for young people, 'post transition/re-integration' to mainstream school. 4) To consider the implications for future practice and research. This was a two part study, consisting of two research papers. The participants in paper one of the study were young people (N=12) identified by their settings as having experienced prior school exclusion, with an impending transition (or re-integration) to mainstream education. Paper one explored young people’s perspective to better understand the supports and barriers that have impacted upon their educational journeys, what they attribute as causes for their school exclusion and what they believe will help them in their future. A person-centred planning approach informed the data gathering process (Smull, Sanderson, Sweeney, Skelhorn, George & Bourne, 2005) and semi-structured interviews were analysed using thematic analysis based on Braun and Clarke’s (2006) framework. The individual interviews explored 'with' each young person, their views and perspective, and contributed towards the 'preparing to plan' stage of Person Centred Planning (PCP) being implemented in paper two. Paper two explored the use of Person Centred Planning (PCP) in supporting young people (N=6) in their school transition/re-integration to mainstream education. This involved young people from study one and a range of stakeholders including their family, friends, school/placement staff and multi-agency professionals. This focussed on exploring multiple stakeholder experiences of the ‘supports' and 'barriers’ of using a PCP approach in 'real life' practice. It also explored perceptions of the impact and efficacy of the approach over time in supporting young people across key outcome areas, 'post' transition/re-integration. Findings from paper one indicated young people's capacity to express themselves clearly and reflect meaningfully upon their educational journeys. Each young person made their own decision as to how they would participate and contribute their views and how the information would be used. Key findings indicated a range of perceived 'supports' and 'barriers' that young people identified as having impacted upon them. These encompassed the systems of school, family and community and, consistent with existing research, highlighted the significance of positive and caring relationships, access to help and support and experiencing a sense of belonging (Lown, 2005; Mainwaring & Hallam, 2010; O'Connor, Hodkinson, Burton & Torstensson, 2011).Young people's causal attributions referred to negative teacher relationships, peer bullying, rejection and perceived injustice. A distinct finding from this study referred to young people's sense of isolation when they felt that help was being denied at a time when they were experiencing negativity across the contexts of family, school and community. Young people referred to not feeling understood and supported and reflected upon this impacting on their behaviour in school. Findings also indicated that whole school behavioural systems posed a barrier to young people being able to access the help and support of key adults they had identified and to their inclusion in the wider school community. Findings from paper two indicated positive support from all stakeholder groups that PCP enabled the young person to be fully involved in their transition planning, facilitating a positive ethos that embraced equality and collaboration. Exploration of stakeholder views highlighted some negative reflections on the use of PCP, particularly in relation to its 'time consuming' nature and a range of key factors were identified as supportive and/or obstructive to implementing PCP in practice. When exploring perceptions of impact and efficacy over time, there were clear indications of positive development for each young person across key outcome areas. The majority of positive reflections were consistent across stakeholders groups and related to increased school attendance, improved emotional understanding, social interaction and academic progress. All individual targets were reviewed 'post transition/re-integration' and were deemed to have 'met' or 'exceeded' the expected levels. Furthermore, there have been clear references to changes made at a systems and environmental level that have underpinned these positive changes and emphasised the role that others play as ‘agents of change’ (Fielding, 2001). These findings have been assimilated and the implications for educational psychology practice and research considered.

This study is a historical and philosophical analysis of significant educational concepts John Wesley espoused during his lifetime from 1703-1791. Specifically this document examines Wesley's use of pedagogical and andragogical principles through the educational undertakings of the early Methodist movement.

Text in Afrikaans / In hierdie studie word die metableties-eksemplariese aanloop tot die globaliseringsverskynsel ondersoek. Daar word gekonsentreer op die benadering van vier f ilosowe wat met reg die f ilosof iese wegbereiders van bogenoemde verskynsel genoem kan word. Feuerbach, Marx, Nietzsche en Dewey het gewis •n belangrike bydrae tot die bevordering van die Globalisme gelewer. Vervolgens word op die aanloop tot •n plurale samelewingsverband en die fundamentele rol van verskeie ideologiee gef okus. Verskeie globalistiese en inoutentieke opvoedings- en onderwysbenaderings word ook ontleed om die neerslag van die Globalisme op onderwysgebied aan die lig te bring. Die berekende denke voer die botoon in die globalistiese bestel, gevolglik word die besinnende denke nie in die opvoeding en onderwys in aanmerking geneem nie. Die globaliseringsverskynsel het onder andere die volgende implikasies vir die opvoeding en onderwys: Inoutentieke beroepsafrigting. Identiteitskrisis. Ontheemding Waarde- en normrelativisme. Gedegradeerde mens- en kindbeskouing. Sins- en waarheidsverduistering. / The metabletic-exemplary advance of the phenomenon of Globalism is examined in this study. The approach of four philosophers who may aptly be described as the philosophical pioneers of Globalism, has been focused upon. Feuerbach, Marx, Nietzsche and Dewey have certainly made an important contribution towards the advancement of this phenomenon. The advent of a pluralistic societal structure and the fundamental role of several ideologies, responsible for the advancement of a globalistic society, will also be focused upon. Various inauthentic and globalistic approach~s to education are analised in order to illustrate the impact of Globalism on education. Natural-scientific thought sets the pace in the globalistic order, with the result that reflective thought is not taken into account in education. The implications of the globalistic phenomenon for education are the following: Inauthentic job training. Identity crisis. - Alienation. - Value and norm relativism. - Degraded view of mankind and the child. - Obscurity of truth and meaning. / Educational Studies / M. Ed. (Historiese Opvoekunde)