Thesis (D. Min.)--Concordia Seminary, 1997. / Abstract. Includes bibliographical references (leaves 106-114).

Thesis (doctoral)--Universität Breslau, 1928. / Includes bibliographical references (p. i-iii).

Thesis (B. Div.)--Trinity Seminary and Bible College, 1957. / Bibliography: leaves 130-132.

Thesis (Ph. D.)--Ohio State University, 1971. / Includes vita. Includes bibliographical references (leaves 86-91). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Submitted to the Faculty of Education in Fulfilment of the requirements for the Degree of MASTER OF EDUCATION in the Department of Philosophy of Education, University of Zululand, South Africa, 1990. / Education is one of the most important human activities of all nations all over the world. Adults, that is, parents, teachers and adult members of the society educate young children in order to assist and guide them to become proper adults. Pre-primary school education has become the necessity for pre-school children of every community. Good early education guarantees good and proper foundation for later life for a child. But poor early education, or lack of early education for the child, results in various educational problems, such as the inability to be a proper person. The pre-primary school educators have the important educational task to perform in this regard. The child must be assisted and guided by his educators to be able to form a proper balance between freedom and authority in education situations. This will enable him to be a free, responsible and self-determined person. The researcher of this study wanted to establish the educational proficiency of the pre-primary school educators. The essential concepts which are connected with this study were defined clearly. Method of research included the researcher's personal observations in pre-primary school education situations. It also comprised of the completion of questionnaires by the pre-primary school educators. There is debate about the views of freedom and authority in education situations. Some educationists favour freedom and dislike authority. Other educationists support the use of even strict authority. They favour the abolition of freedom in education situations. A real education situation is one where a proper balance between pedagogic freedom and pedagogic authority is maintained. Freedom in education should be understood as a pedagogic category. It must be viewed on the fact that the open child enters into the open world. The child must be assisted to be at liberty to exercise the freedom of choice within an education situation. Educators need to provide educational opportunities which are full of freedom of choice for children to actualize their responsible freedom and self-determination. Authority in education must be elevated to a level where it essentially becomes a pedagogic category. With an authority a child is guided by an educator to acquire norms and values of a society. The pedagogic authority guarantees security for the child and it also ensures him to be independent morally. Educators should be able to differentiate between the pedagogic authority on one hand, and force, punishment and suppression, on the other hand. Empirical investigation helped to establish the authenticity of the problem in education. The major hypothesis was: "THE CHILD'S ABILITY TO FORM A PROPER BALANCE BETWEEN A PEDAGOGIC FREEDOM AND PEDAGOGIC AUTHORITY CONSTITUTES AN AUTHENTIC PEDAGOGIC TASK FOR THE PRE-PRIMARY SCHOOL EDUCATOR." The child cannot actualise his responsible freedom and moral self-determination without the educator's educational support and assistance. Therefore, personal observations of the pre-primary school education situations were considered by the researcher to be essential components of research. Questionnaires had also been constructed and supplied to pre-primary school educators- Results were presented, analysed and evaluated by the researcher. Something emerged during the observations and completing of questionnaires. The educators emphasized the need for co-operation between them and parents in pre-primary school education. Educators indicated a strong desire to obtain professional training in their educational task so-as to execute it effectively and successfully. General review of the entire study, relevant conclusions, recommendations and educational implications were made. The need for more research was pinpointed. A general summary of the entire study was made.

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This study develops two novel concepts in the study of family life: the familial division of labour and family headship. Together, these concepts allow for a characterization of family life which is at the same time somewhat novel and supportive of or contributory to a broader understanding of many phenomena of family life which have been observed and reported. The study of the division of labour directs attention to aspects of family structure which have not been systematically investigated elsewhere and which I show to be socially real. The data for this study were collected through interviews with a stratified random sample of 464 men and women aged 40 and over living in Hamilton and Stoney Creek, Ontario. All had lived in Canada for at least ten years. Interviews averaged one and one-half hours and were conducted in English. The division of labour is investigated through task-specific positions which involve responsibilities and activities enacted on behalf of the extended family and which contribute to family solidarity and continuity. Specifically, the positions of kinkeeper, comforter, placement officer, financial advisor, and ambassador are shown to exist in a division of labour in contemporary families. While the division of labour is a widespread aspect of family structure, there is great variability among families as to its shape and extensiveness. The concept of headship is developed through an exploration of a central leadership position, the head of the family. The term refers to the person who is understood by others to possess authority and exercise the most leadership in the family. Most families in the study had such a person. The concept of familial succession brings together interests in structure and process, and the ways in which the meaning and experiences of family life change for individuals as they grow older. Succession refers to the passing of family responsibility and authority from one generation to the next, a process which is investigated through an examination of patterns of occupancy in headship and the familial division of labour, and the ways in which these change through time. The study argues that changes in the locus of responsibility in headship and the division of labour are tied to significant family life course events as well as to aging and mortality. When the concepts of the familial division of labour and headship are used as a basis for analysing the family as a tJ~e of work organization, the organizational structure of families is shown to follow the same principles as any work organization. An ideal typology of families bureaucra~ic, democratic, autocratic and anarchic --is developed, based on their organizational structure. The study shows that the familial division of labour and headship are widespread phenomena which were meaningful to study participants. People were able to discuss aspects of the various positions in detail. These positions persist over time, and in many families they are passed on from one generation to the next in socially meaningful ways. Findings indicate that generational succession does occur, with each new generation coming to see itself as taking up family responsibility. However, elderly individuals, as their generational peers die, are less likely than younger family members to perceive the wider family as being an active, supportive group. This suggests a tempered view of the positive picture of intergenerational relationships conveyed by extant literature on families in later life. / Thesis / Doctor of Philosophy (PhD)

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