This thesis is a study of the work of the Committee on Australian Universities of 1957, usually called the Murray Committee after its chairman. Interpretations of the Murray Committee's work usually focus on its achievement in securing funding increases for Australian universities at a time of great financial need, and establishing an arms-length grants body that assisted what was referred to as the "balanced development" of the sector. In this thesis I look at the context of the inquiry and the text of the committee's report to place this outcome within what I consider to be the broader scope and intent of the committee's work. I argue that the committee was anxious to secure the position of the universities at the top of an educational hierarchy in a period of change and challenge. The committee responded to the Commonwealth Government's request that the future pattern of university development be in the best interests of the nation by defending what they saw as the traditional role and purpose of the university. I argue that this response is one that has at various times been put foward by universities to demands for change, a response that, to paraphrase a view popular in university circles at the time, seeks to give government what it needs rather than what it wants. In this instance the committee looked to an English model of a residential university as the "traditional" template on which Australian institutions should be fashioned. The committee argued for the value of a broad, liberal education as emblematic of university pedagogy in an era of increasing knowledge specialisation and increasing confusion of purpose in the tertiary education system. It considered that a residential university conducted on liberal principles was the best institutional representation of its ideal of a community of scholars. The committee set down in its report a range of strategies by which the ideal might be realised, or at least approached, in the Australian context. It paid particular attention to the incorporation of first year students - the newest and most vulnerable members of the community. I also argue that in setting down its ideas on the institutional form and pedagogy of the university, the committee made assumptions about the personal characteristics of "the scholar", and I analyse these assumptions. In redefining the university in the Australian context the committee also engaged in a process of defining the roles and purposes of other tertiary education institutions. The committee took a hierarchical view of social organisation to their work, and viewed the education system in this light. The committee charged the universities with oversight of the Australian education system and intellectual guardianship of the Australian community. University graduates, in the committee's view, were the natural leaders of Australian society, and their education should prepare them to undertake properly this role. In redefining the university the committee members engaged in a process of boundarysetting, consolidating an institutional hierarchy in what they saw as a confused and uncoordinated system. However, they sought to incorporate a commitment to meritocracy and expansion of education opportunity within this perspective and urged the creation of pathways between the institutions. To characterise the committee's work I extend the concept of "balanced development" to the various areas in which the committee made recommendations. The concept of balanced development can be seen to refer to the proper development of the individual in the university system (the production of a balanced personality, or the education of the whole person); to the balanced development and co-ordination of the university sector; to the development of the tertiary education system as a whole and its proper articulation with the labour market; and to the process of reconciling the needs of the universities with the demands of government

Paauglystė yra labai reikšmingas žmogaus raidos periodas, itin paveikus ugdymui (Gailiūnienė, Kontvainis, 1994). Jo tikslas – laiduojant vaiko asmenybės skleidimąsi ugdyti sveiką, fiziškai pajėgų, harmoningai besivystantį, aktyvų, savimi ir savo gebėjimais pasitikintį, stiprią pažinimo motyvaciją turintį vaiką, sudarant prielaidas sėkmingam ugdymui(si) mokykloje. Buvo suformuluotas tyrimo objektas: paauglių sveikatos, fizinio pajėgumo, augimo harmoningumo grupių raiška jiems realizuojant natūralų ugdymą Siekiant išanalizuoti pasirinktą darbo temą buvo suformuluotas tyrimo tikslas: teoriškai ir empiriškai išnagrinėti paauglių sveikatos, fizinio pajėgumo grupių, augimo harmoningumo raišką realizuojant natūralų ugdymą(si) bei mokyklos galimybes veikti mokinių sveikatą. Siekiant išspręsti tyrimo uždavinius buvo atlikta teorinė ir dokumentų analizė, anketinė apklausa, matematinė statistika. Pasitelkus sudarytą anketą buvo ištirta 22 Šiaulių miesto ir 25 Šiaulių rajono mokyklose besimokančių paauglių sveikatos, fizinio parengtumo ir augimo harmoningumo raiška. Tyrimas apėmė 6842 vidutinio mokyklinio amžiaus mokinių. Tiriamųjų amžius buvo 11–16 metų ir jie atitiko paauglių etapą žmogaus ontogenezėje. Tyrimų rezultatų analizė buvo atlikta naudojant ,,Microsoft Office Excel‘ 2007“ programą. Anketos klausimai buvo orientuoti į šias pagrindines sritis: paauglių sveikatą, fizinį pajėgumą ir augimo harmoningumą. Paauglių sveikatą lemia jų kasdieninė veiklą, kuo jie užsiima laisvalaikiu... [toliau žr. visą tekstą] / Adolescence is a highly significant period of human development which is especially susceptible to education (Gailiūnienė, 1994). Its goal is to ensure the balanced development of a child’s personality and raise a healthy, physically capable, active and self-confident child trusting in own abilities and having strong motivation to seek knowledge. This can be achieved by providing the necessary circumstances for successful learning and education at school. The research object is the manifestation of health, physical capacity and balanced development of teenagers when applying natural learning processes. When analyzing the topic of the final paper, the following goal of the study was formulated: to analyze theoretically and empirically the manifestation of health and physical capacity indicator groups and balanced development during the processes of natural education and the possibilities of a school to influence the health of its students. Theoretical and document analysis, a questionnaire-based survey and mathematical statistics were employed to achieve the goal of the study. The questionnaire-based survey was designed to analyze the manifestation of health, physical capacity and balanced development of teenagers at 22 schools in Šiauliai City and 25 schools in Šiauliai District. 6842 respondents of average school-age participated in the survey. The respondents were aged 11–16 years and their age corresponded to the teenage period of human ontogeny. The research results... [to full text]