The purpose of this research is to record Professor Hwang¡¦s lifetime story, and to confer his music educational ideals. In order to let the splendor of the sage obvious for ever, and set an example for next generation to act up to. For this reason, this research applied qualitative research by using two ways of interviews and document analysis. So as to go on a pilgrimage to Professor Hwang¡¦s plentiful and applausive life, and explore his erudite and amiable music educational ideals. The main results of this study concluded five chapters: Chapter One is a preface to illustrate research motive, purpose, method, and thesis framework. Chapter Two and Three is to display Professor Hwang¡¦s lifetime story, and music educational conduct. Chapter Four is to confer Professor Hwang¡¦s music educational ideals. Chapter Five is to draw conclusions. According to this research, we can find Professor Hwang¡¦s life course is like a developing history of Chinese contemporary music, and his music educational ideals, seeming so amiable but remarkable, are blended into his regular life.

The educational ideals of late sixteenth and early seventeenth century Scotland were informed both by an appreciation of the needs of the godly commonwealth and by familiarity with pedagogical developments on the continent of Europe. The achievement of these ideals was hampered by the exacerbation of inherent problems in the funding of Scottish education by the effects of the Reformation of 1560, necessitating additional endowment by private individuals. In this context, the foundation of Marischal College in 1593, partly because of its flaws, offered a focus for and a stimulus to civic piety in the burgh of Aberdeen. The motivations of those who made mortifications (benefactions in perpetual trust) to the College and to the grammar school of Aberdeen, and the forms their benefactions took, were conditioned not only by experience of educational practices abroad, but also by the complex religious and social sanctions operating in a reformed society. The implementation of these benefactions was affected by the political, religious and economic crises engulfing seventeenth century Scotland, but not to the extent that the goals of benefactors were abandoned. While what was achieved fell short of the ideal, the mortifications ensured a degree of provision of scholars and teaching in the burgh which might not otherwise have been possible.

This paper’s main goal is to study how religious studies teachers and religious studies teacherstudents reason concerning armed religious conflicts, with fundamentalism and terrorism ascentral concepts. The study does this with the use of semi-structured interviews. The resultsare analyzed with a phenomenographic analysis with the interviewees’ understanding of thecentral concepts being the target of the interviews. The point being that they should deliberateand reason regarding the concepts and how these could be implemented in religious studies inupper secondary school. From the results of the study it is possible to see that the intervieweespossesses good understanding for the central concepts and how these could be used ineducation on armed religious conflicts. The factor that governed whether central conceptswould be brought up during the interviewees’ teaching or not, was the notably smalltimeframe they felt limiting education in religious studies in upper secondary school.

Les mutations qui affectent l’éducation scolaire des sociétés occidentales de l’après Deuxième Guerre mondiale peuvent être lues comme la marque d’une décomposition de la modernité, décomposition considérée par certains auteurs comme l’un des traits les plus saillants de la postmodernité. A ce titre, elles ne peuvent manquer d’affecter les idéaux éducatifs, et plus particulièrement les valeurs et les finalités dont l’Ecole contemporaine se trouve investie.La fin du récit de l’émancipation par le savoir, le changement permanent et l’incertitude généralisée qui caractérisent notre époque étant en effet difficilement contestables, il revient à la réflexion philosophique contemporaine de chercher à déceler quelles sont, et quelles peuvent être, les recompositions des idéaux éducatifs dans le cadre d’un monde marqué du sceau de la complexité et de l’incertitude.Toutefois, si la postmodernité peut en un sens être considérée comme le point d’aboutissement d’un double processus de décomposition et de sécularisation du système de valeurs modernes que l’éducation scolaire était précisément censée incarner et promouvoir, elle n’en demeure pas moins une notion encore très diversement appréciée, selon que l’on se situe sur une rive ou l’autre de l’Atlantique. Centrale, voire pléthorique dans la problématique éducative du monde anglo-saxon, et dans une moindre mesure de l’aire québécoise, elle demeure relativement discrète en France. Une interrogation philosophique et historique des enjeux et des implications de la postmodernité eu égard aux idéaux éducatifs doit prendre en considération cette différence qui ne saurait être sans signification.Ainsi ne s’agira-t-il pas tant de développer une lecture strictement comparative des interprétations de la postmodernité, que de viser à une mise en lumière des problématiques transversales que cette notion engage sur le plan historico-philosophique et politico-éducatif à partir d’une analyse d’un corpus textes constitué de rapports rendus publics en France et au Québec des années 1960 au milieu des années 2000. / Changes affecting occidental societies’ scholar education since de Second World War can be interpreted as modernity disintegration, itself read by several authors as a postmodernity highest expression. In that respect, changes inevitably affect educational ideals, and particularly contemporary School values and ends.In front of the end of emancipation by knowledge speech, perpetual change and general uncertainness which characterize our times, the contemporary philosophical thought has to understand which are, and can be, re-compositions of the educational ideals in our complex and uncertain world.However, if postmodernity can be considered as the result of a double process of scholar values disintegration and secularization, it stays a differently received notion in Europe and North America. In a central position on Anglo-Saxon’s educational questions, and to a lesser extent in Quebec, it stays quite understated in France. Philosophical and historical thought about stakes and involvements of postmodernity regarding educational ideals have to consider this difference which is necessarily meaningful.So, this thesis will not develop a purely comparative interpretation of postmodernity, but will draw attention to questions involved by postmodernity on historical, philosophical and politico-educational ways, based on Quebec and French public reports published from the 1960’s to the middle of the 2000’s.