Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

The purpose of this study is to explore the cognition of national defense education among students of general/vocational senior high schools or above in southern Taiwan. The theoretical basis for this study is explored with a review of the relevant literature. From this, the research framework and tools are established and designed respectively. Stratified random sampling is adopted with students of general/vocational senior high schools or above in southern Taiwan as the research subjects. A total of 600 questionnaires were issued and 568 valid copies were collected, reaching a return rate of 95%. The data of valid questionnaires are analyzed via Independent Samples t-test and One-Way ANOVA. After data processing and analysis, the results are as follows: I. Students of general/vocational senior high schools or above in southern Taiwan have a medium-upper level of cognition with respect to national defense education. II. General/vocational senior high school or above level students in southern Taiwan are significantly different in their cognition with respect to national defense education due to variables in their personal backgrounds. 1. Male students have a significantly perceive the aspects and overall concepts of national defense education better than female students. 2. Students of public schools have stronger ¡§cognitions¡¨ and ¡§attitudes¡¨ concerning national defense education and perceive the overall concepts of national defense education better than those of private schools. 3. Students of general/vocational senior high schools show stronger ¡§cognition¡¨ towards national defense education than college/university students; students of vocational senior high schools show stronger ¡§cognition concerning the overall national defense education¡¨ than vocational college/university students. 4. Students who have joined national defense education related activities two or three times show a stronger ¡§attitude¡¨ than those joining related activities no more than once. 5. Students attend school in Tainan city show stronger ¡§behavior,¡¨ ¡§cognition,¡¨ and ¡§cognition concerning overall national defense education¡¨ than those who attend school in Kaohsiung city.

This dissertation investigated the curious appearance of English as a second language pedagogy for African American freshmen at the University of Wisconsin, Madison in the Fall of 1969 (Scott & Angle, 1970, p. 4). The work explored the researcher’s professional and financial interests in literacy problems that attracted both foundation and National Defense of Education Act funding. Looking beyond disciplinary drama, this dissertation suggested that binaries between marginal researchers and creative ones take away from the complexity of disciplinarity. Oppositions foreclosed on indexing the normative role that sponsors played in our post-World War II and Cold War histories in English instruction.

abstract: Efforts to privilege STEM (Science, Technology, Engineering, and Mathematics) disciplines, initiatives, and industries in American discourse are arguably the foremost expressions of scientific authority in contemporary educational policy. Citing a diverse body of STEM literature, I discuss the histories and rationales that sustain the promotion of STEM. In doing so, I appropriate two concepts -Michel Foucault's Regime of Truth and Hayden White's Emplotment- for the purpose of analyzing the complex interests embodied by STEM discourse. I argue that the Sputnik Narrative is the prevailing story in STEM advocacy discourse. I claim that STEM advocates typically emplot this history as a Romance. Furthermore, I classify two major bases of appeal (rationales) that appear within this literature to justify STEM projects and proposals, "competition" and "equity." Throughout my writing, I cite discursive strategies for challenging and reimagining STEM history. My goal in indicating these sites of narrative possibilities is broaden the discursive field to new, perhaps liberating possibilities. / Dissertation/Thesis / M.A. Social and Philosophical Foundations of Education 2014

全民國防是21世紀世界各國國防發展的主軸，也是檢驗一個國家一旦面臨外患時，能否經得起戰爭考驗的必要機制。國防建設與發展一向是走在國家建設事務之先，因此，愈是先進的國家，愈是重視國防建設；愈是面臨戰爭與生存威脅的國家，「全民國防」的共識與行動愈顯重要。本文旨在探討中國民國《全民國防教育法》立法的動機與過程，以及其正式施行迄今，在整體執行規劃與成效是否尚有精進或強化之空間，並就研究心得，提出後續規劃修法建議，期使「全民國防教育」之推展更臻完善，以建立其國人具有全民防衛意識的國防認知與決心，維護國家安全。 / All-out defense is the core development of national in 21st century for countries throughout the world. It is also an essential mechanism to examine whether a country can stand up to war while facing intruding enemies. Construction and development of national defense usually precede the affairs of domestic construction. Therefore, the more advanced a country is, the more they will value the construction of national defense; the more a country is threatened by war and survival, the more important it becomes to have the consensus and acts of national defense. The objective of the paper aims to discuss the legislative motive and process of all-out defense education of the Republic of China. It addresses whether there is space for advancing or strengthening in executive planning and effectiveness as a whole. The research outcome suggests the revision of subsequent planning which expects to promote better development of all-out defense education and thereby civilians build the awareness and determination of national defense in support of maintaining national security.

De nos jours, le motif de la « crise de l’éducation » est récurrent dans les discussions publiques sur le système éducatif, et ce des deux côtés de l’Atlantique. Aux Etats-Unis, c’est au lendemain de la seconde guerre mondiale qu’il prend une tournure nouvelle. Jusqu’alors on avait parlé de « crise » pour désigner les difficultés matérielles et financières du système, mais l’expression prend une autre signification après 1945, tandis que s’installe un débat entre les partisans de l’éducation moderne, modèle inspiré par les principes de l’éducation progressiste, et les défenseurs d’une éducation humaniste, qui dénoncent une dégradation des exigences intellectuelles et des résultats de l’enseignement public. Cette étude se propose de restituer les termes de ce débat et d’analyser ses répercussions sur les dynamiques du système éducatif américain. La confrontation entre deux philosophies de l’éducation ne se limite pas à la sphère des professionnels et on en retrouve les échos dans la presse de grande diffusion comme dans certains films hollywoodiens. Alors que les États-Unis font face à une crise de confiance après le lancement réussi du satellite Spoutnik, le gouvernement américain désigne le système éducatif comme maillon faible en s’appuyant sur les critiques formulées tout au long des années 1950 par les adversaires de l’éducation moderne. Le télescopage du débat sur l’éducation et des logiques de Guerre froide ouvre alors la voie à une intervention fédérale inédite dans le domaine de l’éducation, avec l’adoption du National Defense Education Act de 1958. / The “crisis in education” has been a recurrent theme in discussions about the American school system. In the United States, it was after WWII that the notion gained momentum and a new meaning. Until then, the term “crisis” had been merely used to evoke the dire material and financial state of education. The expression took another turn with the emergence of a debate between proponents of modern education (a model derived from the principles of progressive education) and partisans of liberal education who denounced an intellectual degradation in the school system. This dissertation analyzes this debate and its consequences on the dynamics of education in the United States. This strife between two conceptions of education is set apart by its significant influence and pervasion of society. Indeed, not only did it involve the circle of professional educators but it also touched lay men, so much so that it was integrated by popular culture. Confronted with a confidence crisis in the aftermath of the successful launch of satellite Sputnik, the U.S. government pinpointed the school system as the weak link of the American nation, taking advantage of the wave of criticisms against modern education that had dominated the 1950s. The combination of the debate on education with the logics of the Cold War paved the way for an unprecedented federal intervention in the field of education with the 1958 National Defense Education Act.

De nos jours, le motif de la " crise de l'éducation " est récurrent dans les discussions publiques sur le système éducatif, et ce des deux côtés de l'Atlantique. Aux Etats-Unis, c'est au lendemain de la seconde guerre mondiale qu'il prend une tournure nouvelle. Jusqu'alors on avait parlé de " crise " pour désigner les difficultés matérielles et financières du système, mais l'expression prend une autre signification après 1945, tandis que s'installe un débat entre les partisans de l'éducation moderne, modèle inspiré par les principes de l'éducation progressiste, et les défenseurs d'une éducation humaniste, qui dénoncent une dégradation des exigences intellectuelles et des résultats de l'enseignement public. Cette étude se propose de restituer les termes de ce débat et d'analyser ses répercussions sur les dynamiques du système éducatif américain. La confrontation entre deux philosophies de l'éducation ne se limite pas à la sphère des professionnels et on en retrouve les échos dans la presse de grande diffusion comme dans certains films hollywoodiens. Alors que les États-Unis font face à une crise de confiance après le lancement réussi du satellite Spoutnik, le gouvernement américain désigne le système éducatif comme maillon faible en s'appuyant sur les critiques formulées tout au long des années 1950 par les adversaires de l'éducation moderne. Le télescopage du débat sur l'éducation et des logiques de Guerre froide ouvre alors la voie à une intervention fédérale inédite dans le domaine de l'éducation, avec l'adoption du National Defense Education Act de 1958.