Published Articles / The "making" of the modern world cannot be divorced from the allpermeating influence of the modern natural sciences. Although the Renaissance spirit, aimed at exploring the possibilities of human rationality in an unrestricted way, initially proceeded from the conviction that the human personality ought to be appreciated as both free and autonomous (in the sense of being a law-unto-itself), the successes of the natural sciences ruled th the day for quite some time. During the Age of Enlightenment (the 18 century) Immanuel Kant established the influential separation of "science" and "faith" later on known in the form of the opposition between facts and values. The dominance of positivism and neo-positivism during the first half th of the 20 century continued the legacy of the natural science ideal but slowly but certainly it had to give way to the emerging dominant trends of the th second half of the 20 century particularly the post World War two existentialism, language philosophy, neo-Marxism, the hermeneutical tradition up to the most recent "grand" claims of the postmodernism against "grand met narratives". A brief analysis of the relationship between culture and civilization (with special reference to the views of MacIver) terminates in some systematic perspective on the meaning and the future task of science and scholarship.

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains viii, 211 p. Includes abstract. Includes bibliographical references (p. 202-209).

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains viii, 104 p. Includes abstract. Includes bibliographical references (p. 95-99).

The basis of the thesis is the education of working class girls, as seen against the background of the national educational pattern in the late nineteenth and early twentieth centuries, and includes the various educational agencies and opportunities on offer to girls, such as prizes and scholarships; higher, adult and private education; and careers in teaching. This inevitably involves examining the differences and similarities between the education of male and female scholars. and of working class and middle class girls. The central form of the study is the issue of domestic subjects tuition and the influence of middle class educators, especially at local level, who determined the actual content of education. The study also explores the various problems of access to education, such as attendance and absence from school, punishments, medicals and illness etc. Evidence from a variety of sources has been used, both recent and contemporary secondary sources including fiction of the era, manuscript and original sources, official reports and oral evidence taken from local residents. The thesis provides a coherent picture of the education of girls in Nottingham between 1870 and 1914.

Despite decades of research and promising strategies to ensure educational equity for all students, a significant disparity persists between the racial majority and marginalized students in the United States. Attaining educational equity is a complex problem illustrated by state-funded merit-based scholarships, including the State of Florida Bright Futures Scholarship. Since Florida's merit-based Bright Futures Scholarship Program's (BFSP) inception, the average percentage of black scholarship recipients has been minimal compared to other races. The equitable distribution of scholarship funds is critical to investigate since attaining a post-secondary education advances social mobility consequently breaking the cycle of poverty for lower socioeconomic students and closing the wealth gap for marginalized families. The Bright Futures case study utilizes a participatory policy analysis approach to help inform Legislators about policy alternatives to attain a more inclusive distribution of scholarship recipients. Data collection includes hosting four focus groups, two for Florida high school graduates and two for parents of Florida high school graduates. Additional data were collected through a facilitated conversation to identify policy alternatives to create a more racially inclusive scholarship distribution. The research concludes with a report on findings, discussion, and implications, along with recommendations to create a more inclusive Bright Futures Scholarship Program.

Thesis (Ed.D.)--Boston University

Higher education in the United States is known for its diversity; but even more diverse than the system are the methods used to finance it. These methods are, in many ways, a reflection of a pluralistic society trying to work out a democratic way of life within a federal system of government.The types of individuals and groups contributing to institutions of higher education have not changed significantly in the last three hundred years, but their relative contributions have shifted dramatically as the role of higher education in American society has changed. This support has taken two general forms: direct appropriations to institutions and financial aid to students.The end of World War II is a watershed in the history of higher education in the United States because the aggregate cost of education started to rise at an unprecedented rate at that time and it has continued to increase. The three variables which have mainly influenced the costs of higher education since the War are: a growth in the size of enrollments, an enlargement in the functions performed by the institutions, and a lack of growth in man-hour productivity within higher education. The rate of population growth will not be a major factor in college costs after the late 1970's, and there is considerable evidence to indicate that the percentage of population entering college has reached a maximum. However, the demands for services are not abating; and there seems to be no technological breakthrough on the horizon that will enable educators to equal the average three per cent per year increase in productivity experienced by the rest of the economy. This will make education relatively more expensive than other family purchases, and this difference in prices will become progressively larger.Most of the student financial aid programs now in existence were enacted after World War II. These programs were established to meet a rather bewildering variety of national, state, and private needs; but the enhancement of education was seldom the primary purpose for which a given program was developed. In particular, the over-all confusion in the federal programs can be attributed to the fact that each was conceived under the stress of a particular crisis, was therefore narrow in scope, and was independent of other existing programs. There was, and is, no general policy regarding the role of the federal government in higher education.If the direct costs paid by the student are added to the foregone earnings, the average student pays approximately seventy-five per cent of his total educational cost with the public accounting for the remaining twenty-five per cent. Approximately seventy-five per cent of the lifetime income of a college graduate above that which he would have received as a high school graduate can be attributed directly to the college experience. Twenty-five per cent of our recent growth in the gross national product has been the tangible effect of the increased educational level of the labor force. Thus, the balance of private and public benefits and cost would seem to have been reached--at least in terms of the crude accounting terms we have at our disposal.From the standpoint of "equity" and "efficiency" in the investment of resources in higher education, both institutional appropriations and student financial aids have certain merits. The author maintains, however, that society is best served by a diversified system of higher education and financing of higher education similar to the one we now have where the costs and benefits to the individual and society are of the same order of magnitude. To insure this diversity, the financial supporters of higher education should be kept so numerous as to prevent any one contributor from assuming economic control.

Thesis (Ed. D.)--Temple University, 1935. / Bibliography: p. 68-69.

Thesis (Ed.M.)--Boston University

Thesis (M.A.)--University of Missouri.