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As we start a new millennium, the conviction that exclusionary practices need to be fought at all levels of society is becoming gradually more accepted. Nevertheless, as I show in this thesis, many if not most researchers on High School Philosophy (HSP) operate from what Iris Marion Young (1990) calls a logic of identity, which continues to be exclusionary even when it attempts to reach “all.” My objective in this thesis, therefore, is to map out the HSP literature in terms of Young’s “Politics of Difference,” and, by doing that, to suggest ways in which it could be more inclusive. This adaptation of Young’s Politics of Difference to HSP is presented in this thesis in six chapters. In chapter 1, I summarize the main aspects of Young’s argument. In chapter 2, I give an overview of the current literature on HSP, showing that it is scarce and scattered. This thesis’s first contribution, therefore, is as a representative, though not exhaustive, catalogue of the HSP literature. In chapter 3, I present a deeper analysis of the HSP literature, dividing it into two main strands, “the selective” and the “universal” approaches to HSP. I also argue in this chapter that both these approaches are problematic, because they exclude many, privileges some over others and alienate all. In chapter 4, I present a brief analysis of the epistemology informing both the selective and the universal approaches to HSP. In this chapter, I focus on the so-called “Myth of Neutrality,” which is another manifestation of the logic of identity. Using as illustration the works of two authors, Robert Simon and Harvey Siegel, I show in this chapter how the myth of neutrality manifests the positivism and reductionism typical of the logic of identity. Finally, in chapter 5 I present my positive proposal for HSP, which I called “Philosophy of Many” (PoM), as a more inclusive alternative to both the selective and the universal approaches to HSP. The final chapter reviews the main conclusions of this study and suggests direction for further research.

As we start a new millennium, the conviction that exclusionary practices need to be fought at all levels of society is becoming gradually more accepted. Nevertheless, as I show in this thesis, many if not most researchers on High School Philosophy (HSP) operate from what Iris Marion Young (1990) calls a logic of identity, which continues to be exclusionary even when it attempts to reach “all.” My objective in this thesis, therefore, is to map out the HSP literature in terms of Young’s “Politics of Difference,” and, by doing that, to suggest ways in which it could be more inclusive. This adaptation of Young’s Politics of Difference to HSP is presented in this thesis in six chapters. In chapter 1, I summarize the main aspects of Young’s argument. In chapter 2, I give an overview of the current literature on HSP, showing that it is scarce and scattered. This thesis’s first contribution, therefore, is as a representative, though not exhaustive, catalogue of the HSP literature. In chapter 3, I present a deeper analysis of the HSP literature, dividing it into two main strands, “the selective” and the “universal” approaches to HSP. I also argue in this chapter that both these approaches are problematic, because they exclude many, privileges some over others and alienate all. In chapter 4, I present a brief analysis of the epistemology informing both the selective and the universal approaches to HSP. In this chapter, I focus on the so-called “Myth of Neutrality,” which is another manifestation of the logic of identity. Using as illustration the works of two authors, Robert Simon and Harvey Siegel, I show in this chapter how the myth of neutrality manifests the positivism and reductionism typical of the logic of identity. Finally, in chapter 5 I present my positive proposal for HSP, which I called “Philosophy of Many” (PoM), as a more inclusive alternative to both the selective and the universal approaches to HSP. The final chapter reviews the main conclusions of this study and suggests direction for further research.

Thesis (Ph. D.)--University of Chicago, 1941. / Lithoprinted. "Private edition, distributed by the University of Chicago libraries."

Esta dissertação de mestrado objetivou uma contribuição (introdução) ao o pensamento de José Mário Pires Azanha no campo educacional. Para atingir esse objetivo, efetuamos uma leitura da obra, relacionando o conteúdo dos textos do autor com o seu lugar de produção, a data e o local de publicação, conferindo a esse trabalho elementos de uma investigação histórica. Dentro do limite da abordagem histórico-filosófica, o presente trabalho identificou 3 conceitos no pensamento de Azanha: pressupostos na educação, democratização do ensino e autonomia da escola. O método de investigação foi uma interpretação crítica pela análise dos textos selecionados. A investigação ancorada no pensamento educacional do autor, efetuando análise dos conceitos pressupostos na educação, democratização do ensino e autonomia da escola, identificando as interfaces dos campos da filosofia da educação, das políticas públicas e das práticas escolares, / This dissertation aims to provide a contribution (entry) to the thinking of José Mário Pires Azanha in the educational field. To achieve this goal, we performed a reading of the work, listing the contents of the texts of the author with his \"place of production\", date and place of publication, giving this work elements of a historical investigation. Within the limits of historical-philosophical approach, this study has identified three concepts in the thought of Azanha: pressuposition in education, democratization of education and school autonomy. The research method was a critical interpretation of the texts selected for analysis. Research rooted in the educational thinking of the author, making analysis of its three core concepts, identifying the interfaces between the fields of philosophy of education, public policy and school practices.

This field study was based on experiences as a teacher and parent in an alternative, progressive early childhood school: The Co-Operative School, O'Connor, ACT. The data for the study was recorded during 1978, 1979, 1980; the first three years of the school's existence as a Government school. The development and educational progress of fourteen girls and boys, aged from five to eight years in 1978, was followed. The philosophy, policies , organization, curriculum content, teaching strategies and general milieu of the school were examined. The aim of the study was to analyse the philosophy of the school, as set out in the constitution, and to see how it related to curriculum and teaching strategies. Issues of freedom and choice within a compulsory school environment were examined in relation to the stated aims of the school: the underlying reason for this examination was the problem caused by the gap which existed between philosophy and practice, which caused the experiences of the children in the school, to often be at variance with stated aims. The developmental needs of children in the early childhood age group, and the personal variables they brought to the learning situation, were related to the school environment. Social learning theory was utilised, as a perspective from which to provide a unified conceptual basis, for planned interventions in teaching and learning. The importance of modelling, self-expectation, feelings of self-efficacy and competency, were related to the community, the curriculum content, and teaching strategies of the school. Decision-making strategies were examined for their relevance to consensus-based processes and a co-operative style of community management. Consideration was given to the provision of a cohesive environment, in which adult members of the community could participate freely in autonomous learning experiences with children. The area of conflict resolution and the incidence of aggressive behaviour in the school were explored, and techniques for successful negotiation of differences were suggested. Areas of the curriculum which have traditionally been difficult for alternative schools to implement to the satisfaction of all community members were examined. Areas such as: goal-setting and m o t i v a t i o n of children; basic skills in early childhood; transition to mainstream education; the effect of emergent lifestyle values; the provision of equal opportunity for girls and boys; and the importance of co-operative learning strategies. The study ends with reflections on the place of alternative, progressive schools in the 1980s, and the need for such schools to exist to provide an educational choice for parents and children in the future.

Esta dissertação de mestrado objetivou uma contribuição (introdução) ao o pensamento de José Mário Pires Azanha no campo educacional. Para atingir esse objetivo, efetuamos uma leitura da obra, relacionando o conteúdo dos textos do autor com o seu lugar de produção, a data e o local de publicação, conferindo a esse trabalho elementos de uma investigação histórica. Dentro do limite da abordagem histórico-filosófica, o presente trabalho identificou 3 conceitos no pensamento de Azanha: pressupostos na educação, democratização do ensino e autonomia da escola. O método de investigação foi uma interpretação crítica pela análise dos textos selecionados. A investigação ancorada no pensamento educacional do autor, efetuando análise dos conceitos pressupostos na educação, democratização do ensino e autonomia da escola, identificando as interfaces dos campos da filosofia da educação, das políticas públicas e das práticas escolares, / This dissertation aims to provide a contribution (entry) to the thinking of José Mário Pires Azanha in the educational field. To achieve this goal, we performed a reading of the work, listing the contents of the texts of the author with his \"place of production\", date and place of publication, giving this work elements of a historical investigation. Within the limits of historical-philosophical approach, this study has identified three concepts in the thought of Azanha: pressuposition in education, democratization of education and school autonomy. The research method was a critical interpretation of the texts selected for analysis. Research rooted in the educational thinking of the author, making analysis of its three core concepts, identifying the interfaces between the fields of philosophy of education, public policy and school practices.

The Mill Cities Charter School is a public urban charter high school founded on the Essential School Philosophy (ESP). Introduced in 1984, ESP “envisions an educational system that equips students with the intellectual, emotional and social habits and skills to become powerful and informed citizens who contribute actively toward a democratic and equitable society” (Coalition of Essential Schools, 2015). However, there is a lack of empirical research exploring the implementation of ESP, as well as its impacts on students’ personal, social and academic growth. Thus, this study’s goals were to gain an interpretive understanding of student perceptions and developmental impacts; as well as the process through which school culture influences positive youth development. A qualitative phenomenological approach was utilized, based on the philosophy of critical realism, which mediates between subjective experience and objective reality. In-depth, in-person semi-structured interviews were conducted on-site with 20 members of the senior class to explore their perceptions of the school culture and its impacts on their personal, social and academic development. Findings revealed that students largely had positive perceptions of school culture experience in all explored dimensions (Safety, Relationships, Teaching and Learning, Institutional Environment) with one notable exception, the School Improvement Process dimension, in which concerns were expressed about the school’s expansion plan changing the existing culture. Students also reported positive gains in personal, social and academic development, which they directly attributed to the school culture. Further, theoretical analysis revealed students’ internalization of cultural identity as the mediating process to explain “how” school culture positively impacted development. This relationship between individual and institutional cultural identity was bi-directional, with reciprocal impacts on both students and the school culture itself. This dissertation may inform educational policy discussions concerning the relationship between school culture and positive youth development. Findings regarding the ESP’s successful implementation into an urban public charter school setting and positive perceived impacts on high risk students’ development offer insights into the transformational elements of school culture. Significantly, this study offers understanding of this transformational process as a reciprocal interactive relationship between individual internalization of cultural identity and institutional externalization of a unique, recognizable organizational identity.

The purpose of this study is to appraise the opportunities offered to the pupils of Sam Houston school; to gain experiences through self interests and democratic procedures; to develop procedures which may determine the changes taking place in these boys and girls and thereby enable the writer to discover the degree to which the school is accomplishing its significant educational purposes. Suggestions of criticisms will be incorporated; however, it is not the intended purpose of this study to suggest or criticize.

This thesis focuses on the topic of Global development education using the pedagogical approach of Philosophy for children. The main objective is to develop its own proposal of educational materials. Which will deal with the possibilities of using this theme to the first grade of primary school. The theoretical part is divided into two parts, the first is characterized by Global development education and the second the Philosophy for children. In the practical part we are shown three draft their own learning activities, which are fully capable of being put into teaching practice of geography at 1st level of basic education, especially for 4th and 5th grade.