Martin Buber was an internationally known scholar,
teacher, and author whose works covered education, communication,
politics, theology, philosophy, counseling,
and related fields. The purpose of this study was to
discover the implications of Buber's philosophy of education
for the student services profession. Previous
attempts to relate Martin Buber's philosophy to student
services were reviewed and a "Buber Primer" of useful
terms for the student services professional was presented.
The implications of education of character, dialogue, and
educator-student relationship for four central questions
for the student services profession were addressed: (1)
Who are we as professionals?; (2) What are we supposed to
do; (3) How?; and (4) Why?
Buber proposes that education is essentially the education
of character. Student services professionals
should define themselves as educators; persons concerned
with the development of the whole student.
Buber defines dialogue as a seven step process: a
turning of the being, confirmation, a sense of empathy,
authenticity, common fruitfulness, silence, and commitment.
Professional educators are encouraged to engage
students in dialogue. Dialogue is defined as the delivery
mechanism for developmentally based student services and
for the education of character.
Buber's concepts were related to the various activities
of student services.
Martin Buber's philosophy of dialogue and his 'education
of character' should enhance the ability of professionals
in student services to serve all students more
intelligently and effectively. This study concluded that
Martin Buber's philosophy belongs both in the vocabulary
and the practice of student services. / Graduation date: 1990
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/38228 |
| Date | 12 January 1990 |
| Creators | Keim, Will |
| Contributors | Trow, Jo Anne J. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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