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1
Medina, Patricia M. „Hermeneutical principles for education based on Dewey's and Gadamer's philosophies“. The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399900784.
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Goodgame, Andrew. „The art of politics : John Dewey's theory of aesthetics, democracy, and revolution /“. Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1456288531&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Deters, Troy Nicholas. „John Dewey's theory of inquiry: an interpretation of a classical American approach to logic“. Texas A&M University, 2005. http://hdl.handle.net/1969.1/3795.
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During the 20th century, John Dewey introduced a new idea with respect to the
nature of logical theory: He presented a portrait of logic as a theory about how
organisms interact and maintain an integrated balance between themselves and their
environment. He wrote many texts on what he called his theory of inquiry, including
Essays in Experimental Logic (1916), Studies in Logical Theory (1903), and How We
Think (1910). However, the book where he most closely detailed his theory of inquiry is
in his Logic: The Theory of Inquiry (1938). These texts by Dewey have served as the
source for much recent discussion and commentary in Dewey scholarship. Most of these
interpretations on DeweyÂs theory of inquiry, I maintain, misunderstand Dewey in some
fundamental way. I argue that these commentators have gone wrong in interpreting
Dewey and his works by failing to understand some aspect of his theory of inquiry. I
illustrate the flaws in their interpretations and subsequently integrate the conclusions I
reach into a single, cohesive perspective on DeweyÂs account of inquiry. The final
chapter presents a new interpretation of Dewey that emphasizes the role of phenomenal,
contextual, and social factors in the foundations of his logical works.
4
Peabody, Robyn. „John Dewey's Theory of Growth and Amy Allen's Feminist Theory of Power Applied to the Work of Domestic Violence Shelters“. Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1272226209.
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5
Smith, Clancy Nathaniel. „The Organic Circuit: Investigations into John Dewey's Cycles of Naturalism and Instrumentalism“. [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1208808372.
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Thesis (M.A.)--Kent State University, 2008.Title from PDF t.p. (viewed June 17, 2009). Advisor: Frank Ryan. Keywords: Dewey, Peirce, James, Shook, non-reflective, experience, naturalism, instrumentalism. Includes bibliographical references (p. 148).
6
Elliott, David Lee. „Living acts of semiosis John Dewey's model of esthetic experience as key to a temporal theory of signs /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4903.
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Thesis (M.A.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 9, 2009) Includes bibliographical references.
7
Dunn, Jeffery W. „Neoliberalism and the `Religious' Work of Schools: The Teacher as Prophet in Dewey's Democratic Society“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491497413183457.
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Leandersson, Ebba. „Implementeringen av utbildning för hållbar utveckling i svensk grundskolas läroplan : En intervjustudie om hur implementeringen ser ut och fungerar i praktiken, ur lärarnas perspektiv“. Thesis, Malmö universitet, Institutionen för Urbana Studier (US), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44048.
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Utbildning för hållbar utveckling är en oumbärlig komponent för att nästkommande generation ska kunna utveckla kompetenser och färdigheter för att hantera och förebygga de klimatförändringar och miljöproblem vi människor står inför. Skolan anses vara den mest avgörande platsen när det gäller att inspirera, motivera och utbilda miljömedvetna individer. I svensk grundskola är hållbar utveckling inskrivet i läroplanen och skall genomsyra all undervisning sedan 2006. Forskare har dock visat att många lärare saknar kompetenser och självförtroende för att undervisa om hållbar utveckling, alternativt är instruktioner och begrepp för otydliga och komplexa, vilket resulterar i en bristfällig implementering. Tidigare forskning indikerar att det saknas vägledning för hur hållbar utveckling skall implementeras i undervisningen rent praktiskt, eller att de styrdokument som finns behöver uppdateras. Med denna problematik till grund gjordes en intervjustudie där tre lärare och fyra lärarstudenter på grundskolenivå intervjuades för att besvara frågeställningarna och identifiera förbättringspotential och eventuellt kunna föreslå åtgärder för framtiden. Resultaten ställdes emot teorin Dewey’s notion of learning, experience and habits i syfte att bland annat besvara frågan kring vilka metoder och strategier som är de mest effektiva för att forma medvetna individer och i förlängningen skapa hållbara städer och samhällen. Intervjustudiens svarsanalys indikerade att det som tidigare forskare påvisat, att implementeringen är bristfällig och behöver ses över, med ett utökat helhetsperspektiv.Education for sustainable development is an indispensable component to provide the coming generations with competencies and skills to cope with and prevent the sustainability issues todays’ communities are facing. Schools are one of the most crucial determinators when it comes to inspire, motivate and educate environmentally conscious individuals. Sustainable development is a part of the Swedish curriculum since 2006. However, studies on the field show that teachers are lacking competencies and confidence to educate on sustainable development, or that the guidelines and the topic is too vague and complex, which corresponds with an inadequate implementation. Current studies on the field indicate that guidance for an effective implementation is needed, or that the guidelines that exist need an update. With these identified problems, an interview study was conducted, three primary teachers and four students in the teachers’ program participated to answer the questions and identify potential for improvement and potentially give suggestions for future changes. The findings were used together with the theory Dewey’s notion of learning, experience and habits, with the aim to answer the question of which teaching methods and strategies are the most effective to form conscious individuals and eventually create sustainable cities and communities. The interview study confirmed what previous researchers have shown, that the implementation is inadequate and needs to be reviewed and updated with a holistic perspective.
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Lailas, Elaine Andrews. „John Dewey's Theory of Citizenship and Community in the Developing American Democracy as Seen Through the Philosophy of Pragmatism as a Public Administration Model for the Citizen's Role in Public Governance“. Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26438.
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At the time of the founding of the field of public administration, government was in a condition of some degree of failure. Since elitist and corrupt politics were the predominant mode of government at the time, the cause of this failure was seen as insufficient rationality, and coinciding with this, a lack of scientific information and technical expertise. Also, a popular involvement in government was perceived to be a need. This created a demand for a scientific rational government, run by technocratic experts that was, at the same time, open to popular access. In principle, this idea is consistent with Dewey's thought, but what developed is a form of government that saw science, or the process of bringing knowledge to bear on problems that made interest groups the key mode of access to policy making. This solution appeared to meet the needs of the time, while in fact it was far off the mark. In all of this, Dewey's true and more appropriate alternative was lost. These conditions still exist. The American government is a seemingly, ailing government; but the only thing that is suggested is to have more science and give groups more "participative" access. In essence, virtual gridlock has resulted. One solution is to rediscover and accurately understand Dewey, who can help us rethink science and the knowledge process in government and the possibilities for citizen involvement in government.Ph. D.
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Guzman, Dahlia. „The “Permanent Hegelian Deposit” in John Dewey’s Theory“. Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279387271.
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Joubert, Jacomina Christina. „The life experiences and understanding of children as citizens in a democratic South Africa“. Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05202008-182045.
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Festenstein, Matthew. „Pragmatism and political theory“. Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321482.
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Coleman, Jacob W. „An Aesthetic Experience of Comedy: Dewey and Incongruity Theory“. Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1618336603730402.
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Stotts, Alexandra Lynn. „Giving birth to feminist pragmatist inquiry : a Deweyan alternative to Quinean empiricism /“. view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095276.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 215-225). Also available for download via the World Wide Web; free to University of Oregon users.
15
Narayan, John Christopher. „The global public and its problems : a Deweyan examination of global democratic theory“. Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/29089/.
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Since the fall of the Berlin Wall and the end of the Cold War there has been a new radicalism across the social sciences espousing the need for global democracy. Taking its inspiration from theorisations of late 20th and early 21st century globalisation, advocates of Global Democratic Theory (GOT) look to transcend the violence, inequality and suffering that have often accompanied modernity. GOT thus offers normative visions and practical steps towards securing global citizenship and democracy, which would secure economic and social justice for all citizens of the world. The thesis proposes that GOT, due to its pursuit of its normative agenda, actually tells us very little about the current state of global politics. In order to move beyond the limitations of GOT, the thesis provides both theoretical and empirical advances. On the theoretical side, the thesis outlines how John Dewey's work in The Public and its Problems (1927) sets out an evolutionary form of democracy in response to a rapidly globalising economy. This Deweyan approach to global democracy and the lessons it provides has not been fully appreciated by contemporary scholars of globalisation. On the empirical side, Deweyan insights are used to interpret and explain the politics of the 'Financial Crisis' of 2008 and subsequent 'The Great Recession' in order to provide a richer account of the current state of global politics and the possibility of global democracy. In all, the thesis demonstrates how Dewey's work serves not only as a timely rejoinder to the theories of GOT but also offers important insights into the politics of contemporary globalisation.
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Araújo, Rita de Cássia Pimenta de [UNESP]. „Lógica, investigação e democracia no discurso educacional de John Dewey“. Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/101541.
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Este trabalho apresenta os resultados de uma pesquisa sobre o livro Logic: the theory of inquiry de John Dewey, publicado originalmente em 1938. O objetivo é compreender os argumentos de Dewey acerca da lógica, caracterizada como teoria da investigação, e situá-los no conjunto do pensamento deweyano, de maneira a explicitar sua ligação com temáticas educacionais e políticas, focalizando especialmente a noção de democracia. Para isso, são analisadas também as obras Como pensamos e Democracia e educação, do mesmo autor. O método empregado para exame do Logic conta com duas chaves interpretativas: a primeira advém da teoria da argumentação desenvolvida por Chaïm Perelman e Lucie Olbrechts-Tyteca no livro Tratado da argumentação: a nova retórica, e a segunda, do modelo jurisprudencial de exposição e análise de silogismos elaborado por Stephen Toulmin em Os usos do argumento.
This work presents the results of a research on the book Logic: the theory of inquiry by John Dewey, originally published in 1938. The objective is to understand the arguments about the logic proposed by Dewey, characterized as a theory of inquiry, and to situate them throughout the Dewey’s thought, so as to clarify its connection with educational and political issues, focusing especially the deweyan notion of democracy. To do so, the work also analyses Democracy and education and How we think by Dewey. The method used to examine Logic has two theoretical sources: first, the theory of arguments developed by Chaim Perelman and Lucie Olbrechts-Tyteca in the book Treatise of argumentation: the new rhetoric; second, the model of juridical exposition and analysis of syllogisms developed by Stephen Toulmin in The uses of argument.
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Araújo, Rita de Cássia Pimenta de. „Lógica, investigação e democracia no discurso educacional de John Dewey /“. Araraquara : [s.n.], 2009. http://hdl.handle.net/11449/101541.
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Resumo: Este trabalho apresenta os resultados de uma pesquisa sobre o livro Logic: the theory of inquiry de John Dewey, publicado originalmente em 1938. O objetivo é compreender os argumentos de Dewey acerca da lógica, caracterizada como teoria da investigação, e situá-los no conjunto do pensamento deweyano, de maneira a explicitar sua ligação com temáticas educacionais e políticas, focalizando especialmente a noção de democracia. Para isso, são analisadas também as obras Como pensamos e Democracia e educação, do mesmo autor. O método empregado para exame do Logic conta com duas chaves interpretativas: a primeira advém da teoria da argumentação desenvolvida por Chaïm Perelman e Lucie Olbrechts-Tyteca no livro Tratado da argumentação: a nova retórica, e a segunda, do modelo jurisprudencial de exposição e análise de silogismos elaborado por Stephen Toulmin em Os usos do argumento.
Abstract: This work presents the results of a research on the book Logic: the theory of inquiry by John Dewey, originally published in 1938. The objective is to understand the arguments about the logic proposed by Dewey, characterized as a theory of inquiry, and to situate them throughout the Dewey's thought, so as to clarify its connection with educational and political issues, focusing especially the deweyan notion of democracy. To do so, the work also analyses Democracy and education and How we think by Dewey. The method used to examine Logic has two theoretical sources: first, the theory of arguments developed by Chaim Perelman and Lucie Olbrechts-Tyteca in the book Treatise of argumentation: the new rhetoric; second, the model of juridical exposition and analysis of syllogisms developed by Stephen Toulmin in The uses of argument.
Doutor
18
Goad, John C. „Dewey Meets Bluegrass: Progressive Educational Theory in the Establishment of Traditional Music Programs in Higher Education“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2506.
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The study focuses on connections between the Progressive era educational theories of John Dewey and present-day bluegrass and traditional music programs in higher education in order to explore a pedagogical basis for such programs. The research specifically examines Dewey’s beliefs in experiential learning, individualization, and vocational education and their current applications in traditional music education. The study included two major components: historical research into Dewey’s writings and primary and secondary sources regarding traditional music education in the United States, and interviews of faculty members in college and university bluegrass and traditional music programs. The thesis of this study is that experiential learning historically has been part of traditional music education and that it is an essential aspect of bluegrass and traditional music programs in higher education in the present day, leading to students taking part in meaningful learning experiences that contribute to their occupational goals.
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Evans, Karen Gilliland. „Governance, Citizenship, and the New Sciences: Lessons From Dewey and Follett on Realizing Democratic Administration“. Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30683.
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Administrative reform as we have known it has been constrained by the ontological and epistemological premises and assumptions of Newtonian physics and the positivism of the early behavioral sciences, leaving constructs vital to a democratic polity impoverished and problematized by power inequities and distorted communication. If public administration could be liberated from those ontological limits through adoption of concepts from the new sciences - quantum theory, chaos theory, complexity theory, and today's ecological sciences - it might be possible to restore to the practices of citizenship and governance appropriate institutional structures which will preserve and nurture them. This dissertation develops lessons and activities pertinent to the practices of citizenship and governance drawn from the life work of John Dewey and Mary Parker Follett - lessons clarified by the premises and assumptions of the new sciences and activities congruent with those lessons.
This dissertation is comprised of four broad components: a history of administrative reform as told through the literatures of the fields of public administration and public space philosophy; a history of science in two parts - the development of classical science and the development of the new sciences - from which defining ontological and epistemological characteristics of each are abstracted; case studies from American history that demonstrate the influence of classical science on political and social thought and action; and lessons and activities for public administration and its practitioners, framed in the context of the new sciences, drawn from the life work of John Dewey and Mary Parker Follett.
The argument this dissertation makes is twofold. First, it is argued that, given the pervasiveness of the influence of modern thought in American society, it is unlikely that early reformers could have conceptualized administrative structure differently than they did. The modern worldview still dominates our thinking, despite the new understandings of how the world works that are available to us now. The second argument is that it is possible, if we choose to do so, to overcome the modern worldview and the structure it imposes on how we think and act, and that this could lead to alternative practices for public administration. The lessons that are our heritage from Dewey and Follett, and from the traditionalists of our own field, if viewed through the lens of the new sciences, resonate with the ontological perspectives of those sciences and provide a starting point for a reconceptualization of democratic administrative practice.Ph. D.
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Houghteling, James L. „Rabindranath Tagore, John Dewey, and the Unity of Mind and Culture“. Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/905.
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What role does education play in a democratic society? How can the right sort of education help foster a free, responsible, and caring citizenry? How can education begin to reconcile and incorporate intellectually complicated and seemingly opposite ideas and theories, such as idealism and pragmatism, localism and globalism, thought and action? In my thesis, I aim to reveal, and perhaps begin to answer, these larger ideas pertaining to the role of education in society. Moreover, I address these questions through the lens of Rabindranath Tagore and John Dewey, two thinkers and practitioners at the turn of the twentieth century who sought to use education to find solutions to problems facing their respective local communities, but also the global community.
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Oliveira, Flávio Silva de. „Sobre o conceito de experiência no pragmatismo de John Dewey“. Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8547.
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My goal in this work is to understand how John Dewey constructed his concept of experience and its implications for the issues of the theory of history. Dewey's pragmatism, whose core is the concept of experience rooted in the principle of continuity, performed a profound and radical reconstruction of dualistic metaphysics. Dewey did so putting up a naturalistic metaphysics. In opposition to the modern (subjectivist/dualistic) way of conceiving experience, Dewey sought to emphasize its fundamentally relational character. In Dewey’s pragmatism experience means the complex process of interaction between organism and environment (natural/social). In this way, his metaphysics of experience became the basis of all his thinking, especially his theory of inquiry. The main hypothesis of this work is that we can find in deweyan pragmatism a theory of history whose foundation lies in its metaphysics of experience whose core is the principle of continuity and that it guarantees us, on the one hand, the methodological rigor of empirical research and, on the other hand, it endorses the role that the subjectivity of the historian exerts in the act of selection and interpretation of the evidence – with it we can accept fallibilism and be at the same time anti-skeptical in order to avoid relativism.
Meu objetivo neste trabalho é compreender a arquitetura de ideias que John Dewey erigiu no processo de construção de seu conceito de experiência e algumas implicações para as questões próprias da teoria da história. O pragmatismo deweyano, cujo núcleo é o conceito de experiência radicado no princípio de continuidade, tinha por meta elaborar uma profunda e radical reconstrução da metafísica dualista. Dewey assim o fez a partir da assunção de sua metafísica naturalista. Em franca oposição ao modo moderno (subjetivista/dualista) de conceber a experiência, Dewey buscou destacar seu caráter fundamentalmente relacional. Experiência para Dewey é sempre o processo complexo de interação entre organismo e meio (natural/social). Nesse sentido, Dewey elaborou uma metafísica da experiência que se converteu na base de todo seu pensamento, especialmente sua teoria da investigação. A hipótese deste trabalho é que podemos vislumbrar no pragmatismo deweyano uma teoria da história cujo fundamento radica-se em sua metafísica da experiência cujo cerne é o princípio de continuidade e que esse nos garante, por um lado, o rigor metodológico da pesquisa empírica e, por outro, avaliza o papel que a subjetividade do historiador exerce no ato de seleção e interpretação das evidências – como ele podemos aceitar o falibilismo e sermos, ao mesmo tempo, anticéticos de modo a evitar o relativismo.
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Östman, Leif E. „A pragmatist theory of design : The impact of the pragmatist philosophy of John Dewey on architecture and design“. Doctoral thesis, KTH, Architecture, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-196.
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This study is an inquiry into design-theoretical aspects of architectural design in Finland based mainly on the pragmatist philosophy of John Dewey. The study comprises two case studies. The . rst case deals with a young family designing their future home – a detached house built from prefabricated components – in cooperation with an architect. The second case deals with the design process of a leading Finnish architect, Professor Ilmari Lahdelma, as he prepares his proposal for an architectural competition for a new city library in Lohja, a competition he eventually wins. The case describes and interprets Lahdelma’s design process, the processes of other competition entries made by the of. ce staff, as well as the process of the jury’s evaluation of the competition entries. The two cases are analysed and interwoven with aspects from three different theoretical perspectives: existing design theories, Pierre Bourdieu’s . eld theory and John Dewey’s thinking regarding art and research. In the study I argue that Dewey’s philosophy can provide a framework for a design-theoretical epistemology. I also arrive at conclusions regarding the interpretation of some key design-theoretical concepts and the position of design theory and its structures. I further argue that the Finnish architectural competition system is a strong tool for generating developments in the production of the architectural avant-garde, which acts as the leading light for the rest of the . eld of architecture. The present study also highlights the gap between ‘high-’ and ‘low culture’ in the . eld of architecture, yet points out that the design of a simple family house – assumedly a case of ‘low culture’ – is by no means trivial to the family itself, and is indeed . lled with moments of aesthetic experiences, which is a central issue in Dewey’s description of creative processes.
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Zug, Beatrix. „Kunst als Handeln : Aspekte einer Theorie der schönen Künste im Anschluss an John Dewey und Arnold Gehlen“. Tübingen [u.a.] Wasmuth, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=3020669&prov=M&dokv̲ar=1&doke̲xt=htm.
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Cabral, Caio César. „As bases naturalísticas da Teoria da Investigação de John Dewey“. Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-14062012-162336/.
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Nosso objetivo é analisar as bases naturalísticas da teoria da investigação de John Dewey. Primeiramente apresentamos os fundamentos biológicos de sua teoria lógica da investigação. Com efeito, em sua Lógica Teoria da Investigação, uma de suas mais importantes obras, o naturalismo do filósofo defende a continuidade entre operações investigadoras e operações e funções biológicas, sendo que estas preparariam o caminho para aquelas. Em seguida, a exposição das bases culturais da teoria evidencia o importante papel da linguagem na investigação, mostrando que há uma transformação gradual da conduta puramente orgânica em conduta inteligente. Em nossa pesquisa, analisa-se ainda a relação de continuidade vista por Dewey entre senso comum e ciência, e também o padrão comum, por ele estabelecido, de toda investigação humana.Our goal is to analyze the bases of naturalistic theory of inquiry of John Dewey. First we present the biological foundations of his logical theory of inquiry. Indeed, in his Logic - Theory of Inquiry, one of his most important works, the naturalism of the philosopher argues for continuity between operations researchers and operations and biological functions, and these prepare the way for them. Then, the exposure of the cultural foundations of the theory highlights the important role of language in research, showing that there is a gradual transformation of the conduct purely organic in conduct intelligent. In our research, we analyze further the relationship of continuity seen by Dewey between common sense and science, and also the common standard, established by it, to all human inquiry.
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Stob, Paul Henry. „A moment in the pragmatic political style: the rhetoric of Louis D. Brandeis“. Thesis, Texas A&M University, 2004. http://hdl.handle.net/1969.1/1114.
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This thesis examines the rhetoric of Louis D. Brandeis in light of pragmatism-specifically, the philosophical pragmatism of William James and John Dewey. While a number of scholars claim that pragmatism has nothing to offer politics, rhetoric, or decision-making, this thesis argues that Brandeis's method of acting politically, speaking publicly, and solving problems exemplifies the pragmatic political style-a style of political operation that is characteristically pragmatic, a direct extension of James and Dewey's philosophy. This thesis illustrates Brandeis's pragmatic political style through an analysis of his rhetoric prior to taking his seat on the United States Supreme Court, his rhetoric while on the Supreme Court, and his rhetoric as one of America's most prominent Zionists. This thesis shows that pragmatism (at least William James and John Dewey's classical American pragmatism-the pragmatism Brandeis exemplifies rhetorically) can be a fruitful part of political operation.
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Roth, Elizabeth H. „The Emerging Paradigm of Reader-Text Transaction: Contributions of John Dewey and Louise M. Rosenblatt, with Implications for Educators“. Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26013.
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This dissertation will trace the emerging paradigm of transaction as a model for the dynamics of the reading process.
The paradigm of transaction, implicit in John Dewey's writings as early as 1896 in "The Reflex Arc Concept in Psychology," was originally described in terms of "interaction" between organism and environment. Only in 1949, in the twilight of his career, did Dewey definitively distinguish between "transaction" and "interaction," ascribing a mutually transformative character to the former process. In Knowing and the Known, Dewey and co-author Arthur F. Bentley (1949) proposed adoption of a wholly new "transactional vocabulary" as a precision tool for a new mode of scientific inquiry, whereby inquiry itself was recognized as a species of transaction between inquirer and observed phenomena.
Even before the publication of Knowing and the Known, literary theorist Louise M. Rosenblatt had applied an implicitly transactional model of the relationship between organism and environment to the relationship between reader and text. She described this dynamic model of the reading process in Literature as Exploration (first published in 1938), a work that has inspired an ongoing revolution in the teaching of reading and literature at all instructional levels. In the first edition of this work, Rosenblatt employed Dewey's original term--"interaction"--to describe the dynamic relationship between reader and text. Following the publication of Knowing and the Known in 1949, Rosenblatt began systematically to appropriate Dewey and Bentley's transactional terminology in her analysis of the reader-text relationship.
Educators who share the transactional vision of Dewey and Rosenblatt tend to see the role of the teacher as that of a facilitator of reader-text transaction and of reader-reader transaction as arbitrated by the text, rather than as an imparter of authoritative interpretations of texts. Envisioning potentialities for students' growth through such transactions gives rise neither to sanguine optimism nor to despair, but rather to a hopeful meliorism.Ph. D.
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Blum, Elaine M. „Aesthetic Experience and the (Queer) Self“. Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334261034.
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Dwight, James Scutt III. „Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies“. Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11132.
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Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogies (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced.Ph. D.
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Westman, Anders. „DDC:s avdelning 150 : en analys av psykologins klassifikation under perioden 1932-2011“. Thesis, Uppsala universitet, Institutionen för ABM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-182905.
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This master’s thesis focus on Dewey Decimal Classification during the period 1932 to 2011, where the classification of the psychological knowledge domain is analyzed and discussed. In the light of the recent swedish switch from the swedish classification system SAB to DDC, this research area deserves prominence. The aim of this study is to investigate how DDC represents the historical development of the psychology subject with its underlying epistemology, to identify and analyze values and prejudice, and to analyze problems with DDC’s classification of psychology in relation to three other classification systems. The theoretical framework consists of Birger Hjørland’s Domain Analysis and Critical Classification represented by Hope A. Olson among others. The results show that DDC is updating slowly in relation to subject developments, and that the multidisciplinary character of the psychological field causes problematic spreading of its disciplines in the system. These problems are to a certain degree due to the fact that DDC is a universal classification system, leading to the creation of compromise solutions, that are to a large degree avoided in specialized systems, like Birger Hjørland’s. Moreover, results show that the system’s choice of terms indicates certain values and prejudice occurring at certain times, thereby marking the system’s non objective character. The findings are also discussed in relation to postmodernism and poststructuralism, showing that the universal classification system DDC isn’t compatible with these viewpoints.
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Modarres-Mousavi, Shabnam. „Methodological Foundations for Bounded Rationality as a Primary Framework“. Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/30225.
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Experimental observations have shown that economic agents behave in ways different from the maximization of any utility function. Herbert Simon sought to deal with this by positing that individuals do not maximize, but rather "satisfice." This was a radical departure from the traditional economic framework, and one that still has not been adequately formalized. But Simon's suggestion is only the smallest part of what is needed for a theory that reflects the actual behavior. For instance, Simon's framework cannot deal with the observation that the act of choice changes the chooser. This dissertation is further developing Simon's original ideas through embracing John Dewey's transactional thinking to attain an adequate theory of economic choice that accounts for boundedly rational agents.
I clarify that substantive rationality and bounded (procedural) rationality share the same basic utilitarian assumption of predetermined goals. In terms of a Deweyan (transactional) analysis, the idea of utilitarian "optimization" ultimately guides and constrains both theories. But empirical study of choice behavior and the behavior of subjects in experimental laboratories, both indicate that neither substantive nor procedural rationality can effectively account for actual economic choices.
I emphasize the importance of treating bounded rationality without reference to the rational framework. To me, bounded rationality implies a realistic picture of behavior, which is associated with emerging goals and not ones that exist prior to the making of a choice. I consider uncertainty as a normal characteristic of the situation, which in turn allows consideration of acting based on inconsistent information, just as people actually do. The basis of a systematic approach to behavior that can capture inconsistency is developed by Tom Burke. He mathematizes Dewey's logic. He allows for impossible worlds in the set of states. Thus, not only can the initial state space hold inconsistent states, the information set can include mutually inconsistent elements.
So the current neoclassical paradigm resembles the representative realism, but is there any good reason why we should accept this methodology as economists? Whatever one's ultimate metaphysics and epistemology, I want to show that an alternative approach to economic decision-making may prove highly useful in theory and practice.Ph. D.
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Drott, Caroline. „Vad är kunskap? : en kvalitativ studie av synen på kunskap i skola och utbildning i några texter av John Dewey och i tidskriften Skola och Samhälle 1946 -1962“. Thesis, Linköping University, Department of Thematic Studies, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1664.
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Denna studie med titeln "Vad är kunskap? - en kvalitativ studie av synen på kunskap i skola och utbildning hos John Dewey och i tidskriften Skola och Samhälle 1946 -1962" är en studie där undersökningens fokus var att beskriva synen på kunskap i skola och utbildning med textanalys som metod, där tryckta källor ligger till grund för resultatet.
Syftet med studien var att undersöka vilken syn på kunskap i skola och utbildning som kommer till uttryck i skrifter författade av John Dewey samt i artiklar från tidskriften Skola och Samhälle mellan åren 1946 – 1962. I analysarbetet använde jag mig av teorier om kunskap och egna frågeställningar om kunskapssyn.
Det jag kommit fram till är att synen på kunskap i skola och utbildning var vid denna tid vid och utan klara gränser. Tiden efter andra världskrigets slut och fram till grundskolans bildande var färgat av kunskapsteorin pragmatismen. Tydligt sågs även Deweys kunskapssyn i de pedagogiska idéerna som framhölls i de valda artiklarna.
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Berthold, Henning Alexander. „Inquiry and the social : an empirical study of the construction of knowledge in architectural designing“. Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/4180.
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This thesis is a study of inquiry. Drawing upon the work of American pragmatist John Dewey, this work seeks to contribute to our understanding of the construction of knowledge within the social system of communities of inquiry. The process of inquiry that is traced in this work is one effected in the course of architectural designing. An ethnographically informed study of an architectural masterplan project is used to illustrate Dewey's ideas and how they are played out in design practice. This thesis is understood to correspond with the growing interest of the students of organisational learning and knowledge management in knowledge creation and the underlying social processes. It is further seen as a response to the claim that the key processes of knowledge creation remain largely an enigma. Agreement has been established with Dewey that knowledge is not just an end in itself but a form of action, a medium of change and social transformation. The formation of knowledge, however, within the operation of inquiry is not a matter that “naturally” runs its course. The process of inquiry as studied both in theory and practice has shown just how much its results, which by definition constitute knowledge, are shaped by the institution and control of a problem. A problem is a social construct and the product of the purposeful selection and arrangement of pieces of information. Inquiry is therefore considered a process of controlled knowledge formation. That which counts as knowledge in the realm of social phenomena has been shown to be a matter not so much of agreement between actions and their consequences but agreement in terms of intellectual acceptance. What “satisfies” as a solution (such as the final masterplan) has therefore been shown to be not necessarily a question of its logical status.
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Renier, Samuel. „Éducation, Science et Société dans la dernière philosophie de John Dewey (1929-1939) : de la continuité de l'enquête à l'inquiétude des frontières“. Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20117.
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Le 26 février 1929, le philosophe américain John Dewey prononce une conférence devant un public d’étudiants et d’enseignants dans lequel il se prononce nettement en faveur de la mise en place d’une science de l’éducation, dont il développe les principales caractéristiques. La décennie qui suit va alors s’avérer d’une grande richesse intellectuelle et voir Dewey travailler ardemment à l’approfondissement et à l’élargissement de sa réflexion philosophique en direction de nouveaux champs et de nouvelles problématiques. Paradoxalement, cette période est également celle où son œuvre éducative semble la moins bien connue, en comparaison de ses premiers travaux sur le sujet, qui contribuèrent à sa renommée précoce sur le plan international. L’ambition du présent travail est donc d’étudier la réflexion éducative qu’il mène dans cette période, à la lumière du renouveau qu’elle apporte dans la compréhension globale de son œuvre. A travers la science de l’éducation, l’enjeu est alors d’observer en quoi la réflexion éducative de Dewey est susceptible de rejoindre ses théories du social et de la connaissance afin de proposer un schème d’analyse cohérent, à même de nous aider à faire face à l’inquiétude d’un monde en perpétuelle évolutionOn November 26th 1929, American philosopher John Dewey gave an address to an audience comprising students and teachers, in which occasion he advocated for the development of a Science of education and described its main features. The following decade is then one of a great intellectual wealth and sees Dewey working hard to broaden and deepen the range of his philosophical thought towards new fields and new problems to deal with. Surprisingly enough, this period also seems to be one concerning which his contribution to education appears to be of less importance, when compared to his first achievements in the field which brought him an early and international fame. The scope of our paper is accordingly to study the educational thinking entertained by Dewey at that time, at the dawn of the renewed light it sheds over the comprehensive significance of his work. Through a Science of education, our aim is then to analyze how Dewey’s educational thinking may connect to his theories of science and society in order to provide a consistent scheme of analysis, which may reveal itself helpful in facing the inquietude of a world in constant evolution
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Howard-Brahaney, Michelle Lea. „Parent and Teacher Engagement as Predictors of Literacy and Social Emotional Development of Preschool Children Enrolled in Head Start: A Mixed Method Case Study“. University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481289423542113.
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Alves, Júnior Francisco Artur Pinheiro. „Modelos cosmológicos numa teoria geométrica escalar - tensorial da gravitação: aspectos clássicos e quânticos“. Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/9539.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In this thesis, we deal with a particular geometric scalar tensor theory, which is a version of the Brans-Dicke gravitation, formulated in aWeyl integrable space-time. This formulation is done using the Palatini's variation procedure. The main point of our work is to perform two particular applications of the geometrical Brans-Dicke theory. The rst one is the study of geometric fase transition phenomena, that's related to a continuous change in the space-time structure of the universe from a Riemann's geometry to a Weyl's geometry, or in the inverse sense, from Weyl's geometry to Riemann's geometry. This phenomena seems to take place when the universe starts to expand in a accelerated rate. The second one is the investigation of classical and quantum behaviour of a anisotropic n-dimensional universe . To nd solutions that display the dynamical compacti cation of non observed extra dimensions is the main motivation to study such universe.
Nesta tese, reapresentamos uma teoria escalar tensorial geométrica, que é uma versão da gravitação de Brans-Dicke formulada em um espaço-tempo de Weyl integrável. Com esta teoria fazemos duas aplicações especí cas. Uma delas para o estudo de um fenômeno, que chamamos de transição de fase geométrica, uma mudança contínua na estrutura geom étrica do espaço-tempo. Este fenômeno parece ocorrer quando o universo se expande aceleradamente. A segunda aplicação reside no estudo clássico e quântico do comportamento de um modelo de universo n-dimensional anisotrópico. A motivação para esta investigação é a busca de soluções que exibem o compactação dinâmica das dimensões extras, que não são observadas.
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Weyand, Larkin Gene. „The Walkabout in an Alternative High School: Narrative as a Social Practice for Reflection on and Analysis of Experience“. The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468241129.
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Bobeczko, Daniel S. Jr. „A Phenomenological Study of Kindergarten Teacher Perceptions of Standardized Testing and its Influence on Curriculum, Instruction, and Assessment“. Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449343351.
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Ohkura, Kentaro. „Dewey's theory of knowledge and education“. 1990. http://catalog.hathitrust.org/api/volumes/oclc/22966995.html.
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Thesis (M.A.)--University of Wisconsin--Madison, 1990.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 35).
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Wilson, Lucas B. „John Dewey's pragmatism and economic method: Modernism and postmodernism in economics“. 1996. https://scholarworks.umass.edu/dissertations/AAI9619455.
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The dissertation develops and demonstrates a new Marxist approach to the epistemological problem of cognitive modernism, the problem of knowing the true laws of economic reality. This new approach is an antiessentialist and postmodernist critique of versions of Deweyan pragmatism. In American economics, versions of Deweyan pragmatism provide epistemological justification for the verity and primacy of two different economic theories of the world: the American Institutionalism of Thorstein Veblen and the Chicago School of Milton Friedman. Each school uses Deweyan pragmatism to ground its claim to be a science, and each uses Deweyan pragmatism to prove its contention that it offers the correct scientific analysis and view of the fundamental laws of operation of the economy. The dissertation demonstrates that Deweyan pragmatism cannot provide such justification. The primary reason is that Deweyan pragmatism, like all other philosophies of science, is subject to the epistemological problem of cognitive modernism. It is thus unable to provide objective, transdiscursive, and essential knowledge of economic reality. Chapter 1 is an introduction to modernist methodology in economics. It situates Deweyan pragmatism within the tradition of economic modernism. Chapter 2 examines the Deweyan pragmatism of Veblen's American Institutionalism. Chapter 3 examines the Deweyan pragmatism of Friedman's Chicago School. Both schools offer Deweyan pragmatisms as theories of knowledge which prove the truth of each's theory of society. Chapter 4 offers a postmodern critique of both modernist versions of Deweyan pragmatism. The analysis suggests several conclusions. First, for such different and directly opposed theories to claim a common affiliation to Deweyan pragmatism must mean that they understand that affiliation in fundamentally different ways. Second, by presenting different versions of pragmatism it becomes clear that it is not possible to discover the real Dewey, nor is it possible to evade the partiality of all readings of Dewey's philosophy. Third, by contesting pragmatism itself, I demonstrate that the cognitive modernist quest for certain foundations is a failed one, and that all knowledge products in economics are bound by the cultural conditions and discursive fields in which they are produced.
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Chiang, Mei-Chuan, und 姜美絹. „Dewey's theory of teaching art and its application in the early childhood Education“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/07286801487460036582.
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碩士國立東華大學
課程設計與潛能開發學系
103
This article discusses the art of teaching implied by John Dewey's philosophy, with three objectives: first, to explore the basic meaning of such concepts as nature, experience, and art in Dewey's metaphysics; second, to elaborate on, according to Dewey's educational beliefs, what the relationship between teachers and students should be, what kind of content should be used, and what methods would be most effective; thirdly, to investigate the impact of Dewey's thoughts about the art of teaching on early childhood education and then possible applications of the idea to curricula for early childhood. Two approaches were used for this study: one focusing on theory, and the other practice. In terms of theory, the researcher drew theory from Art as Experience, Dewey's main aesthetic work, and in order to understand Dewey, utilized relevant journals and papers. In terms of teaching practice, the researcher integrated experimental curricular inquiry into teaching. The conclusions of this study are as follows: The philosophical basis of Dewey's idea about the art of teaching: nature is the integration of the interaction between people and the environment, while experience is how the environment and the organism interact; therefore, under proper control, experience is the only way to uncover the mysteries of nature. The basis of art or aesthetics, originating from experience, has an unbreakable connection with our daily life experience. The connotation of Dewey's idea of the art of teaching: Dewey suggested that the teaching material of the activity curricula be consistent with children's affinities and interests. The teaching practice should emphasize solving daily life problems, addressing the children's needs, interests and abilities, and leading the students to develop their experience through learning by doing, reflective thinking, and combining work and play. The application of Dewey's idea of the art of teaching: because Dewey's educational philosophy has had such a great impact on early childhood education, many scholars use educational theories closely linked with Dewey's. The researcher's applications of this theory have shown it is suitable for today's early childhood education as it allows the students to acquire the ability to solve problems through play and games.
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CHENG, SHU-MING, und 鄭淑敏. „Dewey''s Theory of Esthetic Experience“. Thesis, 1996. http://ndltd.ncl.edu.tw/handle/71374536249539614476.
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Ye, Yan Hong, und 葉彥宏. „A Study on The Dewey’s Educational Theory through The Concepts of Public and Private Spheres“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/77186031782452423275.
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碩士國立政治大學
教育研究所
96
The politics and daily life of human lay both in the public and the private sphere, along with the liberalization and democratization in the society, the public and the private sphere also bring about influence on education. The study treats public sphere as the realm of political life. In the realm, people discuss various subjects with their associated experiences. The private sphere involves self and intimacy relations, their development have inseparable relevance to public sphere. The study redescribes the concepts of experience and democracy in the Dewey’s educational theory, and attempts to enrich his shortage with the concept of the public and the private sphere. The Author reconstructs Dewey’s educational theory by four points: Adding the variation of life experiences, giving equal attention to socialization and individualization, public and private democratic life, autonomy and solidarity of the democratic education. Accordingly, the author proposes four suggests to Dewey's educational theory: Firstly, if people want to understand the complexity of the public and the private life, they need to integrate the public sphere and the private sphere into Dewey’s experience theory. Secondly, reiterating the importance of the individualization and the socialization must be given equal attention. Thirdly, understanding the interactive relationships in various associations could cause to a better associated living. Fourthly, it will be helpful to show a complete human life by taking all kinds of the public and the private relation into account.
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Lee, Seung Eun 1969. „Science and curriculum : early science and scientism in John Dewey’s educational theory and practice (1882-1916)“. Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-798.
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This dissertation explores the early influence of science on Dewey's educational theory and practice. Science was, unquestionably, a dominant ideal, concept, subject, and/or method during the late nineteenth century when Dewey entered his academic career. Realizing the significance of science in education, Dewey sought an answer to the questions of why we teach, what we teach, and how we teach, based on science. Dewey's effort to find a scientific basis of education was frequently misunderstood as “scientism,” which means unjustified or excessive reliance on positivistic science. Unlike the supporters of positivistic science in education such as Thorndike, however, Dewey sought a non-scientistic approach in pursuing the theory of educational purposes, substance and practices. Exploring the development of Dewey’s view on science in education, this study provides a detailed explanation on the transformation of his ideas in five stages: formative, developmental, preparation, experimental, and post-experimental.
To provide an overview of issues involved in the problem of scientism, Chapter II deals with a conceptual geography of scientism and its influence on early twentieth century American education. The development of Dewey’s view on the science of education is provided in chronological order in Chapters III, IV, and V. Chapter III explores Dewey’s separation from the Neo-Hegelian tradition, an encounter with new science, and re-interpretation of scientific ethics. Chapter IV elaborates Dewey’s conception of scientific curriculum, a preparation for experiment in the Laboratory School, and science subject-matter and scientific method in the school. Chapter V provides a detailed exposition on the role of subject-matter and method in Dewey’s scientific curriculum and a brief explanation on his thought about subject-matter and method after he left the Laboratory School. Conclusions and reflections are offered in Chapter VI.text
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LAFORTUNE, DIANNE. „Theory, Research, and Practice: Developing a Model for Teaching Mathematics“. Thesis, 2009. http://hdl.handle.net/1974/1766.
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Dewey provides a rich context in which to develop an understanding of education as growth. By developing an understanding of education as growth, educational research can be incorporated into that context so that a more comprehensive model of education may be considered. Education as growth suggests that education is about progress rather than end states. The knowledge and skills of inquiry must be understood as part of an interconnected whole that includes the physical, social, and intellectual growth of the individual and the community. The role of inquiry in the development of concepts and habits that foster the intellectual and cultural growth of the individual and community are discussed. The work of researchers on math learning disabilities is presented and examined in light of Dewey’s concepts of growth and inquiry so that the educational needs of students with math learning disabilities might be included in a model of education. The quality of the educational experiences of students with math learning disabilities has significant implications for the growth and development of all students, parents, teachers, researchers, and the community.Thesis (Master, Education) -- Queen's University, 2009-04-16 19:58:52.504
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Chen, Po-Nien. „John Dewey on theory of learning and inquiry : the scientific method and subject matter /“. 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3242815.
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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4077. Adviser: Walter Feinberg. Includes bibliographical references (leaves 184-194) Available on microfilm from Pro Quest Information and Learning.
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DARWISH, BABOR. „Education as a Political Act: Dewey, Freire and the (International Baccalaureate) Theory of Knowledge Curriculum“. Thesis, 2009. http://hdl.handle.net/1974/2579.
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Active learning should be the ultimate aim of education. I argue that it is a three interrelated-step model of curriculum: one which promotes critical thinking, involves dialogue and ultimately indicates growth. It is a model intertwined in an intricate web of ideas borrowed from John Dewey and Paulo Freire.
In this thesis, I analyze the International Baccalaureate (IB) Theory of Knowledge (TOK) curriculum as an example of a document that seeks to foster active learning. To be able to analyze whether the IB TOK curriculum promotes active learning, I dissect the curriculum in terms of its philosophy and objectives.
Curriculum theorists do not agree on a universal definition of curriculum. Therefore, I explore four distinctive theories of curriculum and theory in order to find a definition that best fits the IB TOK curriculum and philosophy: 1) curriculum as a body of knowledge to be deposited, 2) curriculum as a product theory, 3) curriculum as a process, and 4) curriculum as praxis.
I argue that in order for active learning to take place, the three components of active learning need to exist together. Active learning needs to promote critical thinking as a means to understanding one’s self and others. And, active learning needs to involve dialogue to enable people to become fully aware of their own position within the community and the world, and that of others. Critical thinking and dialogue in turn ensure growth. Growth is defined in terms of conscientização and Praxis; this is premised on two conditions: 1) to become aware of the realities in one’s life; and, 2) to take informed and practical actions to change these assumptions. It is then, I argue, that learning becomes active. It is indeed, as Freire would say, breaking away from ‘silence’ imposed on us by oppressors and attaining “the freedom of the learner” in Dewey’s words.
It is only through active learning that individuals can critically think, enter a meaningful dialogue with others, and ultimately have the courage to act, and as a result create a life which is meaningful—not just for themselves but for everyone.Thesis (Master, Education) -- Queen's University, 2009-08-07 17:56:13.739
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Hennings, Jacqueline. „How Do Curriculum Mandates Influence the Teaching Practices of High School Mathematics Teachers“. 2017. http://scholarworks.gsu.edu/mse_diss/38.
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The purpose of this narrative inquiry study was to investigate the influence of curricular mandates on the teaching practices of high school mathematics teachers. Narrative inquiry, philosophically based on John Dewey’s theory of experience (Dewey, 1938), provides the intimate study of an individual's experience over time and in context(s) (Clandinin & Connelly, 2000). This study focused on the experiences of three high school mathematics teachers’ stories of educational change with data collected through interviews and personal documents. Socio-cultural narrative analysis was used to interpret the participants’ stories of adaptation. The data, presented as an ethnodrama, is composed of scenes taken from the interviews and interweaves the participants’ stories of evolution as they tackled the struggles of change on multiple levels: curriculum, student assessment, and teacher evaluation.
Results indicated teachers adopt both traditional and reform strategies when deciding on appropriate teaching practices. Collaboration and professional development were two important aspects used by the participants to enlarge their toolbox of teaching practices when forced to challenge their existing beliefs. This study contributes to the scarce research on the impact of curricular mandates on teaching practices. It also highlights the experiences of high school mathematics teachers as they embrace the paradigm shift associated with the mandates and implement changes to their practices to promote a more student-centered, collaborative environment.
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Tyler, John. „A Pragmatic Standard of Legal Validity“. Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10885.
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American jurisprudence currently applies two incompatible validity standards to determine which laws are enforceable. The natural law tradition evaluates validity by an uncertain standard of divine law, and its methodology relies on contradictory views of human reason. Legal positivism, on the other hand, relies on a methodology that commits the analytic fallacy, separates law from its application, and produces an incomplete model of law.
These incompatible standards have created a schism in American jurisprudence that impairs the delivery of justice. This dissertation therefore formulates a new standard for legal validity. This new standard rejects the uncertainties and inconsistencies inherent in natural law theory. It also rejects the narrow linguistic methodology of legal positivism.
In their stead, this dissertation adopts a pragmatic methodology that develops a standard for legal validity based on actual legal experience. This approach focuses on the operations of law and its effects upon ongoing human activities, and it evaluates legal principles by applying the experimental method to the social consequences they produce. Because legal history provides a long record of past experimentation with legal principles, legal history is an essential feature of this method.
This new validity standard contains three principles. The principle of reason requires legal systems to respect every subject as a rational creature with a free will. The principle of reason also requires procedural due process to protect against the punishment of the innocent and the tyranny of the majority. Legal systems that respect their subjects' status as rational creatures with free wills permit their subjects to orient their own behavior. The principle of reason therefore requires substantive due process to ensure that laws provide dependable guideposts to individuals in orienting their behavior.
The principle of consent recognizes that the legitimacy of law derives from the consent of those subject to its power. Common law custom, the doctrine of stare decisis, and legislation sanctioned by the subjects' legitimate representatives all evidence consent.
The principle of autonomy establishes the authority of law. Laws must wield supremacy over political rulers, and political rulers must be subject to the same laws as other citizens. Political rulers may not arbitrarily alter the law to accord to their will.
Legal history demonstrates that, in the absence of a validity standard based on these principles, legal systems will not treat their subjects as ends in themselves. They will inevitably treat their subjects as mere means to other ends. Once laws do this, men have no rest from evil.