Dissertations / Theses on the topic 'Catholic Church Education Australia History'
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1
Mckenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070326.142406.
Full textAbstract:
Historians have generally tended to represent the pioneering Catholic mission in Western
Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable
exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a
'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a
predominantly working class Irish Catholic constituency. This thesis challenges the traditional
paradigm as restrictive, and argues that it ignores significant contextual influences and veils the
wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded.
The traditional analysis of the internal dynamics of the Catholic mission implies that there
was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant
helpers.' Internal conflicts concerning administrative issues have been represented as little more
than mere personality clashes.
The thesis takes a more critical contextual approach and argues that the manifestation of
internal dissension during this period can only be fully explained by taking account of external
influences rather than local conditions. These influences include both Gallican and Ultramontane
ecclesiastical perspectives as well as the individual community cultures that were transported
from Europe to the Perth diocese by missionary personnel.
This new perspective corrects the more traditional approach which overlooked the different
ecclesiastical approaches, orientations and community cultures that were represented within the
colonial Catholic mission. This expansion of the existing interpretative paradigm through which
historians view the West Australian Catholic mission in general and the development of the
school system in particular marks a significant shifi in the existing historiography. As a
consequence, scholars will in future take a more critical approach to the study of not only the
Catholic education system but also the Western Australian Catholic mission in general. Rather
than representing the definitive closing chapter it is intended that this work will invigorate
renewed historical interest in the development of the Australian Catholic mission.
2
Brady, Josephine Margaret, and res cand@acu edu au. "Sisters of St Joseph: the Tasmanian experience the foundation of the Sisters of St Joseph in Tasmania1887-1937." Australian Catholic University. School of Religious Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp73.09042006.
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This thesis reports on and analyses the first fifty years, 1887-1937, of the Sisters of Saint Joseph’s ministry in Tasmania. The design of the study is qualitative in nature, employing ethnographic techniques with a thematic approach to the narrative. Through a multifaceted approach the main figures of the Josephite story of the first fifty years are examined. The thesis attempts to redress the imbalance of the representation of women in Australian history and the Catholic Church in particular. The thesis is that as a uniquely Australian congregation the Tasmanian Sisters of St Joseph were focused on the preservation of the original spirit and tradition articulated at their foundation rather than on the development of a unique Tasmanian identity. The thesis argues that it was the formative period that impacted on their future development and the emerging myths contributed to their search for identity. Isolated from their foundations through separation and misunderstanding, they sought security and authenticity through their conservation of the original Rule. The intervention of cofounder Father Tenison Woods in the early months of their foundation served to consolidate a distinctive loyalty to him to the exclusion of Mary MacKillop. Coupled with the influence of Woods were the Irish and intercolonial influences of significant Sisters from other foundations which militated against the emergence of a distinctive Tasmanian leadership. As a Diocesan Congregation the Tasmanian Josephites achieved status as authentic religious within Tasmania and yet were constrained by their Diocesan character. The study identifies the factors that contributed to their development as a teaching Congregation through the impact of the Teacher and Schools’ Registration Act 1906, influence of government regulations on the Woods-MacKillop style of education, and the commitment of the Church to provide Catholic education in the remote areas of Tasmania. The thesis identifies two major formative periods as occurring at the instigation of Archbishops Delany and Simonds at both the foundation and then more significantly after the consolidation phase at the end of the period under examination.
3
Jarrett, Jennifer Ann. "Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /." Connect to full text, 2003. http://hdl.handle.net/2123/5673.
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4
Pollard, Susan J. "An investigation of the Catholic Leadership Education Programme in South Australia /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmp772.pdf.
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Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1992.Analyses the Catholic Leadership Education Programme in the archdiocese of Adelaide in terms of the work of Paulo Freire and Carl Jung. Spine title: The Catholic Leadership Education Programme. Includes bibliographical references (leaves 255-260).
5
McKenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890." Thesis, McKenna, Eugene (2005) The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/198/.
Full textAbstract:
Historians have generally tended to represent the pioneering Catholic mission in Western Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a 'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a predominantly working class Irish Catholic constituency. This thesis challenges the traditional paradigm as restrictive, and argues that it ignores significant contextual influences and veils the wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded.
The traditional analysis of the internal dynamics of the Catholic mission implies that there was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant helpers.' Internal conflicts concerning administrative issues have been represented as little more than mere personality clashes.
The thesis takes a more critical contextual approach and argues that the manifestation of internal dissension during this period can only be fully explained by taking account of external influences rather than local conditions. These influences include both Gallican and Ultramontane ecclesiastical perspectives as well as the individual community cultures that were transported from Europe to the Perth diocese by missionary personnel.
This new perspective corrects the more traditional approach which overlooked the different ecclesiastical approaches, orientations and community cultures that were represented within the colonial Catholic mission. This expansion of the existing interpretative paradigm through which historians view the West Australian Catholic mission in general and the development of the school system in particular marks a significant shifi in the existing historiography. As a consequence, scholars will in future take a more critical approach to the study of not only the Catholic education system but also the Western Australian Catholic mission in general. Rather than representing the definitive closing chapter it is intended that this work will invigorate renewed historical interest in the development of the Australian Catholic mission.
6
McKenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890." McKenna, Eugene (2005) The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/198/.
Full textAbstract:
Historians have generally tended to represent the pioneering Catholic mission in Western Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a 'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a predominantly working class Irish Catholic constituency. This thesis challenges the traditional paradigm as restrictive, and argues that it ignores significant contextual influences and veils the wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded.
The traditional analysis of the internal dynamics of the Catholic mission implies that there was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant helpers.' Internal conflicts concerning administrative issues have been represented as little more than mere personality clashes.
The thesis takes a more critical contextual approach and argues that the manifestation of internal dissension during this period can only be fully explained by taking account of external influences rather than local conditions. These influences include both Gallican and Ultramontane ecclesiastical perspectives as well as the individual community cultures that were transported from Europe to the Perth diocese by missionary personnel.
This new perspective corrects the more traditional approach which overlooked the different ecclesiastical approaches, orientations and community cultures that were represented within the colonial Catholic mission. This expansion of the existing interpretative paradigm through which historians view the West Australian Catholic mission in general and the development of the school system in particular marks a significant shifi in the existing historiography. As a consequence, scholars will in future take a more critical approach to the study of not only the Catholic education system but also the Western Australian Catholic mission in general. Rather than representing the definitive closing chapter it is intended that this work will invigorate renewed historical interest in the development of the Australian Catholic mission.
7
Gleeson, Damian John School of History UNSW. "The professionalisation of Australian catholic social welfare, 1920-1985." Awarded by:University of New South Wales. School of History, 2006. http://handle.unsw.edu.au/1959.4/26952.
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This thesis explores the neglected history of Australian Catholic social welfare, focusing on the period, 1920-85. Central to this study is a comparative analysis of diocesan welfare bureaux (Centacare), especially the Sydney, Melbourne and Adelaide agencies. Starting with the origins of professional welfare at local levels, this thesis shows the growth in Catholic welfare services across Australia. The significant transition from voluntary to professional Catholic welfare in Australia is a key theme. Lay trained women inspired the transformation in the church???s welfare services. Prepared predominantly by their American training, these women devoted their lives to fostering social work in the Church and within the broader community. The women demonstrated vision and tenacity in introducing new policies and practices across the disparate and unco-ordinated Australian Catholic welfare sector. Their determination challenged the status quo, especially the church???s preference for institutionalisation of children, though they packaged their reforms with compassion and pragmatism. Trained social workers offered specialised guidance though such efforts were often not appreciated before the 1960s. New approaches to welfare and the co-ordination of services attracted varying degrees of resistance and opposition from traditional Catholic charity providers: religious orders and the voluntary-based St Vincent de Paul Society (SVdP). For much of the period under review diocesan bureaux experienced close scrutiny from their ordinaries (bishops), regular financial difficulties, and competition from other church-based charities for status and funding. Following the lead of lay women, clerics such as Bishop Algy Thomas, Monsignor Frank McCosker and Fr Peter Phibbs (Sydney); Bishop Eric Perkins (Melbourne), Frs Terry Holland and Luke Roberts (Adelaide), consolidated Catholic social welfare. For four decades an unprecedented Sydney-Melbourne partnership between McCosker and Perkins had a major impact on Catholic social policy, through peak bodies such as the National Catholic Welfare Committee and its successor the Australian Catholic Social Welfare Commission. The intersection between church and state is examined in terms of welfare policies and state aid for service delivery. Peak bodies secured state aid for the church???s welfare agencies, which, given insufficient church funding proved crucial by the mid 1980s.
8
Hollands, Jill C. "The changing nature of the Catholic school community." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/162.
Full textAbstract:
The role of the Catholic school, as outlined by Catholic leaders within dioceses around Australia and supported by Vatican documents, is to assist in the Church's role of proclaiming the message of Jesus Christ. Catholic schools aim to promote Gospel values within the daily life of their community. Integral to this expectation is the teaching of the traditions, doctrine, and practices of the Catholic faith, supported by the presence of Catholic educators. The shifting nature of Catholic schools has meant that in recent times, some members of the school community are not familiar with beliefs and practices of the Catholic faith. This growing world-wide trend indicates a changing community expectation of the role of the Catholic school, where dements of Catholic culture are at odds with the contemporary culture to which children are exposed in their daily lives. This portfolio examines the impact of the changing nature of the Catholic school community on the Catholic nature of Catholic schools. This impact is considered from both global and local perspectives. The Structure of the portfolio includes a document analysis of key literature related to this change, supported by a small, illustrative case study of four rural schools in Western Australia. Early chapters examine the structures of governance existing within both contexts and determine the extent to which these structures enable the Catholic school to fulfil the Church's mission. The portfolio outlines challenges faced by Catholic school communities in promoting the Church's Gospel value message through a Catholic values-based curriculum. The small investigation undertaken as part of the portfolio draws on both quantitative and qualitative data to determine the role played by the Catholic elements of schools in strengthening the promotion of the Gospel value message within the life of the school community. Conclusions are drawn to assist Catholic schools work toward strengthening the development of an authentic Catholic culture within the life of the school, and the implementation of a Catholic, values-based curriculum. These recommendations provide guidance for Catholic schools in developing a shared understanding of the Church's Gospel value message promoted within the life of the school community.
9
Livraga, Patrizia. "Education in Hong Kong, 1858 - 1894 Bishop Timoleone Raimondi's epoch /." Thesis, [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834113.
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10
Angelico, Teresa 1956. "Can research influence policy decisions? : a project evaluation of a study of the role of the Catholic Church in higher education." Monash University, Dept. of Anthropology and Sociology, 1999. http://arrow.monash.edu.au/hdl/1959.1/7955.
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11
Foale, Marie Therese. "The Sisters of St. Joseph : their foundation and early history, 1866-1893." Title page, table of contents and abstract only, 1986. http://web4.library.adelaide.edu.au/theses/09PH/09phf649.pdf.
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12
McKinney, Stephen John. "Catholic schools in Scotland mapping the contemporary debate and their continued existence in the 21st century /." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/193/.
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Thesis (Ph.D.) - University of Glasgow, 2008.Ph.D. thesis submitted to the Faculty of Education, Department of Religious Education and the Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
13
Aldrich, Julia Catherine. "Reimagining the Framework: The Legacies of Three Generations of Catholic Women and the Implications for Modern Day Catholics of the United States." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1544556971953954.
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14
Keenan, Anthony Michael. "The Boys' Reformatory Brooklyn Park : a history, 1898-1941." Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mk26.pdf.
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15
Frisk, Jean M. "Mary in catechesis: a comparative study on magisterial catechetical documents and religion textbooks for elementary schools in the United States from 1956-1998." IMRI - Marian Library / OhioLINK, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=udmarian1431447113.
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16
Melville, William Ian. "An historical analysis of the structures established for the provision of Anglican schools in the diocese of Perth, Western Australia between 1917 and 1992." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0032.
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[Truncated abstract] Within the State of Western Australia, from its early years, education has been provided not only by the State, but also by religious denominations, particularly the Catholic Church, the Anglican Church and other Christian groups. This thesis is concerned with Anglican education in the State from the years 1917-92. The particular focus is on the structures established for the provision of Anglican education in the Diocese of Perth throughout the period. The central argument of the thesis is as follows. During the period 1917-92, the structures established for the provision of Anglican education in the Diocese of Perth changed across four subperiods: 1917-50, 1951-60, 1961-80 and 1981-92. During the first subperiod, provision was made under structures which allow for the schools which existed to be classified according to three ‘types’: ‘religious-order schools’, ‘parish schools’, and ‘schools of the Council for Church of England Schools’. The first two types continued during the second subperiod and were joined by two new types, namely, ‘Perth Diocesan Trustees’ schools’ and ‘synod schools’, while ‘schools of the Council for Church of England Schools’ceased as a type. During the third subperiod ‘synod schools’ continued as a type, but the other three types ceased to exist. At the same time, one new type emerged, namely, ‘schools of the Church of England Schools’ Trust’. During the fourth subperiod there were also two types of schools within the Diocese, but the situation was not the same as in the previous subperiod because while ‘synod schools’ continued as a type, ‘Perth Diocesan Trustees’ schools’ ceased to exist. Furthermore, a new type was established, namely ‘schools of the Anglican Schools Commission’. This two-type structure for provision which was established during the sub-period 1981-92, is still that which exists to the present day for the provision of Anglican education within the Diocese of Perth.
17
Gutowski, James Arthur. "Politics and Parochial Schools in Archbishop John Purcell's Ohio." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1254177639.
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18
Gandy, Shawna Lea. "Fur Trade Daughters of the Oregon Country: Students of the Sisters of Notre Dame de Namur, 1850." PDXScholar, 2004. https://pdxscholar.library.pdx.edu/open_access_etds/2717.
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Ethnicity, religion, class, and gender are important elements in determining the cultural texture of society. This study examines these components at an important junction in the history of the Pacific Northwest through the lives of students enrolled in two girls’ schools established by the Sisters of Notre Dame de Namur (SNDN) in the Willamette Valley in the 1840s. These girls, predominantly métis daughters of fur-trade settlers and their Indian wives, along with their Irish and Anglo-American classmates, represent the socioeconomic and cultural transformation of the region as the mixing that gave rise to the unique intermediary culture referred to as “fur-trade society” succumbed to American political and social domination. The primary interest of this study is the process of acculturation facilitated by the Sisters of Notre Dame de Namur and the effect of this acculturation on the métis students.
By using a sample of students drawn from the 1850 United States Federal Census of the Oregon Territory, documents relating to the fur trade, Catholic Missions, and early settlement, and standard genealogical and biographical sources, this study compares the two SNDN schools through an analysis of their academic and cultural purposes and ethnic lineage, socioeconomic class, and religious affiliation of other students. Furthermore, as a test of the success of their religious training and acculturation, this study examines the socioeconomic and ethnic characteristics of marriage partners and the students’ religious affiliation as adults, and looks for evidence of métis ethic identity.
The resulting analysis uncovers a two-tier system of education that mirrored the bipartite social structure of fur trade: the SNDN tailored the educational offerings at the two schools to serve the different needs of their discrete populations of settlers. Subsequent to their schooling, servant class métis girls most often retained paternal religious and ethnic ties, while officer class daughters show less attachments to their Catholic religious roots and chose more ethnically diverse spouses. Finally, the exogamous martial patterns of both groups discount the presence of strong métis ethic identity.
19
Orlando, Evelyn de Almeida. "Por uma civilização cristã : a coleção monsenhor Álvaro Negromonte e a pedagogia do catecismo (1937 - 1965)." Universidade Federal de Sergipe, 2008. https://ri.ufs.br/handle/riufs/4695.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis work investigates the collection of the catechisms of Monsignor Álvaro Negromonte published between 1937 and 1965, under two perspectives of analysis: in his material support in the context of the editorial market to the season and in his content through the approximations with the presupposed of the New School. Starting from these two points of analysis the research tries to help with a shading scenery in the area of the History of Brazilian Education that don t comes looking to the catechism as a class of printed that determined much times the Brazilians school practices. Inserted in the area of the History of Education, the investigation begins from the proposal of the Cultural History and from the History of the Book, even looking to the history of the collections, that consider the book of catechism as any book, a cultural object, that wants to promote the civilization process by the education. The Collection Monsignor Álvaro Negromonte is composed of 14 volumes: 12 titles destined to the teaches of schools since the 1st grade of elementary school until the regular course and 3 Guides of the Catechist: the 1st referring to the orientation of catechism teaching for the 1st and 2nd grades of elementary school; the 2nd guide referring to the 3rd grade of elementary school; and the 3rd guide orientated the 4th grade of elementary school. The general purpose of this investigation is based on analyzing this collection as a didactic tool used by the Catholic Church to the formation of the individuals. The materiality, the production, the circulation and the appropriation guided the way that composed scenery that the religious area acted trying to create a Christian civilization. Through the modern practices that the Church developed as the using of printed, in this case, the catechism, a specific object of transmission of the Catholic culture, little explored in the researches in History of Education yet, as in its materiality as in the representations that acquired in the Brazilian society, this research has yet the presence and the place of the Catholic Church in the educational discussions that happened in the country between the decades of 30 and 60 of the 20th century and the appropriation of the discussion about the Actives Pedagogies for this group defended by the author of the collection.
Este trabalho investiga a coleção de catecismos do Monsenhor Álvaro Negromonte, publicada entre 1937 e 1965, sob duas perspectivas de análise: em seu suporte material, no contexto do mercado editorial à época e no seu conteúdo, através das aproximações com os pressupostos escolanovistas. A partir desses dois focos de análise, a pesquisa busca contribuir com um cenário sombreado no campo da História da Educação Brasileira que não vem atentando para os catecismos como uma classe de impressos que determinou, muitas vezes, as práticas escolares brasileiras. Inserida no campo da História da Educação, a investigação parte da proposta da História Cultural e da História do Livro, atentando, ainda, para a História das Coleções, que considera o livro de catecismo, assim como todo livro, um objeto cultural, que visa promover o processo civilizador via educação. A Coleção Monsenhor Negromonte é composta, ao todo, de 14 volumes: 12 títulos destinados ao corpo discente das escolas, desde o 1º ano primário até o Curso Normal e três guias para o catequista: o 1º, referente à orientação do ensino de catecismo do 1º e 2º ano primário; o 2º guia, referente à orientação do 3º ano primário; e o 3º guia, orientava o 4º ano primário. O objetivo geral deste trabalho consiste em analisar essa coleção como ferramenta didática utilizada pela Igreja Católica para a formação dos indivíduos. A materialidade, a produção, a circulação e a apropriação conduziram a trilha que compôs o cenário, em que o campo religioso atuou, buscando formar uma civilização cristã. Através das práticas modernas que a Igreja desenvolveu como o uso dos impressos, neste caso, o catecismo, um objeto específico de transmissão da cultura católica, ainda pouco explorado nas pesquisas em História da Educação tanto em sua materialidade como nas representações que adquiriu na sociedade brasileira, esta pesquisa situa, ainda, a presença e o lugar da Igreja Católica nas discussões educacionais que ocorreram no país, entre as décadas de 30 e 60 do século XX e evidencia a apropriação do debate acerca das Pedagogias Ativas pelo grupo católico nas propostas do autor da coleção.
20
Collins, Lindsey Ellison. "Post-Revolutionary Mexican Education in Durango and Jalisco: Regional Differences, Cultures of Violence, Teaching, and Folk Catholicism." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2722.
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This thesis explored a regional comparison of education in post-revolutionary Mexico. It involved a micro-look into the relationship between violence, education, religion, and politics in the states of Durango and Jalisco. Research methods included primary sources and microfilms from the National Archives State Department records related to education from the internal affairs of Mexico from 1930-1939 from collection file M1370. It also utilized G-2 United States Military Intelligence reports as well as records from the British National Archives dealing with church and state relations in Mexico from 1920-1939.
Anti - clericalism in the 1920’s led to violent backlash in rural regions of Durango and Jalisco called the Cristero rebellion. A second phase of the Cristero rebellion began in the 1930s, which was aimed at ending state-led revolutionary secular education and preserving the folk Catholic education system. There existed a unique ritualized culture of violence for both states. Violence against state-led revolutionary secular educators was prevalent at the primary and secondary education levels in Durango and Jalisco. Priests served as both religious leaders and rebel activists.
At the higher education level there existed a split of the University of Guadalajara but no violence against educators. There existed four competing factions involved in this intellectual battle: communists followed Marx, anarchistic autonomous communists, urban folk modern Catholics, and student groups who sought reunion of the original university.
This thesis described how these two states and how they experienced their unique culture of violence during the 1930s. It suggested a new chronology of the Cristero rebellion. This comparison between two regions within the broader context of the country and its experiences during the 1930s allowed for analysis in regards to education, rebellion, religion, and politics.
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Almeida, Gabriela Berthou 1987. "Jogos de poderes : o Seminário de Mariana como espaço de disputas políticas, religiosas e educacionais (1821-1835)." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/279636.
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Orientador: Iara Lis Franco SchiavinattoDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
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Resumo: Objetivou-se abordar as propostas políticas e educacionais debatidas para o Seminário de Nossa Senhora da Boa Morte, situado em Mariana, sede do bispado mineiro, nas décadas de 1820 e 1830. Para tanto, foram analisadas as disputas travadas entre o bispo Dom Frei José da Santíssima Trindade e o padre e professor de Filosofia Antonio José Ribeiro Bhering em torno da instituição. Ambos depositavam esperanças no Seminário de Mariana por ser um dos poucos estabelecimentos de ensino de Minas Gerais responsáveis por oferecer formação educacional aos sujeitos que almejavam tornarem-se padres e aos que precisavam cursar aulas preparatórias para ingresso nos cursos superiores do Império. Contudo, divergiam a respeito da instância que devia estabelecer as regras de regência e o quadro de professores do colégio, bem como acerca dos conteúdos ensinados. As discordâncias não se resumiam a um debate local, mas associavam-se a problemas mais amplos surgidos nas décadas iniciais do processo de construção do Estado e da nação brasileiros. Ademais, o estudo permite perceber como foram estabelecidas as relações entre formação educacional, a incluir a organização dos espaços institucionais voltados a esses fim, e atuação política e religiosa no contexto analisado
Abstract: One aimed to approach the political and educational purposes discussed for the Seminário de Nossa Senhora da Boa Morte located in Mariana, which was the diocese headquarters of Minas Gerais, in the 1820s and 1830s decades. In order to do so, one analysed the disputes between the bishop Dom Frei José da Santíssima Trindade and the priest and professor of Philosophy Antonio José Ribeiro Bhering around such institution. Both of them had great expectations about the Seminary once it was one of the few educational institutions in Minas Gerais responsible for offering education to the ones who aimed to become priests and also to the ones in need of introductory classes to join higher education courses from the Empire. However, they disagreed about the instance which should stablish the rules for regency and also about the faculty team at the school, as well as about the content taught. The disagreements were not only placed in a local debate, but they were associated to deeper problems raised in the first decades of the construction of the State and Brazilian nation. Moreover, the study enables the awareness of how the connections between education were stablished, including the organization of the institutional areas created to this end, the political and religious activities in such context
Mestrado
Politica, Memoria e Cidade
Mestra em História
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Caldeira, Jeane dos Santos. "O Asilo de Órfãs São Benedito em Pelotas – RS (as primeiras décadas do século XX): trajetória educativa-institucional." Universidade Federal de Pelotas, 2014. http://repositorio.ufpel.edu.br/handle/ri/2809.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
A presente dissertação consiste em uma pesquisa histórica no âmbito da História da Educação, mais precisamente na História das Instituições Educativas. A pesquisa tem como objetivo analisar aspectos históricos do Asilo de Órfãs São Benedito, atual Instituto São Benedito, fundado no início do século XX na cidade de Pelotas/RS para abrigar meninas negras. A delimitação temporal deste estudo corresponde as primeiras décadas do século XX, tendo como ponto de partida a fundação da instituição em 1901. Para poder analisar a trajetória educativo-institucional do asilo, buscou-se fazer alguns apontamentos sobre a institucionalização da infância desvalida no Brasil, contextualizar a cidade de Pelotas a partir do século XIX e a situação da comunidade negra dessa cidade depois da Abolição da Escravatura. Com o respaldo da Nova História é que se recorreu à prática historiográfica da micro-história e aos referenciais da História Vista de Baixo para a análise do corpus documental, constituído por documentos escritos, narrativas orais dos atores educativos e algumas fotografias referentes ao Asilo de Órfãs São Benedito. A função desempenhada pelo asilo foi fundamental na vida das meninas carentes, pois durante muitos anos, a obra assumiu ao mesmo tempo o papel da família, da escola, da Igreja e de setores da sociedade que tinham interesse na manutenção dessa instituição A instrução primária, moral e religiosa ofertada às meninas, contribuiu para torná-las boas mães, boas esposas e aptas para o trabalho doméstico. A partir deste viés é que se buscou investigar aspectos do Asilo de Órfãs São Benedito: o lugar da órfã na sociedade, características da educação institucionalizada, o estereótipo de mulher formada no Asilo de Órfãs e a relação da sociedade pelotense com a instituição.
This dissertation consists in a historical research of History of Education, specifically the History of Educational Institutions. The research aims to analyze historical aspects of São Benedito Orphan Asylum, São Benedito Institut currently, founded in the early twentieth century in the city of Pelotas / RS to harbor black girls. The temporal delimitation of this study correspond to the first decades of the twentieth century, having as the starting point the foundation of the institution in 1901. In order to analyze the educational and institutional trajectory of the asylum, we attempted to make some notes about the institutionalization of an underprivileged childhood in Brazil, contextualize the city of Pelotas from the nineteenth century, and the situation of the black community in this city after the abolition of slavery. With the backing of the New History is that resorted to historiographical practice of the micro-history and to the referential of the History view from below for analyzing the documentary corpus, constituted of written documents, oral narratives of the educational actors and some photographs relating to the Orphan Asylum São Benedito. The function performed by the asylum was underlying in the lives of those underprivileged girls, because for many years, the work assumed at the same time the role of family, school, church, and sectors of society that had an interest in maintaining this institution The primary instruction, religious and moral education offered to those girls, helped make them good mothers, good wives and suitable for domestic work. From this bias is that we sought to investigate aspects of the São Benedito Orphan Asylum: the place of orphans in the society, characteristics of institutionalized education, the stereotype of the women formed in the Orphan Asylum and the relationship of the Pelotense's society with the institution.
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Neves, Gilvan Gomes das. "O beato franciscano : messianismo religioso em Alagoas." Universidade Católica de Pernambuco, 2014. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=1002.
Full textAbstract:
Este trabalho de pesquisa tem como objeto de estudo um beato alagoano chamado Antônio Fernandes Amorim, o Beato franciscano. Seu aparecimento, em 1936, no sertão alagoano se deu logo após a morte do Padre Cícero Romão Batista, no
Ceará. Pretende-se abordar: sua peregrinação até ele se instalar em Serra Grande, município de Quebrangulo-AL, onde nasceu um povoamento à sua volta; a perseguição política e religiosa que sofreu; como ele se insere na tradição dos movimentos messiânico-religiosos do Nordeste brasileiro: suas semelhanças e diferenças. Pretende-se também discutir a questão da sucessão na sua função de líder da comunidade religiosa que se formou em torno dele; o seu assassinato se dá em 30 de julho de 1954 e depois da sua morte a Igreja intervém na Vila Serra Grande e os Frades Capuchinhos assumem a administração do Orfanato e da
Capela. Para obtenção dos dados foram utilizadas pesquisas bibliográficas, análises documentais e entrevistas com pessoas que testemunharam os fatos pesquisados.This present research has as its study object a devotee from the state of Alagoas, called Antonio Fernandes Amorim, "The Franciscan Devotee. His appearing, in 1936, in the Alagoas hinterland happened soon after the death of the priest Cícero Romão Batista, in Ceará. It is intended to cover his pilgrimage until he settled in Serra Grande, in the municipality of Quebrangulo - Alagoas, where a settlement soon appeared around him;the political and religious persecution he suffered; the way he fits in the traditional messianic-religious in the northeast of Brazil, its similarities and differences. It is intended, as well, to discuss the succession of his leading position in the religious community created around him; on 30th of July 1954 he was assassinated and after his death, the church intervenes in Serra Grande Village and the Capuchins Friars take over the direction of both the orphanage and the chapel. To obtain the data, there were used bibliographical research, documental analysis, as well as, interviews with local people, who witnessed the facts researched.
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Player, Anne V. "Bishop William Lanigan of Goulburn and the making of a Catholic people, 1867-1900." Phd thesis, 2004. http://hdl.handle.net/1885/148603.
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O’Shea, Eileen. "The professional experience of Irish Catholic women teachers in Victoria from 1930 - 1980." Thesis, 2015. https://vuir.vu.edu.au/31017/.
Full textAbstract:
This qualitative research study focusses on ‘The professional experience of Irish Catholic women teachers in Victoria from 1930 to 1980’. The research is based on a collection of reconstructed oral histories derived from interviews conducted with twenty-two Irish Catholic women, both lay and religious, who were primary and secondary teachers in Victoria, Australia. The professional lives reflected in these stories span from the 1930 to 1980. This study explores how Irish women teachers experienced education in Australian Catholic schools in Victoria in terms of curriculum, pedagogy, discipline, culture and religious traditions.
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Battams, Craig. "Church and school as community: an ecclesiological study of the relationship between the Adelaide Catholic Archdiocese and its secondary schools." 2002. http://arrow.unisa.edu.au:8081/1959.8/58168.
Full textAbstract:
This thesis is an applied ecclesiological study of the relationship between the Adelaide Catholic Church and its secondary schools. The specific focus is on the interplay between theological confession and historical reality. The theological confession with which I have been concerned is the understanding that the church is a community. The Archdiocese of Adelaide has been described as a community of people called into mission in and for the world. Catholic schools have also been regularly described as communities that exist within the wider church community. This study has examined how and to what extent this theological confession has informed and been informed by the contemporary historical reality of Adelaide's Catholic secondary schools and their relationship with the local church.
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Paseta, Senia R. "Education, opportunity and social change : the development of a Catholic university elite in Ireland, 1879-1922." Phd thesis, 1994. http://hdl.handle.net/1885/133491.
Full textAbstract:
This thesis explores the development of a Catholic university elite in Ireland, 1878-1922.
The provision of education, especially university education, in late nineteenth and early
twentieth century Ireland is the main focus of this thesis. Central to this study is an
investigation of how access to higher education facilitated elevated social, political and
economic status for a privileged section of the Irish Catholic community. The role of
education as a carrier of ideas and as a form of social interaction is also considered.
A central aim of this thesis is t9 bring to the exploration of the education debate the
voices of Catholic students themselves. Therefore, the experiences of a sample group of
51 Catholic graduates in 1891 and 1901 from the Royal University of Ireland and Trinity
College, Dublin, are discussed throughout the thesis, although other prominent
individuals are also considered. Such an approach affords an intimate understanding of
the way education influenced and empowered middle-class Catholics - an increasingly
important and ambitious stratum in Irish society.
The experiences of the sample group and their university colleagues reveal much about
fin de siecle Ireland. Another central aim of this thesis is to re-examine the vital but
under-studied years between the fall of C. S. Parnell in 1891 and the Easter Rising in
1916. The experiences of the sample group testify to the dynamism of the period and
illuminate significant social and political change. Moreover, they challenge central
aspects of Irish historiography of this period.
Not only did university students overwhelmingly support constitutional Home Rule and
eschew separatism, they actively promoted themselves as future leaders of a Home Rule
Ireland. In preparation for their future roles as political leaders, they embraced
educational, professional and social forms based on British models. Significantly, they
paid little more than superficial attention to the condemnation of cultural nationalists
who denounced as 'un-Irish' students' foray into high political, social and professional
circles. Although some students made conciliatory gestures to Irish cultural revivalism,
pragmatic and modem considerations took precedence over Gaelicist rhetoric in the
spheres of education, employment and politics.
The Great War and subsequent contingent events arrested the ascension of the Catholic
university elite to dominance of Irish political and social life, deeming them a lost
generation of Irish leaders. This thesis explores their political, professional and cultural
development and through them salient issues in late nineteenth and early twentieth
century Ireland.
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Tabet, Marwan E. "The role of the principal in Catholic schools in post-war Lebanon." Thesis, 1998. http://hdl.handle.net/10500/16164.
Full textAbstract:
In the past, Catholic schools have made a significant contribution to educational provision in
Lebanon. In the restructuring of society in post-war Lebanon, Catholic schools are called on to
continue to provide academic excellence. To meet this need, principals of Catholic schools are
challenged to provide instructional leadership and manage schools effectively.
Against this background, this study explores the Catholic school principal's role with regard to
its management and leadership capacity. A literature study investigates theories of management and
leadership as applied to the principal. An overview of the Catholic school system in
Lebanon is given against the backdrop of historical, social, political and economic factors. The
role and tasks of the Catholic school principal are examined with particular focus upon the unique
spiritual dimension of the role. From this theoretical and descriptive base, the research design
is described. A qualitative investigation of the principal's role was conducted.
Data gathering was done by means of an preliminary questionnaire, individual interviews and a focus
group interview as well as participant observation in a Catholic school in Lebanon. The interviews
explored the themes of management and leadership as experienced by a small sample of
principals of Catholic schools. Data was analysed, discussed and synthesised. Significant
issues discussed included management topics such as delegation, strategic planning, time
management, financial management and the evaluation and staff development of teachers; leadership
topics comprised vision, mission, faith formation, and school culture.
The findings provide a basis for a recommended profile and model for the Catholic school principal.
The study suggests that the future effectiveness of the principalship rests upon the clear
conceptualisation and implementation of both management and leadership functions. In the light of
this, the present formation and training of the principal may fall short in meeting the
increasingly complex demands of Lebanese Catholic schools. Without strong endorsement and training
for educational management and leadership principals in Catholic schools could face a precarious
future. Further research and management training and formation is needed to lead Catholic school
principals into a steadfast future.Educational Leadership and Management
D.Ed. (Educational Management)
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Beris, Adrianus Petrus Joannes. "From mission to local church : one hundred years of mission by the Catholic Church in Namibia with special reference to the development of the Archdiocese of Windhoek and the Apostolic Vicariate of Rundu." Thesis, 1996. http://hdl.handle.net/10500/18079.
Full textAbstract:
The Prefecture of Pella bought Heirachabis in 1895 and occupied it in 1898. This
marked the beginning of the Mission in the South. The Oblates of Mary Immaculate
officially started on 8 December 1896. They were allowed to minister among the
Europeans and among Africans, not ministered to by a Protestant Mission. The
first expansion was at Klein Windhoek, and at Swakopmund being the gateway to the
Protectorate.
The Tswana invited the Mission to help them after they had arrived from the Cape.
Aminuis and Epukiro were founded. After 1905 the Mission was allowed to open
stations among the Herera and Damara. Doebra, Gobabis, Usakos, Omaruru, and
Okombahe were the result.
Seven expeditions were undertaken to reach Kavango. After many failures the first
mission became a reality at Nyangana in 1910. Just before the war the expansion
reached Grootfontein, Tsumeb and Kokasib. In the South missions were opened at
Warmbad, Gabis, Keetmanshoop, Luederitz and Gibeon.
World War I scattered the African population of the towns which disturbed the
missionary work. The S. A. Administration allowed most missionaries to stay.
After the Peace Conference S. W. A. became a Mandate of S. A.
In 1924 permission was granted to enter Owambo. The first station was opened in
Ukuambi, later followed by Ombalantu and Okatana. In 1926 the Prefecture of Lower
Cimbebasia was elevated to the Vicariate of Windhoek, while the Prefecture of
Great Namaqualand became the Vicariate of Keetmanshoop in 1930.
World War II left the missionary activities undisturbed. In 1943 Magistrate
Trollop in Caprivi invited the Catholic Mission in 1943 to come and open
educational and health facilities. The South expanded into Stampriet, Witkrans,
Aroab, Mariental.
The election victory in 1948 in South Africa of the Afrikaner Parties with the
resulting apartheid legislation negatively affected the missions in S. W. A.
After 1965 the influence of Vatican II became noticeable, while the pressure of
the United Nations Organisation moved the territory towards independence. While
initially the Catholic Church had been very cautious, in the ?O's and 80's she
took a very definite stand in favour of human rights. She also became a full
member of the CCN.Christian Spirituality, Church History and Missiology
D. Th. (Missiology)
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Cappello, Anthony. "Italian Australians, the church, war and fascism in Melbourne, 1919-1945." Thesis, 1999. https://vuir.vu.edu.au/15381/.
Full textAbstract:
There is no doubt that the Irish have played a
major part in Australian Catholic Church history, but I question the notion that they have been the only
contributor to the Australian Catholic Church in Australia.
Numerous Australian Catholic Church histories fail to acknowledge the Italian contribution at all. It comes as no surprise that none of the Australian Catholic Church histories(written to date) do not mention the Italian Jesuit fathers who were chaplains to the Italians in Melbourne,
Vincenzo de Francesco (1921-1934) and Ugo (Hugh) Modotti (1938-1945) and their influence in the life of the Catholic Church during 1919 to 1945. Those who do write about the Italian contribution begin their assessment after the Second World War and regard the Italians as latecomers. Yet, the evidence illustrates that there is sufficient data to demonstrate that there was an Itahan contribution before the end of the Second World War. In fact, there is considerable evidence revealed in this thesis that the Italian
contribution was not only important but also crucial in changing the nature of the Australian church from its predominately Irish beginnings.I n the years 1919-1945 there was a world war, there were fascists, communists and movements such as the Campion Society and Catholic Action, internments, major Episcopal changes, escaped POWs and
American secret agents, and associated in all of these areas was the Italian community, particularly its chaplains. This thesis argues that the Italian contribution to Australian Catholic history during the years 1919- 1945 cannot remain merely a footnote or a paragraph.
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Foale, Marie Therese. "The Sisters of St. Joseph : their foundation and early history, 1866-1893 / Marie Therese Foale." Thesis, 1986. http://hdl.handle.net/2440/21566.
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Bischoff, Richard Karl. ""Shedding their blood as the seed of faith": the Zambesi Mission Jesuits and ambivalence about modernity." Thesis, 2018. http://hdl.handle.net/10500/25994.
Full textAbstract:
The study addresses from a sociocultural-historical, in particular a missiological and
medical perspective the question if Catholic hospitals in Matabeleland, affected by the
dramatic down-turn of Zimbabwe’s economy since 2000, did whatever they could to
continue offering quality services to their patients.
It starts with a portrayal of the emergence of secular modernity in the North-Atlantic
World, as regards its view of the world as solely governed by natural laws, and of
people as capable of taking destiny into their own hands, unperturbed by spiritual
forces. The question is explored how the Christian Occident could end up there,
following its development through the Middle Ages, and its expansion by missionary
activity, by preaching the Word, but also by military force.
Next, the achievements of pre-1900 Western medicine are examined, to identify if/how
missionaries in Africa could have benefited. The study describes how professional
medicine did not become part of the early Zambesi Mission, not because of its curative
shortcomings, but for spiritual reasons, insofar as the Jesuits did not follow the
European trend to let worldly well-being take the place of eternal salvation. Vis-à-vis
their other-than-modern view of life, suffering, and (self-)sacrifice, the promises of
medicine appeared just trivial.
Submissiveness to authority, both ecclesiastical and worldly, is identified as the core
principle that informed the Jesuits’ educational approach towards Africans in all their
efforts at conversions. The missionaries thereby colluded with colonialist thinking, in not
attempting to make their pupils grow into self-confident, independent thinkers in their
own right. In this educational tradition, grafted onto a pre-modern local culture, the study
finds the reason why Zimbabwean medical staff, as managers of their clinics or
hospitals, have shown little readiness to proactively prioritise the intrinsic needs of their
institutions and push for corrective measures, prepared even to challenge their
superiors when encountering aberrations in the health system, locally as well as higher
up.
The study asks if the Church could have opted for a different educational approach,
considering the prevailing socio-economic and cultural framework conditions; finally, which options present-day Zimbabweans have to choose from, regarding their country’s
future development.Christian Spirituality, Church History and Missiology
D. Th. (Missiology)
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Clark, Melanie Ann Jones. "Saint Mary’s Mission, (Mission City, British Columbia) 1861 to 1900." Thesis, 1993. http://hdl.handle.net/2429/1634.
Full textAbstract:
This thesis examines the pre-1900 relationship between the Oblates of Mary Immaculate, a French order of Roman Catholic priests, and the Sto:lo of the Fraser Valley. It considers the effects of the strict and inflexible Oblate system on the Sto:lo. Primary sources for this study were found at the Oblate Archives, the Archives of the Sisters of St. Ann, and from various oral testimonies.
Under a regime called the "Durieu System", the Oblates encouraged the creation of segregated, self-sufficient agricultural villages on Sto:lo reserves. Ecclesiastically appointed watchmen recorded the names of transgressors against the Oblate "norms" of behaviour. No deviation was tolerated under this regime of surveillance and segregation.
The thesis focuses on the Sto:lo children sent to the residential school at St. Mary's Mission; Sister Mary Lumena's diaries and the reminisces of a Metis student, Cornelius Kelleher, were the main sources of information. There were two schools on the site; the boys' under Oblate control, the girls' under the supervision of the Sisters of St.Ann. The schools were residential because the Oblates sought to isolate the children from Sto:lo elders who adhered to the "old ways". At school, children spoke only English and learned by rote-recitation. Sto:lo cosmology was replaced with the Roman Catholic religion. To prevent "immorality", the Oblates segregated the pupils from outsiders and the opposite sex; even their parent's visits were supervised. The school was self-sufficient so as to keep contact with the outside world at a minimum.
The Oblates held a utopian vision of a docile, pious, capable, Roman Catholic peasantry. They hoped former pupils would return to their village and educate others or settle in agricultural villages under Oblate control. However, as this study shows, most pupils were orphans or Metis and did not have much influence in their village.
This thesis suggests that the small numbers who attended St. Mary's found the transition between the Oblate and Sto:lo worlds difficult to make. Present-day informants described their reactions (which ranged from negative to ambivalent) to the residential school system and the effects of cultural confusion on their lives.
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Kort, Meghan. "The girls who spoke for God: vocation and discernment in seventeenth-century France." Thesis, 2016. http://hdl.handle.net/1828/7500.
Full textAbstract:
During the seventeenth century, the Catholic Reformation sparked unprecedented growth in girls' educational opportunities with the opening of over five hundred new teaching convents. Yet, the active role girls played in these institutional and social changes is often overlooked. Even though girls' autobiographical writing from the seventeenth century is rare, prescriptive, educational, and biographical sources from convent schools are rich in details about girls' lives and vocational discernment. Upon leaving school, girls were encouraged to take either marriage or religious vows. Since orthodox Catholicism taught that salvation could only be received if one's life reflected God's will this decision was weighty. In fact, reformed convents tested their entrants to ensure that their vocations were freely chosen and not forced. Seventeenth-century girls' educational theorists shared this concern, and while they debated the details of curriculum, they agreed that only girls had the authority to articulate their own God-given vocations. At convent schools, girls encountered both models of female domesticity and women who were dedicated to religious life. The repeated affirmation of both of these paths created an atmosphere in which girls could legitimately choose either. Furthermore, the memories of vocational discernment recorded in nuns' lives offer evidence of plausible ways in which girls proved their callings to their communities. Focusing on religious vocation reveals how girls in the seventeenth century actively articulated their ideas, impacted their societies, and challenged adult authority.Graduate
2017-08-25
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mjkort@uvic.ca
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." Thesis, 2000. http://hdl.handle.net/1959.13/24905.
Full textAbstract:
This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." 2000. http://hdl.handle.net/1959.13/24905.
Full textAbstract:
This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate