Dissertations / Theses on the topic 'Liberal education'
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Duffy, Hugh. "Liberal education and Catholic theology." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:5719.
Full textStockden, Eric W. A. "Democracy, civic virtue and liberal education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0032/NQ38509.pdf.
Full textHwang, Kyu-ho. "Liberal education in a multicultural society." Thesis, King's College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338483.
Full textTreasure, Ian Clements. "The Liberal Education Bills : conflict and compromise in religious issues and Liberal Party educational policies, 1906-1908." Thesis, Open University, 1993. http://oro.open.ac.uk/57427/.
Full textRhyn, Heinz. "Allgemeine Bildung und liberale Gesellschaft : zur Transformation der Liberal Education in der angelsächsischen Aufklärung /." [S.l : s.n.], 1995. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.
Full textMcNamee, Blaise. "Education as fairness locating Rawlsian liberalism in liberal education theory /." Diss., Online access via UMI:, 2008.
Find full textBevan, Ryan. "Liberal educational responses to religious diversity: defending the need for a supplemental dimension of citizenship education in liberal democratic societies." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103678.
Full textCette thèse explore la relation entre l'éducations libérale/séculiers et religieux. Je commence par tracer ce que je crois être la source de tension entre éducations libérale/laïques et religieux à deux théories libérales très influent qui ont affecté l'éducation civique en particulier. Je commence par une analyse de l'approche naturaliste John Dewey à la métaphysique et la religion, en faisant valoir que l'attitude de Dewey aux traditions religieuses, lorsqu'il est utilisé comme une base pour l'éducation civique, est insuffisante. Plus précisément, je soutiens que dans la conception de Dewey, les doctrines religieuses, les principes, les idéaux, les croyances et traditions religieuses en fin de compte dans leur ensemble sont importants purement instrumentale. En outre, je conclus que la seule issue possible une fois que l'on accepte un engagement préalable à la métaphysique de Dewey (ou anti-métaphysique) - est que la réflexion et de délibération sur le «religieux»-t-elle priver de son caractère nettement religieux. Ma conclusion majeure est que ce point de vue de la religion et religieux est flagrante carence lorsqu'ils sont évalués à la lumière du principe libéral de respect pour la religion et de la diversité religieuse. Je passe ensuite à un examen critique de la seconde théorie libérale très influent, le libéralisme politique. La conclusion que je souligne dans ma critique du libéralisme politique rawlsien est que l'éducation civique sur la base des idéaux politiques du libéralisme politique ne peut ignorer à peu près les conceptions religieuses sans porter préjudice au développement des capacités des jeunes citoyens de délibération. Je conteste fermement cette conclusion, parce que je vois son engagement avec les conceptions religieuses aussi précieux - voire nécessaire - de civisme, et pour permettre aux citoyens de diverses sociétés de rendre justice à / pour l'autre. Dans la seconde moitié de la thèse, je propose un cadre théorique de cette dimension supplémentaire qui est basé sur l'épistémologie vertu. Je me concentre plus particulièrement sur les travaux récents de James Montmarquet, en particulier sa notion de la justification subjective, que je déclare constituer comme une base idéale pour un engagement qui met l'accent sur la raison qui donne et valide le rôle que les traditions religieuses peuvent jouer dans la délibération morale et civique.
Yoo, Jae-Bong. "Education as initiation into social practices : an alternative to liberal education." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019154/.
Full textOwen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.
Full textPleshakova, Victoria. "The Importance of Teaching Humanities in Higher Education Institutions: in Defense of Liberal Arts Education." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/182.
Full textNam, Sang Don. "Liberal education in the Korea Air Force Academy." Thesis, Monterey, California. Naval Postgraduate School, 1988. http://hdl.handle.net/10945/23285.
Full textKim, Chŏng-nae. "Well-being and education in a liberal society." Thesis, Keele University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359940.
Full textJiang, Youguo. "Current Thinking and Liberal Arts Education in China." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104094.
Full textLiberal arts education is an emerging phenomenon in China. However, under the pressure of exam-oriented education, memorization, and lecture pedagogy, faculty, university administrators and policy makers have not embraced it whole-heartedly. Through qualitative methodology, this study explores the current thinking of Chinese policy makers, university administrators, and faculty members on liberal arts education and its challenges. A study of the perceptions of 96 Chinese government and university administrators and faculty members regarding liberal arts education through document analysis and interviews at three universities helps in comprehending the process of an initiative in educational policy in contemporary Chinese universities. This research analyzes Chinese policy making at the institutional and national levels on curriculum reform with particular emphasis on the role of education in shaping well-rounded global citizens, and it examines how the revival of liberal arts education in China would produce college graduates with the creativity, critical thinking, moral reasoning, innovation and cognitive complexity needed for social advancement and personal integration in a global context. This research also found that the revival of interest in liberal arts education in China demonstrated that government and universities have begun to realize that the current curricula, professional training, and narrowly specialized education fail to help students to be competent in a globalized economy, and liberal arts is valued in China, and will be more effective as politics, economy and society more developed
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Bramall, Steven Nigel. "Hermeneutic understanding and the liberal aims of education." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10021847/.
Full textArapoff, Nikan. "Teacher Experiences With Credit-Related Finance Education." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/984.
Full textPack, Robert P., M. Kiviniemi, and S. Mackenzie. "Liberal Education and Professional Education Approaches to Undergraduate Training in Public Health." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1336.
Full textKu, Hsiao-Yuh. "Education for liberal democracy : Fred Clarke and educational reconstruction in England 1936-1952." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020674/.
Full textMiller, Alistair. "Liberal education and the good of the unexamined life." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021668/.
Full textRuhl, Taylor D. "Organizational culture in the private liberal arts college: A case study." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2583.
Full textSliwka, Anne. "Transplanting liberal education : higher education in 19th century Bombay Presidency, India (1821-1904)." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267493.
Full textRamer, Heber M. "Emancipatory technology as liberal art education : a rationale and structure /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401442298.
Full textMadigan, John J. "Graduate liberal studies: a nontraditional, interdisciplinary approach to higher education." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39926.
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Moore, Terrence O. "The enlightened curriculum : liberal education in eighteenth-century British schools." Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/22504.
Full textCurry, Paul F. "Citizenship Beyond Liberal Neutrality." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23674.
Full textCronin, Kerry. "Assessing Moral Development in the Liberal Arts." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104138.
Full textLiberal education has long claimed moral education to be a chief aim of its educational format. Liberal education supporters regularly assert its unique ability to foster moral and ethical development in students, but data regarding higher education's efficacy in promoting moral development are limited. Additionally, the educational goal of moral development suffers important philosophical and epistemological critiques which bring into question its adequacy as a worthwhile aim of contemporary higher education. In order to discern whether higher education resources should be used to pursue this educational objective, liberal arts practitioners and supporters must identify clearly what moral education is, whether it is a facet of college student development worthy of our attention, and how to adequately measure it. This study offers a careful analysis of data related to student moral reasoning development gathered in an evaluation process of a liberal education course at a mid-sized research institution. The central research questions focus on aspects of student moral development and students' perceptions of the moral dimensions of coursework and highlight how these interact with students' abilities to receive and process course materials and activities. The research design employs a concurrent triangulation approach to quantitative and qualitative course assessment materials. James Rest's Defining Issues Test (DIT), a well-researched, neo-Kolhbergian measure of moral reasoning, and student writing were analyzed in pre- and post-course evaluations to investigate students' moral reasoning development as they entered, changed and left a year-long liberal arts course. Results reveal important features of student moral growth, illuminating how students at different levels of moral reasoning development and with varying degrees of change with respect to moral reasoning engaged with liberal education course materials and activities in quite distinct ways. This is an important step in uncovering the unique aspects of liberal education that may foster and sustain moral growth
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Wong, Yin-chong Yvonne. "Liberal studies students' conceptions of critical thinking." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039997.
Full textGodwin, Kara A. "The Global Emergence of Liberal Education: A Comparative and Exploratory Study." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104384.
Full textThe purpose of this study was to provide a scholarly baseline about the emergence of liberal (arts) education around the world. Liberal education is based on a philosophy that uses interdisciplinary curriculum to cultivate critical thinking, analytical skills, and a sense of social responsibility. Despite its Greek and 17th century Oxford/Cambridge roots, liberal education has long been considered a distinctly American tradition (Nussbaum, 1997; Rothblatt, 2003). Recently, however, interest in liberal education has been percolating outside the US. Programs and curriculum reforms have emerged in countries where specialized, career-focused postsecondary education has been the enduring norm. Very little is known about liberal education in places where it is a unique approach to undergraduate development. There is no comprehensive global research about the location and prevalence of liberal education programs, about the format and evolution of their development, about their accomplishments and challenges, or about the reasons why this education philosophy is being pursued in new milieus. Thus, this research was guided by the question: Where, when, how, and why has liberal education emerged globally? This study resulted in the Godwin Global Liberal Education Inventory (GGLEI), a database of 183 (non-U.S.) programs with 59 data points. Programs were selected for the inventory based on a hierarchical criteria analysis. Inventory data was collected online and came from primary sources published by the liberal education programs. Sources included program websites, course catalogues, strategic plans, accreditation certificates, and institutional agreements. The GGLEI was then analyzed in conjunction with disparate scholarly research, grey literature, and information from key informants. Findings include profiles of liberal education in Europe, Asia, the Middle East, Latin America, Africa, Oceania, and North America (Canada only). Results were organized around the topics of program location, founding date, public/private status, institutional affiliations, students/faculty, language of instruction, and gender. A liberal education rationale schema is proposed for understanding the reasons for liberal education's global development. Challenges and critical questions related to liberal education's evolution in new cultural contexts are suggested for future research
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Nikkel, Donald. "Rethinking restrictions: a liberal approach to minority rights and aboriginal education." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=67003.
Full textLa question à savoir si les autochtones devraient avoir des droits éducationels spéciaux mijote depuis quatre décénnies tout en ayant parfois atteint un point d'ébullition. Cette controverse demeure irrésolue principalement en raison des tensions perçues entre les valeurs libérales et les droits des minorités. Will Kymlicka tente de résoudre ce conflit en affirmant que le concept libéral de l'autonomie peut constituer un point de départ pour les droits des minorités. Cependant, plusieurs questions demeurent sans réponse dans sa théorie. Par exemple, est-ce que l'autonomie est véritablement importante? Quelle est la signfication d'une culture particulière? Est-ce qu'une société libérale devrait soutenir des cultures non libérales? En répondant à ces questions, je vais démontrer que le concept libéral de l'autonomie nécessite que des cultures adéquatement restreinte soit protégées. Ensuite, il est possible de développer une théorie cohérente des droits des minorités qui peut être utilisée pour défendre le contrôle autochtone de l'éducation formelle.
Toppint, Ryan N. S. "The purposes of liberal education in St. Augustine's early moral theology." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508704.
Full textNg, Ting-fai, and 吳廷輝. "Understanding values education in Hong Kong senior secondary liberal studies curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368647.
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Stevens, David Matthew. "Education, fraternity, and social cohesion : a liberal argument about civic virtue." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247134.
Full textCoben, Diana. "Radical heroes : Gramsci, Freire and the liberal tradition in adult education." Thesis, University of Kent, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315016.
Full textNeal, True. "The Talk: Christian Right and Liberal Left Rhetoric about Sex Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3381.
Full textEHRAT, KAREN SUE. "LIBERAL EDUCATION SKILLS IN THE FIELD OF NURSING (GENERAL, NON-TECHNICAL)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187948.
Full textSchipull, Rachel L. "Factors Determining Student Choice of Christian Liberal Arts Colleges." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1239673636.
Full textWright, David W. "Student Leadership Development| How Do Liberal Arts Colleges Enhance Socially Responsible Leadership?" Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557574.
Full textStudent leadership development is a key initiative at many colleges and universities in the United States today. Many of the liberal arts institutions in America have leadership development of their student population as one of the fundamental elements of their educational objectives (Astin, 1997; Durden, 2001; Rothblatt, 2003). This study utilized a qualitative, multiple-case study design to explore how two liberal arts institutions developed socially responsible leaders within their student population. An expert-driven, purposeful sampling strategy was utilized for this study. Using an interview and focus group protocol that was framed by the Social Change Model of Leadership (SCM), the researcher also used a documentation review to collect data. The findings were reported as two individual case studies, followed by a cross-case analysis looking for areas of convergence and divergence between the institutions. The SCM was an effective theoretical framework to determine how these liberal arts institutions develop socially responsible leaders. Each of the eight constructs from the SCM was addressed by the study's research question and subquestions. The findings from the study were consistent with the student learning and development analogous with the descriptions of the constructs from the theoretical framework. However, there were several influences on student leadership development that were underrepresented in the findings. Thus, the recommendations offered, along with other findings of the study, propose tactics for more thorough development of socially responsible leaders at liberal arts institutions.
Brogan, Frank. "Map-making with MacIntyre : the self and education in question." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263861.
Full textSmith, Julie C. "Democratic agency and neo-liberal responsibilisation : leadership in Academy Schools." Thesis, University of Gloucestershire, 2017. http://eprints.glos.ac.uk/5834/.
Full textRowe, Nancy McCracken. "A study of baccalaureate nursing students linking of liberal education with their professional nursing education dissertation." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476405996.
Full textMothe, Svein. "Rationalizing social democrats: Neo-liberal policies and practice in Norwegian higher education." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284152.
Full textLevinson, Meira Leah. "Autonomy, schooling, and the reconstruction of the liberal educational ideal." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321585.
Full textRudolph, Katja. "The politics of choice in education, theorizing a post-liberal choosing subject." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0007/NQ41303.pdf.
Full textDaoust, Gabrielle. "Education and the critique of liberal peacebuilding : the case of South Sudan." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/76635/.
Full textMcLaughlin, Terence Henry. "Parental rights in religious upbringing and religious education within a liberal perspective." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018556/.
Full textDivala, Joseph Jinja Karlos. "Is a liberal conception of university autonomy relevant to higher education in Africa?" Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1168.
Full textThe dissertation investigates whether liberal conceptions of autonomy are relevant to higher education in African. And if they are relevant, the dissertation further examines the extent to which liberal conceptions of autonomy can enhance governance arrangements of the higher education system. The focus of the research is on governance arrangements. It proceeds by exploring selected cases of African universities in order to show that these universities function autonomously along a continuum of less autonomous to more autonomous (or substantively autonomous) systems, and argues that universities with the least autonomy can be said to function as less liberal institutions and those with more autonomy function as liberal universities. Different philosophical conceptions of autonomy are examined (in Chapter 4) to foreground what may be considered as constitutive meanings or marks of liberal autonomy. The constituent elements include freedom, rationality and objectivity, authenticity and identity, responsibility, critical thinking, and the enhancement of a vibrant critical community. This discussion has considered autonomy from a specific historical context of conceptual theorisation. In view of this, autonomy can be considered as more liberal and / or less liberal depending on the characteristics of the constituent elements. A continuum exists in conceptions of autonomy. This dissertation argues for a liberal communitarian position of autonomy where the “encumbered self” is acknowledged together with its life circumstances (Callan, 1997; Sandel, 1984). The recognition of the situatedness of being further sustains the concept of a deliberative process of engagement and promotes the public good. The dissertation has also examined the development of higher education in Germany, England and the United States in order to understand how conceptions of autonomy in each of these systems have developed against the background of the particular societies at the different historical moments. For instance, Wittrock‟s (1993) account of the universities in Western Europe, England and iv America acknowledges that as much as universities are situational; that universities are neither disembodied nor mindless in terms of how they frame their missions, yet again the same universities represent a particular function and identity as reflective spaces in different societies across generations. This discussion has further looked at university autonomy through the symbolisms of the University of Reason, the University of Culture, and the University of Excellence (Readings, 1996). Chapter Five has argued that neoliberalism and globalisation can make university governance less autonomous. Despite that neoliberalism and globalisation have been ushered in to make the university space the most dynamic in research and technology, such an approach has ushered in a competition-concentrated model of higher education in Europe and America (Scott, 2006: 129-130). While acknowledging that “ economic and technological forces have impacted on the university, undermining some of its modernist assumptions based on the idea of autonomy and underpinned by academic self-governance”, Delanty (2004: 248-249) considers these shifts and forces as multidirectional and not uni-linear in the sense of one replacing another. The dissertation argues that the African higher education system has similarly been affected by globalisation and neo-liberalism. Despite their being founded on notions of freedom, globalisation and neoliberalism undermine the practice and governance of higher education on the African continent. This dissertation argues that the function of universities is not just to focus on its economic extension but also and more importantly its civic role, and proposes that higher education in Africa can fulfil its civic role by the creation of a cosmopolitan citizen. In this way, the African university has a real chance to widen its autonomy. In conclusion, the implications of this envisaged civic role of the university on academic freedom and institutional autonomy are also examined.
Braxton, Symeon O. "The Financial Implications of No-Loan Policies at Private Elite Liberal Arts Colleges." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283611.
Full textToday 17 elite private colleges in the U.S. have offered no-loan policies, which replace student loans with grants, scholarships and/or work-study in the financial aid packages awarded to all undergraduate students eligible for financial aid. Generally, the goal of these policies is to increase the socioeconomic diversity of campuses and to reduce the amount students borrow to finance their education. However, since the 2007–2008 credit crisis two colleges eliminated their no-loan policies for all students on financial aid and several restricted the policies to their lower-income students on financial aid. Therefore, this qualitative case study explored the financial implications of no-loan financial aid at private elite liberal arts colleges.
Leaders from various offices involved in planning and implementing no-loan policies at four colleges were interviewed: two campuses that maintained their full no-loan policies after the financial crisis of 2007–2008 and two that did not. The leaders were interviewed to understand how no-loan policies were financed and managed; how they affected operating budgets and other academic priorities; and how they were communicated to college constituents.
Findings from this study provided a more nuanced understanding of why some schools maintained and others retracted no-loan financial aid. Contrary to reports in the news, endowment losses, while symbolic of financial distress, were not the only reason that schools retracted no-loan policies. Endowment losses in the context of other internal and external budget pressures resulting from the credit crisis and Great Recession led to this decision. Each college in this study made a series of tradeoffs in how to balance mission and market pressures in a new budget reality where all three of their primary revenue sources were constrained. These competing priorities included how to increase faculty lines and compensation, reduce teaching loads, fund capital projects, reduce student loan debt, and distribute scholarship aid to ensure proportional socioeconomic diversity on campus. Higher education policymakers and leaders can use this study’s findings to improve institutional policies and practices in higher education finance.
Johnson, Margit Carson. "Intercultural transitions: Designing an undergraduate course at a United States liberal arts college." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2749.
Full textSchipull, Rachel. "Factors determining student choice of Christian liberal arts colleges /." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1239673636.
Full textTypescript. "Submitted as partial fulfillment of the requirements for The Master of Education in Higher Education." "A thesis entitled"--at head of title. Bibliography: leaves 76-80.
Tennant, Stuart Barden. "Personal and Moral Development: A Development Curriculum Intervention for Liberal Arts Freshmen." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392807606.
Full textTennant, Stuart Barden. "Personal and moral development : a developmental curriculum intervention for liberal arts freshman /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788253457.
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