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Dissertations / Theses on the topic 'Liberal education'
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1
Duffy, Hugh. "Liberal education and Catholic theology." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:5719.
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The purpose of this thesis is to analyse and explain the intimate connection that exists between liberal education and Catholic theology. This is done by analysing the changing patterns of interconnections in the historical and on-going relationship between both. The thesis comprises nine chapters. The first two chapters outline the general principles governing the study. The next two chapters deal with the history of the relationship between liberal education and Catholic theology, beginning with the early apologists via Augustine and culminating in Aquinas' scholastic synthesis. This part of the study describes the synthesis which took place from early Christianity until the fifteenth century. The second part of the thesis deals with the separation of liberal education and Catholic theology, which began during the Reformation, and is discussed in Chapters Five and Six. The consequences of this separation which led to the establishment of a secular system of liberal education, divorced from theology, during the Enlightenment, is analysed in Chapter Seven. The final two chapters of the thesis (Chapters Eight and Nine) deal with the 'Catholic Reaction' to the reformed rational system of liberal education, and the 'Rediscovery' of the comprehensive tradition of liberal education, brought about by the historic revival of Catholic scholarship, initiated by Pope Leo XIII.
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Stockden, 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.
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Hwang, 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.
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Treasure, 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/.
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This study follows the religious and educational issues which formed the background to the Education Bills of the Liberal Government in the period 1906-08. The role of the churches and their place in society in the 19th and early 20th Centuries is outlined. The problems of educational provision and lack of resources through the voluntary agencies is reviewed and the impact of the Education Act of 1870 during the period of the School Board era is considered. The position of the Church of England is outlined alongside the provisions of the Education Act of 1902 and an assessment is made of the working of that Act. The claims and grievances of the Nonconformists are reviewed. The political consequences of the Conservative Government's defeat and the return of a Liberal Government to power in 1906 is outlined together with a review of that Election. The role of the newspapers and the demands of the various bodies with a declared interest in religion and education are considered. A detailed examination of the negotiations undertaken between the Liberal Government and the various denominational interests in their attempts to remedy the Nonconformist grievances over the 1902 Education Act during the period 1906-08 is included. The work of the Archbishop of Canterbury on behalf of the Established Church is closely followed to draw the distinction between those working at the highest level of negotiation and those at grass roots level. The Liberal Government's social reforms and the decline in popularity of the Liberal Party as a vehicle for political Nonconformism is reviewed alongside the stalemate in educational legislation affecting religious issues. The growth of that Government's intervention into the field of social welfare and the lessening impact of religion in the overall life of the Nation is also considered together with a review of changes in attitudes towards religion and its part in educational provision in more recent times.
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Rhyn, 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.
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McNamee, Blaise. "Education as fairness locating Rawlsian liberalism in liberal education theory /." Diss., Online access via UMI:, 2008.
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Bevan, 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.
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This dissertation explores the relationship between liberal/secular and religious educations. I begin by tracing what I believe to be the source of tension between liberal/secular and religious educations to two highly influential liberal theories that have affected civic education in particular. I begin with an analysis of John Dewey's naturalistic approach to metaphysics and religion, arguing that Dewey's attitude to religious traditions, when used as a basis for civic education, is insufficient. Specifically, I argue that in Dewey's conception, religious doctrines, principles, ideals, beliefs, and ultimately religious traditions as a whole, are important only instrumentally. Furthermore, I conclude that the only possible outcome once one accepts a prior commitment to Dewey's metaphysics (or anti-metaphysics) is that reflection and deliberation on the 'religious' will denude it of its distinctively religious character. My major conclusion is that such a view of religion and the religious is egregiously deficient when evaluated in light of the liberal principle of respect for religion and religious diversity. I then move to a critical examination of the second highly influential liberal theory, political liberalism. The conclusion that I highlight in my critique of Rawlsian political liberalism is that a civic education based on the political ideals of political liberalism can pretty much ignore religious conceptions without detriment to the development of young citizens' deliberative capacities. I strongly challenge this conclusion, because I see engagement with religious conceptions as valuable – even necessary – for good citizenship, and for enabling citizens of diverse societies to do justice to/for each other. In the second half of the dissertation, I propose a theoretical framework for this supplemental dimension which is based on virtue epistemology. I focus specifically on the recent work of James Montmarquet, particularly his notion of subjective justification, which I incorporate as an ideal basis for engagement which focuses on reason-giving and validates the role that religious traditions can play in moral and civic deliberation.Cette 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.
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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/.
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This thesis aims at examining the possibility of education as initiation into social practices as an alternative to liberal education. To this end, the main arguments run as follows. Firstly, I argue that liberal education, as both the pursuit of rationality and the promotion of personal autonomy, does not give a satisfactory explanation of educational phenomena because of several internal and external criticisms. Both versions of liberal education have limitations for different reasons: in dealing with human practices and practical matters which are raised by vocationalists and in meeting a variety of social or communal demands that are addressed by communitarians, respectively. Secondly, I analyse the notion of 'social practices' as a basis for understanding 'education as initiation into social practices' by examining a conventional conception and some recent influential conceptions. A conventional usage of 'practice' as opposed to 'theory' is inappropriate in terms both of the Greek notion of 'praxis' and of Ryle's 'knowing how' and Wittgenstein's 'language-games', and is also inappropriate from an educational perspective. On the other hand, positively, I establish my conception of social practices as a modified Maclntyrean conception by analysing MacIntyre's conception of 'a practice' in its various dimensions and discussing Miller's and Schatzki's crucial distinctions within social practices. Lastly, I draw the overall picture of 'education as initiation into social practices' by comparing MacIntyre's, Hirst's and Langford's views and by applying them to teaching as education writ small, and I examine its possibility as an alternative to liberal education. I suggest that 'education as initiation into social practices' should be understood in a 'substantial'(prescriptive) sense and, on the basis of this, I tackle curriculum issues and teaching process. I conclude that social practices-based education could be an alternative to liberal education by taking a middle way between liberal education as the pursuit of rationality and as the promotion of personal autonomy.
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Owen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.
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Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.
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Pleshakova, 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.
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The humanities have always been under attack in the higher education of the United States of America. Corporate culture of the university requires the most money distributed towards research and specialization, while making employability of the graduates the main goal of education. With two thirds of all majors being in business and finance, humanities don’t seem to play a big role in higher education overall. This work makes an attempt in defense of liberal arts education to our students, and the importance of teaching the subjects like English, Literature and Philosophy independent of a student’s major concentration. Even in our age of specialized and corporatized education, these courses are of great importance. These subjects can help young people find their way in this confusing web of life weaved out of pressure, expectations, failures, problems, fears. What other fields of study can teach them about history of cultures and languages, people who made history; who made contribution to the world in art, literature and science; what young people can learn from them. But most importantly, how to raise questions about life in general and search for answers, how to find meaning, how to know what’s important to them. In general, teaching them how to think. I would like to take different approaches in looking at teaching humanities to college students in this country, drawing from my own experiences in both Russia and US, my graduate courses at UVM, as well as works of those in the academia concerned with the same matter. I will look at how corporate culture of the university and research-driven education dictate the curricula in colleges and universities; how multiculturalism and political correctness that saturated higher education these days can influence the way humanities are presented, and explore the influence of humanities in our students’ making meaning of their lives.
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Nam, Sang Don. "Liberal education in the Korea Air Force Academy." Thesis, Monterey, California. Naval Postgraduate School, 1988. http://hdl.handle.net/10945/23285.
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This study is an attempt to analyze the current educational programs of Korea Air Force Academy in terms of Liberal Education. The following two research questions are addressed: (1) What is the over-all structure of Korea Air Force Academy education and training programs? (2) What are the aspects of the current programs with regard to liberal education? Principal findings with regard to research questions are presented. Specific recommendations are also proposed as suggestions for an over-all organization of the educational program. Theses. (sdw)
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Kim, 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.
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Jiang, Youguo. "Current Thinking and Liberal Arts Education in China." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104094.
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Thesis advisor: Philip G. AltbachLiberal 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
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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/.
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This thesis attempts to adapt Hans-Georg Gadamer's conception of hermeneutic understanding such that it may be of service in the conceptualisation and promotion of liberal educational aims. The thesis takes as its starting point an account of the liberal aims of education which can be summarised as an attempt to transpose the political liberalism of John Stuart Mill into practical educational aims. The argument is made that, in the context of late modernity, these aims are in need of renewal and reinterpretation. In particular, traditional conceptions of the liberal educational aim of personal autonomy based on a model of informed desire satisfaction are argued to be inadequate. Whilst the model of informed desire satisfaction in general is endorsed, criticism is brought to bear on the attendant account of the cognitive requirements for living a liberally conceived flourishing life. Specifically it is argued that the information needed for living a flourishing life cannot be adequately understood as objective knowledge. Rather, knowledge of oneself, of others, and of the institutions and practices of one's society, is argued to be better described as a form of social scientific understanding. Furthermore, this understanding is argued to be hermeneutical in character. Following from the tradition of hermeneutic phenomenology pioneered by Heidegger and developed by Gadamer, an attempt is made to formulate a version of hermeneutic understanding that is philosophically acceptable and of potential practical value in the articulation and promotion of liberal aims of education. In response to the structures and processes associated with the practical and critical conception of hermeneutic understanding generated, some key liberal educational aims are rethought. Consideration is given to the means of promoting hermeneutic understanding in learners as a contribution to the fulfilment of these aims.
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Arapoff, Nikan. "Teacher Experiences With Credit-Related Finance Education." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/984.
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Recent financial problems have highlighted the portion of financial literacy classes related to credit and spending. The recent bursting of the real estate asset bubble and the ongoing economic crisis framed the research question for this study regarding the experiences of social studies and business teachers in teaching coursework in credit-related finance management. The purpose of this study was to understand teacher experiences in the classroom that involved teaching financial information related to consumer credit. The study was based on the theoretical foundations of constructivism and a synthesis of related economic and educational thought. A qualitative, constructivist, and interpretive case study was conducted using interviews with and observations of 6 business and 3 economics teachers. The results were horizontalized and then inductively grouped by phenomenological reduction into domains. Analysis showed that business and economics teachers were faithful in incorporating topics related to consumer credit-related finance education at, or greater than, the level outlined by state standards. The best methods recommended by research were prevalent in the instructional strategies. Teachers stressed the importance of literacy and numeracy. The infusion of economics in early grade levels had little effect on student performance. Participants felt that more finance education in high school was needed, either as a stand-alone course or integrated more efficiently into the curriculum. Implications for positive social change include evaluating financial curriculum components to improve instructional practices by being a part of the curriculum review process and helping administrators and teachers address poverty by improving students' financial skills.
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Pack, 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.
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Frequently, educational approaches are considered as a dichotomy – liberal versus professional. However, perpetuating this dichotomy may not best serve students or the workforce. We are at the forefront of an educational movement and it is critical that we think intentionally about who we are training our students to be and how do we best do it. Baccalaureate public health education is occurring in a range of locations including community colleges, traditional liberal arts schools, and schools of public health. Faculty and staff have a diverse range of training and experience in educational frameworks, In addition, this educational movement is occurring at a time when the disciplinary boundaries of public health are expanding and becoming less defined.
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Ku, 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/.
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This thesis explores the connection between the democratic ideas of Fred Clarke (1880-1952), an English educationist, and his contribution to educational reconstruction in England in the 1940s. By drawing on biographical method and documentary research, this thesis demonstrates that Clarke's democratic ideas reflected the ideals of liberal democracy and ways in which his ideas informed his positions on various issues of the educational reform and his actions or activities towards them, which constituted his substantial contribution to the reform. Three general themes in this thesis support the main argument. First, Clarke's ideas about the distinction between community and the State, his conception of equality, and his emphasis on free personality and moral qualities of all citizens found their roots in the ideals of liberal democracy, especially those of developmental democracy. Second, Clarke's ideas of democracy underlay his positions on educational issues such as the reorganization of the central authority; the public schools; the administrative system, selection and organization of secondary education; further education; teacher education and the teaching profession; and adult education. Third, Clarke contributed himself to the reform primarily through arousing and guiding public opinion by means of his speeches, writings, cooperative actions, engagement in professional organizations, and the publication of the first report of the Central Advisory Council, School and Life (1947), which were also in accordance with his ideas of democracy. Clarke also exerted his influence on cultural elites through discussion groups and on policy-makers and key figures through memoranda, private meetings and correspondence. Given these findings, this thesis helps fill a significant gap in the current knowledge as to Clarke's democratic ideas, his contribution to educational reconstruction in the 1940s, and above all, the intimate link between them. Moreover, it sheds some light on the nature and tensions of the major educational reform of this period.
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Miller, Alistair. "Liberal education and the good of the unexamined life." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021668/.
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Most philosophers of education assume that the main aim of education is to endow pupils or students with ‘personal autonomy’: to produce citizens who are reflective, make rational choices and submit their values and beliefs to critical scrutiny. The underlying assumption is Socratic: that the unexamined life is not worth living, and that goods and forms of perception that cannot be articulated or rationally justified are not worthy of our consideration. The unstated assumption is Plato and Aristotle’s: that the good life is the life of the philosopher and politically active citizen. It is assumed, moreover, that all pupils should be so educated on egalitarian grounds. In this thesis, I dispute these assumptions. I argue that the good life should not be conceived in exclusively ‘intellectualist’ terms but that an ordinary life - an ‘unexamined’ life - is also worth living; that central to the good life in all its forms is the engagement in worthwhile activities or ‘practices’; and that the best way to prepare pupils for their engagement in these practices is to cultivate a range of moral and intellectual virtues. Instead of foisting on all pupils a universal academic curriculum that produces little more than ‘a smattering of knowledge’, I argue that pupils might (1) cultivate the intellectual virtues through early specialisation in at least one subject, academic or practical, that has the characteristics of a practice, (2) develop the capacity to make practical judgements through a study of rhetoric and the stories of human experience of the humanities, and (3) cultivate certain moral virtues through challenging activity and service learning outside the classroom.
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Ruhl, Taylor D. "Organizational culture in the private liberal arts college: A case study." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2583.
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The purpose of this study was to describe the organizational culture of Pacific Union College (PUC), a part of the Seventh-day Adventist system of higher education in North America. The design of this research project was a case study, and the methodological paradigm on which this study was based is that of naturalistic inquiry. Three means of inquiry were utilized: an organizational culture survey, interviews, and content analysis. The survey was administered to all salaried personnel of the college. Each respondent also submitted a demographic profile. Interviews further contributed to the triangulation of this study. They were conducted on the campus with 16 faculty selected by the researcher because of their familiarity with the college and their potential to be articulate and informative regarding it. A content analysis of the last institutional self-study done by Pacific Union College (Pacific Union College, 1990) furthered triangulation. Formative studies such as this are conducted for the purpose of improvement rather than to answer a hypothetical question or prescribe for practice. The study addressed five research questions. The results of this study indicated a predominant perception that the collegial culture is dominant. The findings further revealed that the collegial culture is perceived to be dominant without the application of demographics. This contrasts with analysis of the Self-Study (Pacific Union College, 1990) which indicated that the managerial culture was dominant. The findings indicated that there was not cultural congruence between the faculty and administration, but that there was closer congruence between the administration and the department chairs. The findings of the survey showed that the collegial culture was dominant among the faculty while the managerial culture was dominant with the department chairs and administration.
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Sliwka, 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.
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Ramer, 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.
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Madigan, 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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Educators, authors and policymakers continue to address the quality and focus of higher education in the United States. Some have noted the unprecedented number of students entering professional colleges and universities as a gateway to promising careers, while others have suggested that our schools lack the wherewithal to reconstitute the idea of a liberally educated person. Yet, over the past 16 years there has been considerable growth in the number of institutions that have established new graduate programs in Liberal Studies.
This study examined the growth associated with those programs and addressed the issues of why the programs were started; whom they served; and, how they fit and operated within their host institutions. The methodology encompassed survey and case study research. The population consisted of the total number of schools actively affiliated with the Association of Graduate Liberal Studies Programs (AGLSP).Ed. D.
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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.
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This dissertation addresses three important aspects of intellectual and cultural history: the history of Enlightenment, the history of education, and the history of the formation of a British national identity. The culture of the English-speaking Enlightenment serves as the intellectual background of education reform in Britain. Eighteenth-century British moralists defined their age against the previous century of religious wars, of idle disputation in the academy, of a lack of concern for the useful and polite arts, and in turn favoured toleration, politeness, and commerce. New ideas of moral and social improvement manifested themselves in the creation of a new ideal type of individual: someone who was neither the warrior nor priest nor courtier of old, nor the industrialist of the future, but in a sense all of these combined and deprived of their most extreme features. The enlightened individual was, to use Locke's quartet of values, virtuous, industrious, polite, and learned. In order to ensure the ascendancy of this type of individual, and to form moral and polite individuals who would be "happy in themselves and useful to others", enlightened thinkers turned their attention to moulding the rising generation through education. The influence of this philosophical discussion on the changes in the British school curriculum over the course of the eighteenth century constitutes the overacting theme of my study. I trace the philosophical demand for education reform that began with Locke and continued through the Scottish moral philosophers to its actual impact on schools and the subjects of study. Using works of educational theory, schoolmaster treatises, private diaries, and school textbooks, I show how enlightened pedagogues cultivated the Lockean and Scottish aims of education by developing the corresponding "branches" of the liberal arts. Each branch of education was meant to form a part of the young mind: the sense, the taste, the imagination, the passions, and the reason.
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Curry, Paul F. "Citizenship Beyond Liberal Neutrality." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23674.
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The liberal tradition has borne great fruits since the dawn of the modern era by emphasizing the value of equality and personal liberty, and by developing a theory of rights. Despite its incredible success, many authors have been pointing to fissures in the liberal structure, including practical and theoretical problems with state neutrality, with the state’s stance vis-à-vis different cultures, and with liberalism’s purported radical individualism. It is my belief that the gains of liberalism can be reconciled within a new theory that better answers to such critiques.
Citizenship Beyond Liberal Neutrality begins with an analysis of contemporary debate between liberalism and its critics. This leads to a discussion of the state’s relationship toward cultural identities, and to a discussion of the meaning of citizenship within a liberal-democratic state. What we need, I argue, is a civic identity that is both capable of judging cultural practices, and capacious enough for a citizenry characterized by reasonable pluralism. This common identity, moreover, provides a locus for attachment that is often found wanting in contemporary liberal theory. I draw on relevant insights from virtue theories, constitutional patriotism, and an ‘analogical’ understanding of public reason to inform a new, liberal-like conception of citizenship. In order to exemplify this conception, and to bolster the case for it, I consider how such a philosophy could play out with respect to two public policy areas that are central to citizenship, namely education and immigration.
Distilled to its simplest, I argue for a theory of citizenship that admits a conception of the good, that can promote virtue while respecting autonomy, and that can provide a basis for civic unity.
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Cronin, Kerry. "Assessing Moral Development in the Liberal Arts." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104138.
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Thesis advisor: Karen ArnoldLiberal 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
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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.
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Godwin, 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.
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Thesis advisor: Philip G. AltbachThe 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
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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.
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Whether Aboriginal people should have special educational rights is a question that has simmered and occasionally boiled over during the past four decades. This dispute remains largely unresolved due to perceived tensions that exist between liberal values and minority rights. Will Kymlicka attempts to resolve this conflict by claiming that the liberal concept of autonomy can be used as a starting point for minority rights. However, there are several questions that are inadequately answered in his theory. Namely, why is autonomy so important? What is the significance of a particular culture? Should a liberal society support cultures that are illiberal? In response to these questions I will demonstrate that the liberal concept of autonomy requires that adequately restrictive cultures be protected. From this it is possible to develop a cohesive theory of minority rights that can be used to defend Aboriginal control of formal education.La 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.
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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.
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Ng, 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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The exploratory study examines how different stakeholders, namely the authority, teachers and students, understand values education in Liberal Studies as a core subject in Hong Kong Diploma of Secondary Education Examination. Qualitative research method is mainly employed to collect data from the stakeholders. A number of issues are discussed, like the subjectivity and types of values, ways of studying values, the importance of values education in the subject, the effectiveness of learning activities and assessment.
It has been found that the linear mode of authority-teacher communication and teacher-student communication have an impact on the practical implementation of values education in the subject. Time constraints, the dominant influence of the media and the misconception that values are unimportant in the public examination are perceived as major difficulties of implementing values education. The negative orientation of using multiple perspectives, the low profile of values in examinations, stakeholders’ depreciation of values and indoctrination agenda greatly undermine the credibility of the public examination. Moreover, the design of the marking scheme cultivates negative meta-values.
To boost the public acceptance of the subject, suggestions have been made on how stakeholders should communicate better with one another and how assessments should be adapted so as to allay the public’s fear of unfairness. The authority should convey to stakeholders in specific terms that values education is an integral component in the curriculum. A comprehensive list of various kinds of values should be published for stakeholders to conduct holistic values review. The marking scheme should be designed after a markers’ meeting in such a way that it consists of clear guidelines and yet nonrestrictive content.published_or_final_version
Education
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Master of Education
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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.
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Coben, 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.
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Neal, 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.
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This thesis examines the rhetoric surrounding sex education crafted by two major types of advocacy groups: the Christian Right and the Liberal Left. I conducted a qualitative analysis of content on sex education produced by six high-profile organizations: The Heritage Foundation, Family Research Council, Focus on the Family, American Civil Liberties Union, the Guttmacher Institute, and Planned Parenthood. I found that these polarized organizations do not debate each other; instead, they focus on parents whose political leanings match their own. Sex education is at the center of other issues that also divide the Christian Right and the Liberal Left: healthcare, morality, marriage, education, and STIs. I analyze the arguments advocacy organizations make, the liabilities of their appeals, and their strategies to mobilize parents emotionally. Both conservative and liberal organizations aim to secure the beliefs of the next generation through their parents, not to find common ground.
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EHRAT, 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.
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The primary purpose of the study was to identify liberal education skills necessary for competent, professional nursing practice and to compare baccalaureate and associate degree faculties' perceptions of the importance of liberal education skills and program emphasis on those skills. Further, the study sought to identify underlying factors of liberal education skills perceived by college nursing faculty to be required for competent, professional nursing practice. Finally, the study attempted to identify differences in baccalaureate and associate degree faculties' perceptions of the importance of liberal education skills and program emphasis place on those skills by public and private institutional membership and by National League for Nursing (NLN) geographic accrediting region assignment. The study's survey approach could be classified as a quasi-experimental design. The study utilized a multistage, stratified sample of 432 baccalaureate and associate degree nursing faculty. Seventy-two baccalaureate and 72 associate degree nursing programs were randomly selected from the four NLN geographic regions. Each dean or director of selected programs was requested to select three nursing faculty "most knowledgeable of the nursing curriculum" to complete the instrument. Data for the study were collected by means of the "Liberal Education Skills Inventory for Nursing" (LESIN). Data analysis was accomplished through the use of descriptive statistics, principal factors analysis, and analysis of variance. Major conclusions of the study were (1) nine of the ten LESIN subscales had mean faculty ratings suggesting high skill importance to competent, professional nursing practice; (2) one factor ("conceptual abilities") underlying faculty perceptions of liberal education skills importance was extracted; (3) there were statistically significant differences in baccalaureate and associate degree faculties' perceptions regarding skills importance on two of the LESIN subscales and regarding program emphasis on five of the subscales; (4) on each of the ten LESIN subscales, faculty from public and private institutions did not differ significantly on their perceptions of skills importance and did differ significantly on one subscale regarding program emphasis; and (5) the mean skill importance and program emphasis responses of faculty did not differ significantly on the ten LESIN subscales by NLN geographic accrediting region assignment. In addition, information regarding liberal education skills program evaluation measures or standards was reported.
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Schipull, 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.
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Wright, 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.
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Student 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.
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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.
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Smith, Julie C. "Democratic agency and neo-liberal responsibilisation : leadership in Academy Schools." Thesis, University of Gloucestershire, 2017. http://eprints.glos.ac.uk/5834/.
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Purpose: To explore how much democratic agency Academy Leaders have in practice in the field of education to work democratically in the public interest with those within their own academies and others within wider educational networks, and from this understanding inform the United Kingdom government’s education reform agenda Design: This qualitative research involves semi-structured interviews with 10 Academy Leaders who are directly involved in leadership in academies. Findings: At a conjuncture that is characterised by uncertainty and precariousness, Academy Leaders take up different positions on a spectrum of possible positions in the field of education in response to what is interpreted as the United Kingdom’s neo-liberal education reform agenda. The findings highlight that Academy Leaders who have a high commitment to neo-liberal responsibilisation of self feel they have agency to input into the government’s education reform agenda but Academy Leaders who oppose neo-liberalism, show a low commitment to neo-liberal responsibilisation of self and instead show a high commitment to democracy or public values, feel that they are given very little, if any, democratic agency. Contribution: This thesis makes a contribution to the existing body of knowledge in education by building on the work of Gunter (Gunter, 2001, Woods et al., 2007, Gunter et al., 2008, Gunter, 2011, Gunter, 2016) and Courtney (2014, 2015a, 2015b, 2015c and 2017), and using Bourdieu’s thinking tools to analyse Academy leaders’ habitus and the agency that they feel they have in practice in the field of education, to create new understanding of the emerging issues of democratic agency and neo-liberal responsibilisation of self, as discussed by Keddie (2015,2018), from the perspective of Academy Leaders at a particular conjuncture in the formation of academy schools in England. It does this by encouraging Academy Leaders to articulate how they respond to the United Kingdom government’s education reform agenda and the way that they carry out their work and analyses this in terms of: types of response to change and the extent to which Academy Leaders have a Commitment to Democracy or Public Values and/or a Commitment to Responsibilisation of self.
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Rowe, 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.
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Mothe, 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.
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The overall purpose of this study has been to examine how international patterns of neo-liberalism and rationalization have contributed to changes in higher education policy in Norway in the 1990s and explore how these changes have been experienced and enacted among faculty and students in different fields and institutions. The study is informed by several social science theories, particularly Max Weber's ideas of rationalization and modern extensions of this theory to modern phenomena, neo-liberal political theory, process theories of professionalization, and postmodern perspectives emphasizing the role of consumers and consumption in contemporary society. Empirically, the study is based on a structured qualitative research design. Data collection methods consisted of interviews with faculty and students and analysis of public policy texts. The main conclusion in the study is that two contradictory forces influence Norwegian higher education: rationalization processes emphasizing efficiency, control, standardization and predictability, and an increasing dominance of neo-liberal market ideology in public administration requiring more room for ambitious institutions to develop new capacities and engage in entrepreneurial activities. The study suggests that Norway is struggling to find a "third way" in the space between these two forces, but that social democratic rationalization processes and state dependence still dominate higher education in Norway. The structure of faculty work is changing, but contrary to the development in many other countries Norwegian faculty are more concerned about being increasingly managed than pressured to engage in entrepreneurial activities. Reduced professional autonomy and increased intensification of academic work have resulted in rational organizational behavior in which faculty pursue their individual goals and implement pragmatic coping strategies to reach calculated rewards. Norwegian students are becoming increasingly consumer-driven actors concerned with freedom in pursuing their academic interests, flexibility and useful education. They are generally very satisfied with their existence as students, but are often disengaged from their studies. Being a student is for many only one among several identities, often not the most important.
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Levinson, 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.
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Rudolph, 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.
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Daoust, 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/.
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Contemporary peacebuilding debates centre on questions of effectiveness, relevance, and sustainability, broadly contrasting a ‘liberal peace' model and more ‘critical' perspectives. The critical peacebuilding literature calls for a transformative approach addressing inequalities and systemic violence underpinning conflict, promoting ‘local' engagement, and responding to ‘everyday' priorities. Education systems play central roles in reproducing or challenging relations of power, privilege, and inequality associated with violent conflict, and represent key sites of ‘local' and ‘everyday' engagement. However, the critical literature has paid limited attention to education's potential, and political, peacebuilding role. In this thesis, I explore the importance of education in peacebuilding and argue that peacebuilding scholarship should seriously engage with education. Using a case study approach and a critical cultural political economy framework, I explore links between education, inequality, and peacebuilding in South Sudan, through analysis of donor and government policies and interviews with 217 education and peacebuilding actors. I suggest that education policies and practices reproduce political, economic, and cultural inequalities and violence and undermine peacebuilding aims in three broad ways. First, education resource and service distribution reproduces, justifies, and institutionalises geographic and intergroup disparities and grievances associated with ‘real' and perceived inequalities. Second, ‘local' participation strategies based on ‘decentralised' governance reproduce patterns of political exclusion, exploitation, and mistrust between ‘local' communities and authorities. Third, formal education practices and informal narratives concerning identity and difference, in relation to inequality, conflict, and peace, reproduce colonial forms of oppression and violence. These findings demonstrate the complexity of education's peacebuilding role, expanding critical discussions concerning inequalities, the ‘local', and the ‘everyday' and providing insight into specific sociopolitical processes through which these can be addressed, both analytically and ‘practically'.
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McLaughlin, 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/.
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This thesis engages in a critical examination of parents' rights in religious upbringing and religious education within a liberal perspective. One of the central features of a 'liberal perspective' is taken here to be a commitment to the importance of valuing and developing the autonomy of the child. This commitment has important implications for the defensibility of both religious upbringing and religious education, and for the scope of parental rights that can be exercised in relation to them. In the first three chapters it is argued that, given this perspective, parents have a right to give their children a certain kind of religious upbringing; one where their children are brought up to have an initial determinate religious commitment, but one which is both open to, and compatible with, the child's eventual achievement of autonomy. This view is defended against a range of objections and the character of such an upbringing is explored in some detail. In the next four chapters it is argued that, following on from this claim about religious upbringing, a broadly similar claim can be made about religious education and schooling. Parents are seen as having the right to give their children a distinctive kind of liberal education, including a form of religious schooling, which seeks the development of their child's autonomy from a particular starting point. The argument proceeds from an analysis of parents' rights in general concerning education, through a critical exploration of the notion of liberal education, to an outline of the concept of the `liberal religious school' and an analysis of the difficulties to which it gives rise. The thesis concludes with an exploration of further considerations which support the view that a plurality of forms of liberal education, including education in religion, should be acknowledged, in relation to which parental rights can legitimately be claimed and exercised.
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Divala, 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.
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Thesis (PhD (Education))--Stellenbosch University, 2008.The 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.
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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.
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Today 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.
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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.
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This thesis examines the development of an undergraduate course about intercultural transitions for students returning from study abroad and for international students at a U.S. liberal arts college. The curriculum design is informed by theories about intercultural communication, cultural identity, intercultural transitions, and intercultural competence. The instructional plan includes theory-into-practice pedagogy, and application of intercultural theories to students' personal experiences and to the literary narratives presented throughout the course. This thesis explains the choice of theories and literature in the context of developing a course syllabus. The methods used during the study include a review of the literature, a summary of the curriculum planning process, a faculty curriculum workshop, a pilot course, and an evaluation by students enrolled in the pilot course. A review of other reentry programs and an interview with another instructor provide additional perspectives on the course design.
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Schipull, 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.
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Thesis (M.Ed.)--University of Toledo, 2009.Typescript. "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.
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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.
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Tennant, 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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