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Dissertations / Theses on the topic 'Philosophy in 18c. Britain'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Wheatley, Philip. "The form, meaning and context of sensibility in eigteenth-century Britain : with particular reference to the literature of the period 1740-94." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235786.

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2

Baines, P. T. "Authenticity and forgery in eighteenth century Britain." Thesis, University of Bristol, 1988. http://hdl.handle.net/1983/8645b21d-a331-4dad-8f50-21152b68c210.

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3

Catto, Susan J. "Modest ambition : the influence of Henry Fielding, Samuel Richardson and the ideal of female diffidence on Sarah Fielding, Charlotte Lennox and Frances Brooke." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297328.

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4

Shiach, Morag Elizabeth. "A critical account of historical developments in the analysis of popular culture in Britain since the eighteenth century." Thesis, University of Cambridge, 1987. https://www.repository.cam.ac.uk/handle/1810/272706.

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5

Bellamy, Elizabeth Clare. "Private virtues, public vices : commercial morality and the novel 1740-1800." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328411.

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6

Brook, Hazel Isis. "Goethean science in Britain." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238940.

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7

Thrower, Michael F. A. "The Hegelian objective mind in education." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285133.

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8

Groth, Eileen Lesley. "Christian radicalism in Britain, 1830-1850." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386653.

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9

Bell, Sandra. "Buddhism in Britain : development and adaptation." Thesis, Durham University, 1991. http://etheses.dur.ac.uk/1507/.

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10

Bigonville, Delphine. "Association des idées et intuition: la réponse des architectes anglais à la Querelle des Anciens et des Modernes." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209775.

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Ce travail s’intéresse au problème de la relativisation de l’expression architecturale liée à la remise en question, durant le XVIIe siècle, de l’origine divine et de la valeur des canons proportionnels qui sous-tendent la tradition classique. Emblématique de la Querelle qui opposa Claude Perrault et François Blondel au sein de l’Académie royale de Paris, ce problème recevra une formulation privilégiée dans la tradition théorique anglaise qui se caractérise par la volonté de préserver une forme d’objectivité à l’expression formelle tout en cherchant à y intégrer la valeur subjective de l’usage. A travers l’étude de textes esthétiques et de théories d’architecture produits en Angleterre durant le XVIIIe siècle et le début du XIXe siècle, nous avons cherché à identifier les différentes solutions proposées par les théoriciens pour parvenir à concilier le sujet et l’objet dans la forme architecturale et ainsi aboutir à une expression qui autorise l’appropriation individuelle tout en satisfaisant à l’impératif du consensus.
Doctorat en Histoire, art et archéologie
info:eu-repo/semantics/nonPublished

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11

Wait, G. A. "Ritual and religion in the Iron Age of Britain." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371761.

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12

Davson, Joanna. "Critical and conservative treatments of prophecy in nineteenth-century Britain." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315871.

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13

Senay, Bulend. "The making of Jewish Christianity in Britain : hybridity, identity and tradition." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311675.

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14

Holmes, Janice Evelyn. "Religious revivalism and popular evangelicalism in Britain and Ireland 1859 - 1905." Thesis, Queen's University Belfast, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296827.

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15

Yeo, K. A. "Siddha yoga in Britain : A case-study of a new religious movement." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378571.

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16

Winter, Alison. "#The Island of Mesmeria' : the politics of Mesmerism in early Victorian Britain." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385500.

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17

Tomalin, Emma. "Transformation and tradition : a comparative study of religious environmentalism in Britain and India." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322855.

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18

Lundy, Michael Anthony. "Adult catechesis in the Roman Catholic Church in Britain since the Second Vatican Council." Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281425.

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19

Elbourne, Elizabeth. "'To colonize the mind' : evangelical missionaries in Britain and the eastern Cape 1790-1837." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332905.

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20

Kenny, Christopher Joseph. "Theology and natural philosophy in late seventeenth and early eighteenth-century Britain." Thesis, University of Leeds, 1996. http://etheses.whiterose.ac.uk/434/.

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A number of historians of science have claimed that the early Boyle Sermons provided a platform for the promotion of a moderate-Anglican social and political ideology underpinned by Newtonian natural philosophy. However, by examining in detail the texts of Richard Bentley, John Harris and Samuel Clarke, this thesis argues that their Sermons should not be characterised as 'Newtonian'. These texts were highly complex literary productions constructed with the intention of achieving victory over the enemies of Christianity. An examination of their rhetorical strategies focuses attention on the use to which various cognitive materials - including natural philosophy - were put. Thus the presence of Newtonian concepts in the texts is explained by the aims and overall scholarly programmes of the Lecturers. It will also be argued that the term 'Boyle Lectureship' is problematic and that the main elements of the Lectureship - Robert Boyle's bequest, the Trustees, the Lecturers, and the Sermons - cannot be conflated into a single historical unit. Therefore, throughout this study, emphasis is placed on the contingent and singular behaviour of individuals located within an ecclesiastical and scholarly community, where career promotion and the notion of scholarly credit were important. The brief in Boyle's last will and testament stipulated that the Lecturers must defend Christianity using the scholarly tools to hand. In this thesis it will be shown that the personnel of the Lectureship conformed to Boyle's brief and that they utilised all available methods and materials in the pursuance of their legal and institutional responsibilities. This approach removes the analysis of the Lectureship from an overarching sociological perspective; instead the Sermons are interpreted as exemplary texts in the rhetorical prosecution of the enemies of Christianity. This study, therefore, acknowledges the complex nature of theological texts in early modern England.

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21

Astore, William Joseph. "Observing God : Thomas Dick (1774-1857), evangelicalism and popular science in Victorian Britain and antebellum America." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296372.

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22

Den, Otter Sandra. "The search for 'social philosophy' : the idealists of late Victorian and Edwardian Britain." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306690.

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23

Kochav, Sarah. "Britain and the Holy Land : prophecy, the Evangelical movement, and the conversion and restoration of the Jews 1790-1845." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317727.

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24

Mason, David (David Mark George). "Burke's political philosophy in his writings on constitutional reform." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66187.

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25

Sievers, Wiebke. "Otherness in translation : contemporary German prose in Britain and France." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/71208/.

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Drawing on contemporary approaches to otherness, this thesis aims to show that, despite the growing interest in so-called foreignizing translation strategies, the current theory and practice of translation in Western Europe is to a large extent still caught in nationalist self-confirmation. In the first part of my study I expose the nationalist agenda underlying the influential theories of translation developed by Antoine Berman and Lawrence Venuti by contrasting them with the ideas formulated by Walter Benjamin and Jacques Derrida. Basing their arguments on Friedrich Schleiermacher's essay on translation, both Berman and Venuti intend to undermine the nationalist stance of current translation practice by replacing it with the belief that translation primarily serves to further the understanding of the foreign other. However, this seemingly noble purpose ultimately veils the fact that the foreign other is a construct which is devised by and thus confirms the national community receiving the translation. Walter Benjamin and Jacques Derrida, by contrast, whose ideas were anticipated by Friedrich Schlegel, believe that the aim of translation is to reveal the otherness of the translating self. Based on these theoretical premises, I examine the significance of otherness in the current practice of translation. This case study focuses on the multidimensional reduction of otherness, as it becomes apparent in the translation of contemporary German prose in Britain, in particular, and to some extent also in France in the two decades preceding and following German unification (1980-1999). In a general overview which compares the selection of texts chosen for translation, the strategies used for their publication as well as the reception of these texts in the press, I conclude that three factors are of particular importance for the rejection of and the ensuing delimitation from German otherness in British and French translations during this period: ideological, generic and linguistic otherness. These particular areas are then further explored in the detailed studies on Monika Maron, Edgar Hilsenrath and Anne Duden. My case study proves that the translators and/or publishers of these authors tend to reject or appropriate those elements of their texts which would highlight the otherness underlying the British and French selves. However, these strategies of dealing with otherness are not limited to interlingual translation. They are anticipated in the reception of the respective texts within Germany.

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26

Staley, Thomas William. "Making Sense in Nineteenth Century Britain: Affinities of the Philosophy of Mind, c.1820-1860." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11118.

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This work examines British inquiry into the human mind in the early nineteenth century using a multivalent structural analysis of ideas and practices within traditions established by Hume, Hartley, and Reid. While these traditions were propagated into the nineteenth century by such figures as Thomas Brown, James Mill, Sir William Hamilton, and Alexander Bain, this later period has received a dearth of attention in the history of psychology, the history of philosophy, and the history of ideas in general. This conspicuous lacuna forms the basis for two simple questions: What was the situated significance of work on the human mind in nineteenth century Britain? What was it supposed to accomplish, or be about? In particular, I focus on the differentiation of science from philosophy as a particular kind of non-science, investigating a set of existing formulations of the respective characters of the two. Using this historiographic survey as a springboard, I establish an analytical apparatus based upon four structural dimensions that I term conceptual, expository, iconic, and genealogical. Taken together, these four elements form an historical problematic, a set of persistent features and issues that structured work on mental subjects. With respect to conceptual structure, I propose a set of a dozen persistently central, but fluid, concept clusters involved in the study of mind. Regarding texts themselves, I situate my subject in terms of specific audience groups, patterns of expository development, and topical scope. I also examine the limiting influence of authorial and editorial practices on the appearance of the conceptual systems these texts convey. Iconic structural patterns focus even more closely on textual content, demonstrating shifts in the density, nature, and extent of citation within the intellectual community. These four dimensions interact significantly, reflecting the complex character of an active community of intellectual discussion. Having established this analytical space, I return to the basic terminological distinction between science and philosophy to investigate what was at stake in distinguishing these two fields in the nineteenth century. The dichotomy was far from definitive: British mental inquiry from the time of Humeâ s Treatise to that of Bainâ s first two major works never established a firm division of science from philosophy, but the evidence suggests several directions of tension along which this split would subsequently emerge. As demonstrated by evidence from the first volume of the journal, Mind, founded by Bain in 1876, discussions among students of the human mind in the nineteenth century established a position for mental philosophy itself as arbiter of the new science-philosophy dipole. In this light, the establishment of Mind can be viewed as the creation of a boundary-object that itself constituted this distinction in psychological terms.
Ph. D.

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27

Cook, Alexander James. "The philosophy of Constantin Volney and its role in history : France and Britain, 1787-1848." Thesis, University of Cambridge, 2007. https://www.repository.cam.ac.uk/handle/1810/252056.

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This dissertation is a study of the political, moral and religious philosophy of a French writer, Constantin François Volney (1757-1820), and the reception of his texts in France and Britain from the 1790s until 1848. More broadly, it examines the development and articulation of an under-studied species of republican discourse in revolutionary France, and traces its fate in changing political and social circumstances. The study has several goals. It offers an analysis of both the internal logic and the contemporary politics of Volney’s philosophical writings that revises conventions of previous historiography. Most modern commentary has sought to position Volney’s thought as either a variant of utilitarian liberalism or as a precursor of Comtean positivism. This analysis suggests both characterisations risk distorting features of the author’s work. It aims to illuminate Volney’s thought by situating it more precisely within a series of eighteenth-century debates about human nature, human history and the arts of government. The body of the dissertation consists of seven chapters. Chapter One analyses Volney’s first major publication, La Voyage en Syrie et en Egypte (1787). It treats it as a work of social philosophy and as oblique commentary on contemporary Europe. Chapter Two examines his political pamphlets, speeches and activities during the early phases of the French Revolution from 1788 to 1791, when the author was actively involved in reform campaigns in Brittany and as a member of the Constituent Assembly. Chapter Three analyses Volney’s most historically influential work, Les Ruines, ou Méditation sur les revolutions des empires (1791). Chapter Four studies La loi naturelle, ou Catéchisme du citoyen français (1793), a short moral treatise that was later appended to Les Ruines. Together these works were the primary conduit through which Volney’s thought influenced a mass public. Chapter Five follows Volney through various phases of his later life, studying the evolution of his views in his late works and analysing a series of significant textual changes to Les Ruines dating from 1799 and 1817. Chapter Six and Seven trace that reception in France and Britain.

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28

Haslam, Jim. "On the prescribing of accounting and accounting publicity by the state in early to mid-nineteenth century Britain : accounting history as critique." Thesis, University of Essex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303490.

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29

Scott, Zillah Abigail Amma. "The inquiring sort : ideas and learning in late eighteenth-century Birmingham." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2512/.

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The conflicting visions of eighteenth-century society offered by J. C. D. Clark and the historians of the English Enlightenment are here used as a means by which to examine aspects of the public spheres of Birmingham. Whilst it was a town of conviviality and consumption of culture, these activities were suffused with a serious purpose born of religious conviction. The concept of the Inquiring Sort has been developed to describe this aspect of Birmingham Society. A case study has been made of Freemasonry in Birmingham, as an example of a group within the Inquiring Sort. The public sphere of ideas and learning, in which the Inquiring Sort spent leisure time, included lectures, libraries, bookshops and debating societies. The spaces in which they moved, marked both by places of fashionable consumption and places of cultural consumption, have been mapped and their world of books and texts analysed. The role of religious inquiry is a key thread in these areas. The roles played by ideas and learning in three elements of Birmingham industry are examined: gaining skills through the printed word, the marketing of goods and the place of fashion. Knowledge of the self is seen to be key in each case. Religion in eighteenth century Birmingham is explored, focusing particularly on the previously under-researched Established Church there. Finally, the reaction of the Established Church to controversial ideas, particularly to the radical Unitarianism of Joseph Priestly, is analysed. It is argued that disputes over such ideas were central in the development of hostilities in the town during the 1780s, which culminated in the Church and King riot of 1791.

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30

McCabe, Allan Morgana Elizabeth. "The difference of 'being' in the early modern world : a relational-material approach to life in Scotland in the period of the witch trials." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7811/.

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This thesis investigates how ways of being in different ontologies emerge from material and embodied practice. This general concern is explored through the particular case study of Scotland in the period of the witch trials (the 16th and 17th centuries C.E.). The field of early modern Scottish witchcraft studies has been active and dynamic over the past 15 years but its prioritisation of what people said over what they did leaves a clear gap for a situated and relational approach focusing upon materiality. Such an approach requires a move away from the Cartesian dichotomies of modern ontology to recognise past beliefs as real to those who experienced them, coconstitutive of embodiment and of the material worlds people inhabited. In theory, method and practice, this demands a different way of exploring past worlds to avoid flattening strange data. To this end, the study incorporates narratives and ‘disruptions’ – unique engagements with Contemporary Art which facilitate understanding by enabling the temporary suspension of disbelief. The methodology is iterative, tacking between material and written sources in order to better understand the heterogeneous assemblages of early modern (counter-) witchcraft. Previously separate areas of discourse are (re-)constituted into alternative ontic categories of newly-parallel materials. New interpretations of things, places, bodies and personhoods emerge, raising questions about early modern experiences of the world. Three thematic chapters explore different sets of collaborative agencies as they entwine into new things, co-fabricating a very different world. Moving between witch trial accounts, healing wells, infant burial grounds, animals, discipline artefacts and charms, the boundaries of all prove highly permeable. People, cloth and place bleed into one another through contact; trees and water emerge as powerful agents of magical-place-making; and people and animals meet to become single, hybrid-persons spread over two bodies. Life and death consistently emerge as protracted processes with the capacity to overlap and occur simultaneously in problematic ways. The research presented in this thesis establishes a new way of looking at the nature of Being as experienced by early modern Scots. This provides a foundation for further studies, which can draw in other materials not explored here such as communion wares and metal charms. Comparison with other early modern Western societies may also prove fruitful. Furthermore, the methodology may be suitable for application to other interdisciplinary projects incorporating historical and material evidence.

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31

Neal, James R. "Defining power in the Mercian supremacy : an examination of the dynamics of power in the kingdom of the borderers /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1455658.

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Thesis (M.A.)--University of Nevada, Reno, 2008.
"May, 2008." Includes bibliographical references (leaves 76-79). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

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32

Barker, Ryan. "For Natural Philosophy and Empire: Banks, Cook, and the Construction of Science and Empire in the Late Eighteenth Century." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3551.

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Using part of James Cook’s first voyage of discovery in which he explored the Australian coast, and Joseph Banks’s 1772 voyage to Iceland as case studies, this thesis argues that late eighteenth-century travelers used scientific voyages to present audiences at home with a new understanding and scientific language in which to interpret foreign places and peoples. As a result, scientific travelers were directly influential not only in the creation of new forms of knowledge and intellectual frameworks, but they helped direct the shape and formation of the Empire. The thesis explores the interplay between institutional influence and individual agency in both journeys. As a result, it will argue that the scientific voyages that were most influential in the imperial process were those directed and funded by the state.

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33

Ayete-Nyampong, Samuel. "A critical comparative study of pastoral care provision for the elderly in Britain, and its implications for contextualization in Ghana : an inter-cultural study with focus on selected mainline churches." Thesis, University of Aberdeen, 1997. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU088821.

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Ageing---its problems and potentialities---is an issue of discussion, research and social policy in many developed and developing countries. In Ghana (as well as in many African States), the realisation of the problems of ageing is emerging as a result of the social changes that have weakened the traditional support system and plunged the once respected, venerated and cared-for elderly people into difficulties relating to their status, potential value and well-being within the new Ghanaian society. Christianity has pioneered many developments in Ghana, and has also been a contributor to the present social changes. This study is therefore an attempt to address the problems of ageing people in Ghana from a Christian pastoral care perspective in the hope of creating awareness at both statutory and non-statutory levels of the need to develop alternative support systems to enhance the status and well-being of the elderly in Ghanaian society. The studies thus involved a survey of pastoral care practices in the Church of Scotland, the Church of England and the Roman Catholic Church (in England and Scotland) and the contexualisation of some of these pastoral care programmes in the Ghanaian situation. In studying the churches it became evident that there are various methods of pastoral care employed by denominations and within congregations for elderly people. These include research publications and discussions on ageing at national level, residential care, diocesan and parish programmes such as community awareness and support schemes, parish level luncheons, coffee mornings, day care and the church fellowship within the Christian communities which enable elderly people to participate in service to one another and to the Church.

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Lamproukou, Markella. "The experience of chartered counselling psychologists working within the NHS, where the counselling psychology philosophy meets with the medical model : a phenomenological inquiry." Thesis, Regent's University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646086.

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Counselling psychology springs from humanistic and existential/phenomenological values arguing for the need to see human beings in a holistic manner. This value system is a move towards well-being rather than pathology and sickness. The philosophical underpinning of counselling psychology gives a unique identity to the profession, raising different questions for counselling psychologists’ working within NHS settings, which is governed by the medical model. At a time that our profession faces enormous challenges and questions about its future, this study explored the experience of seven chartered counselling psychologists working within different NHS settings using the Interpretative Phenomenological Analysis (IPA) method.︣The analysis of the study revealed six major themes: (1)The process of creating a therapeutic identity; (2) Valuing the counselling psychology founding principles in practice; (3) Working within the medical model;(4) Experiencing tensions: the power of the context; (5) Dealing with the tensions; (6) Current changes and the future of counselling psychology in the NHS.︣The results showed in greater detail that the participants held a strong therapeutic identity; practiced in accordance with the counselling psychology values; experienced different tensions while working within the NHS, but have found different ways to deal with these tensions, including holding a pluralistic stance, assimilating the medical model with their own value base system and prioritizing the clients’ needs over the NHS guidelines. Lastly, the analysis indicated that the recent changes have contributed additional feelings of anxiety and uncertainty to the participants regarding the future of the profession.

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35

McLachlan, Benita. "Evaluation of an inset programme for learning support assistants in the United Kingdom." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49956.

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Thesis (MEd)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: In England, education settings have embraced the philosophy that it is the human right of pupils to be taught in inclusive schools with their peers. Part of the school's readiness and willingness to accept all pupils requires that it adopt a whole-school philosophy, which includes support staff provision, for example in the form of teaching assistants. Taking the above into account, the purpose of this study is to evaluate the effect of participation in the NCFE Level 2 programme for teaching assistants on the professional development of teaching assistants working as support staff in inclusive classrooms. The research design is evaluative in nature and both quantitative and qualitative methods of data collection are used. The in-service programme was delivered during weekly three hour sessions over a period of thirty weeks. The programme consisted of five units: • Developing professional skills and knowledge • Understanding legal and national requirements • Supporting the teacher in relation to pupils' learning • Exploring the management of pupils' behaviour • Supporting pupils with special educational needs. Analysis of qualitative data such as observations and interviews indicates that participants benefited from programme participation and that, by the completion of the prgramme, there was a marked increase in confidence, knowledge and application of newly acquired skills. Analysis of quantitative data such as the pre and post self-assessment questionnaires indicate a significant difference between the pre and post scores on all the sections confirming improvement of participants' levels of confidence, knowledge and application of practical skills. It seems that programme participants benefitted significantly from participating in this in-service training programme.
AFRIKAANSE OPSOMMING: Opvoedkundige instellings is Engeland ondersteun die filosofie dat dit die mensereg van leerders is om binne inklusiewe skole, saam met hulle portuurgroep, onderrig te ontvang. As deel van skole se gereedheid en bereidheid om alle leerders te aanvaar, is die implementering van 'n geheelskool filosofie wat onder andere ondersteunings personeel byvoorbeeld leerondersteunings assistente insluit. In aansluiting by bogenoemde was dit die doel met hierdie studie om die effek van programdeelname aan die 'NCFE Level 2 Certificate for Teaching Assistants' te evaluaeer ten opsigte van die professionele ontwikkeling van leerondersteunings assistente in inklusiewe skole. Die navorsingsontwerp was evaluerend van aard en het beide kwantitatiewe sowel as kwalitatiewe metodes van data insameling ingesluit. Die indiensopleidingsprogram is weekliks aangebied in drie-uur sessies oor 'n tydperk van dertig weke. Die program het die volgende vyf eenhede ingesluit: • ontwikkeling van professionele vaardigheidskennis; • begrip van nasionale beleidstukke en regsaspekte; • ondersteuning van onderwysers met verwysing na leer; • verkenning van die gedragshantering van leerlinge • ondersteuning van leerders met spesiale onderwysbehoeftes. Kwalitatiewe data analise dui daarop dat programdeelname bygedra het tot 'n verhoging in die vlak van selfvertroue, 'n verbetering in die toepassing van nuutaangeleerde vaardighede en 'n vermeerdering van kennis vir leerondersteunings assistente. 'n Kwantitatiewe analise van voor en na programdeelname vraelyste, dui op 'n beduidende verskil tussen die twee evaluerings metings en ondersteun bogenoemde aanname ten opsigte van 'n verhoogde vlak van selfvertroue, 'n verbetering in die toepassing van nuutaangleerde vaardighede en 'n toename in kennis vir leerondersteunings assistente. Uit bogenoemde kan dit afgelei word, dat leerondersteunings assistente beduidend baat gevind het by deelname aan hierdie spesifieke indiensopleidings program.

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36

Underwood, Scott V. "A revolutionary atmosphere : England in the aftermath of the French revolution." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722223.

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This study is a cross-examination of the theory of revolution and the historical view of English society and politics in the late eighteenth century. Historical research focused upon the most respected (if not the most recent) works containing theory and information about the effects of the French Revolution on English society and politics. Research into the theory of revolution was basically a selection process whereby a few of the most extensive and reasonable theories were chosen for use.The cross-study of the two fields revealed that, although historians view it as politically conservative and generally complacent, English society, fettered by antiquated political institutions and keenly aware of the recent French Revolution, contained all the elements conducive to rebellion listed by the theorists of revolution. In the final analysis, research indicated revolution did not occur in England because of the confluence of political, military and social events in England and France.
Department of History

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Hilton, Adrian. "Free schools : the role of Conservative and Liberal political thought in shaping the policy." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:961415dd-a137-4f0d-b8e7-1b1927835053.

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'The landscape of schooling in England has been transformed over the last five years' (House of Commons Education Committee, 2015:3). More than half of secondary schools in England have become academies, independent of local authorities and funded directly by central government. The programme was begun by New Labour in 2002, and by the time they left office at the 2010 General Election 203 academies had been established. The policy was considerably extended between 2010-2015 by the Conservative and Liberal Democrat coalition, and 'Free Schools' were introduced by Education Secretary Michael Gove: that is, schools 'set up in response to what local people say they want and need in order to improve education for children in their community' (DfE, 2013/2015). By the time of the 2015 general election, there were 4,674 newly-sponsored or converter academies and 252 'Free Schools', representing 64% of secondary school students (47% of all state school students), and 51% of secondary schools (32% of all state schools). This research argues the hypothesis that there is a high degree of philosophical continuity on this policy across the main political parties in England. It also analyses the extent to which the policy-makers invoke historical expressions of conservatism and/or liberalism in their articulation of that convergence. Drawing on past associations with politicians, the principal expositors and key architects of the 'Free Schools' policy were interviewed, and these transcripts have given insight into how the themes of policy are conceptualised and understood. The data suggests that there are convergent philosophical views across the main political parties, and agreement on the course of history of the policy. There are, however, ethical concerns about the pace of reform, the primacy of the 'market', and the extent to which democratic public goods are consistent with schools that are 'free'.

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Berner, Ashley Rogers. "Metaphysics in educational theory : educational philosophy and teacher training in England (1839-1944)." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:f604b518-5ea3-4e29-98b9-cecbe3c78843.

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In 1839 the English Parliament first disbursed funds for the formal education of teachers. Between 1839 and the McNair Report in 1944 the institutional shape and the intellectual resources upon which teacher training rested changed profoundly. The centre of teacher training moved from theologically-based colleges to university departments of education; the primary source for understanding education shifted from theology to psychology. These changes altered the ways in which educators contemplated the nature of the child, the role of the teacher and the aim of education itself. This thesis probes such shifts within a variety of elite educational resources, but its major sources of material are ten training colleges of diverse types: Anglican, Nonconformist, Roman Catholic, and University. The period covered by this thesis is divided into three broad blocks of time. During the first period (1839-1885) formal training occurred in religious colleges, and educators relied upon Biblical narratives to understand education. This first period also saw the birth of modern psychology, whose tools educators often deployed within a religious framework. The second period (1886-1920) witnessed the growth of university-based training colleges which were secular in nature and whose status surpassed that of the religious colleges. During this period, teacher training emphasized intellectual attainment over spiritual development. During the third period (1920-1944), teachers were taught to view education from the standpoint of psychological health. The teacher's goal was the well-developed personality of each child, and academic content served primarily not to impart knowledge but rather to inform the child's own creative drives. This educational project was construed in scientific and anti-metaphysical terms. The replacement of a theological and metaphysical discourse by a psychological one amounts to a secular turn. However, this occurred neither mechanically nor inevitably. Colleges and theorists often seem to have been unaware of the implications of their emphases. This thesis contemplates explanatory models other than the secularisation thesis and raises important historical questions about institutional identity and the processes of secularisation.

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Millward, Julian Craig. "Chalk and cheese? : an account of the impact of Restorationist ecclesiology upon the Baptist Union - with particular reference to those churches in joint fellowship with the Baptist Union of Great Britain and New Frontiers International." Thesis, London School of Theology, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275347.

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Maycraft, Kall Wendy Katherine. "Mad or Bad? : Explaining the different outcomes of reforming treatment organisation for mentally disordered offenders in Britain & Sweden." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-166755.

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Britain and Sweden have had similar backgrounds when it comes to organising treatment of Mentally Disordered Offenders who are sentenced to forensic psychiatric care instead of prison. Traditionally care has been centrally controlled and isolated from mainstream healthcare structures. However since the 1980s, both countries have had similar stated policy objectives of wanting to integrate services for forensic psychiatric treatment into general healthcare structures. Both countries have regionally organised healthcare with decisions on treatment provision made by the regional organisation. The term integration suggests that forensic services would be decentralised to Health Authorities in the same way as other healthcare services. Yet these seemingly similar policy objectives have resulted in very different outcomes. This leads to a puzzle, what is the explanation for the differing outcomes? This study aims to explain the reason(s) for the different outcomes by tracing the causative process using a comparative case-study method. The study demonstrates that both political institutions and service culture explain why Sweden was able to decentralise forensic psychiatric treatment but not Britain.

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Gellera, Giovanni. "Natural philosophy in the graduation theses of the Scottish universities in the first half of the seventeenth century." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3285/.

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The graduation theses of the Scottish universities in the first half of the seventeenth century are at the crossroads of philosophical and historical events of fundamental importance: Renaissance and Humanist philosophy, Scholastic and modern philosophy, Reformation and Counterreformation, the rise of modern science. The struggle among these tendencies shaped the culture of the seventeenth century. Graduation theses are a product of the Scholasticism of the modern age, which survived the Reformation in Scotland and decisively influenced Scottish philosophy in the seventeenth century, including the reception of early modern philosophy. We can therefore speak of a ‘Scottish Scholasticism’, characterised by an original reception and interpretation of the long traditions of Scholastic philosophy and Aristotelianism. The aim of the thesis is the analysis of the general physics of the graduation theses: the two central theories are prime matter and movement. Natural philosophy is a particularly interesting case, and the main features of the graduation theses are the reception of Scholasticism alongside innovation within Scholasticism. Graduation theses adhere to the Scholastic tradition, especially Scotism, while being innovative in their opposition to Catholic forms of Scholasticism. Scottish Scholasticism can be then further qualified as an example of ‘Reformed Scholasticism’.

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Fujita, Nao. "An Anglo-Japanese cross-cultural study of children's theory of mind and executive function and caregiver characteristics." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648824.

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Murphree, David Wayne. "James Mill and Dugald Stewart on Mind and Education." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47602.

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Late 18th Britain was experiencing the beginnings of social unrest fueled in part by the American and French Revolutions. The established two class social system was being challenged by the emergence of a middle class seeking something more than traditional agricultural work. While they subscribed to very different philosophies of mind, both Stewart and Mill saw the solution to potential social chaos in a revised educational system that would open the doors to a peaceful development of that middle class. What the new educational system should look like was a direct function of the theory of mind held by the two protagonists. Employing an enlarged Foucaultian framework, this dissertation examines the various forces at work in transforming British society as it prepares for the unanticipated forthcoming industrial revolution.
Ph. D.

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Flegg, Columba Graham. "The Catholic Apostolic Church : its history, ecclesiology, liturgy and eschatology." Thesis, n.p, 1989. http://ethos.bl.uk/.

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Deans, Alexander Eden Atkinson. "Labouring bodies, feeling minds : intellectual improvement and Scottish writing, 1759-1828." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6170/.

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This thesis traces the dynamic between labour and learning as it was figured by Scottish writers in the period 1759-1828. Vocational specialization and engagement with a literary field that traversed professional and disciplinary boundaries were the twin imperatives of the Scottish Enlightenment’s modernising credo. But the division of labour was also associated with a narrowing of intellectual and moral capacity thought to be incompatible with the exhortations of politeness and civility. Leisured cultivation offered readers and writers a middle ground in which to negotiate between these contradictory demands. This study explores the way in which this culture of intellectual improvement was claimed by authors and readers involved in manual labour as a counterinfluence to the rigours of work, and as a civilizing prerogative that extended to all social levels. But others registered significant anxiety towards the destabilising effects of excessive delicacy or refinement, and feared that these might be exacerbated by contact with the necessity of bodily labour. I argue that this contributed to a redressing of the content and purpose of popular education that sought to match it to the role of the lower classes within the economic and political order. Particular attention is paid in the following study to authors who either claimed or were ascribed a labouring identity such as Robert Burns and James Hogg, but I also deal with lesser-known writers, and frame their engagement with intellectual improvement through broader eighteenth-century discourses on the division of labour and the theory of mind. In doing so, I discuss a variety of genres and forms, including philosophical and economic treatises, poetry, memoir, biography, the novel, and the literary periodical.

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Freestone, Mellor Paula. "Sir George Scharf and the problem of authenticity at the National Portrait Gallery." Thesis, University of Oxford, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728997.

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Dyde, Sean Kieran. "Brains, minds and nerves in British medicine and physiology, 1764-1852." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648694.

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Kaussler, Bernd. "Defending the "Satanic Verses" : constructive engagement : British-Iranian relations and the right to freedom of expression (1989-2004) /." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/538.

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DeYoung, Ursula. "The invention of the scientist : John Tyndall and the fight for scientific authority, 1850-1900." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670013.

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Sayegh, Pascal Yan. "Nationalism as a Social Imaginary: Negotiations of Social Signification and (Dis)Integrating Discourses in Britain, France and Poland." Phd thesis, Université Jean Moulin - Lyon III, 2011. http://tel.archives-ouvertes.fr/tel-00617618.

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Depuis 1989, le nationalisme est progressivement redevenu un thème discursif majeur dans les espaces publics et politiques européens. Le nationalisme s'est alors " banalisé " (selon l'expression de Michael Billig), reléguant le complexe des histoires sociales à de simples altérités culturelles. Les tensions sociales et symboliques ainsi produites trouvent leur origine commune dans les discours nationalistes centrés autour de l'Etat et des institutions nationales. Percevant une remise en cause en présence d'altérités multiples, il apparait que le discours dominant sur les identités nationales œuvre à reproduire une continuité de valeurs et des histoires nationales traditionnelles. Cette étude transversale a pour but de présenter une analyse sociale-historique de l'endurance des imaginaires nationaux et du paradigme moderne d'exclusion qu'ils entretiennent. En élaborant un cadre théorique sous la forme d'un système ouvert (Edgar Morin) pour exprimer les relations complexes entre les textes, l'idéologie et l'imaginaire social (Cornelius Castoriadis), le but de la thèse est l'analyse de la dynamique de promotion, d'expression et de contestation symbolique - des négociations de signification sociale - des imaginaires nationaux. C'est dans ce cadre que, à travers l'étude de textes exprimant certaines de ces négociations, que sont articulées la formation et la consolidation des imaginaires nationaux britannique, français et polonais pendant la période moderne. L'analyse est ensuite centrée sur des discours de dirigeants politiques britanniques, français et polonais entre 2004 et 2009, mis en contraste par l'analyse de textes de la culture populaire contemporaine.

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