Dissertations / Theses on the topic 'Radical education'
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Greenstein, Anat. "Radical inclusive pedagogy : connecting disability, education and activisim." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/326228/.
Full textGander, Lois E. "The radical promise of public legal education in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0020/MQ47126.pdf.
Full textMartin, Quentin Ellis. "The forgotten radical: Hamlin Garland and the Populist revolt /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487853913101322.
Full textFischer, Maria Clara. "Radical trade union education in practice? A study of CUT's Education Programme on Collective Bargaining." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363653.
Full textHennell, Cheryl. "Radical or incremental curriculum development in higher education : going the distance." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416910.
Full textCoben, Diana. "Radical heroes : Gramsci, Freire and the liberal tradition in adult education." Thesis, University of Kent, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315016.
Full textStewart, Colin. "Educational extremism : the function and failure of radical theory." Thesis, University of Aberdeen, 1994. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU067391.
Full textScally, Dorothy Butler. "Personal sexual story : a radical vehicle for transformative learning in adult education." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/5184/.
Full textWarner, Carol. "Peace education in Hiroshima : problems of a radical movement in post-1945 Japan /." Title page, contents and introduction only, 1989. http://web4.library.adelaide.edu.au/theses/09AR/09arw279.pdf.
Full textMorrow, Lucy. "An innovative, disruptive & radical mission : leadership & change in Welsh higher education." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/72351/.
Full textHobbs, Steven J. "Radical learning space : a case of a voluntary A Level English masterclass." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39614/.
Full textNitisha, Hiranandani. "Impact of Reperfusion Injury on Heart." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239720273.
Full textByrne-Armstrong, Hilary, of Western Sydney Hawkesbury University, and Faculty of Social Inquiry. "Dead certainties and local knowledge : postculturalism, conflict and narrative practices in radical/experiential education." THESIS_FSI_XXX_Byrne-Armstrong_H.xml, 1999. http://handle.uws.edu.au:8081/1959.7/563.
Full textDoctor of Philosophy (PhD)
Byrne-Armstrong, Hilary. "Dead certainties and local knowledge : poststructuralism, conflict & narrative practices in radical/experiential education /." [Richmond, N.S.W.] : Faculty of Social Inquiry, University of Western Sydney, Hawkesbury, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030527.123920/index.html.
Full textTillman, Joanne T. "A survey of radical identity levels in African-American counselor-trainees: implications for counseling." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1992. http://digitalcommons.auctr.edu/dissertations/1459.
Full textBeck, Ashley. "Catholic social teaching in the contemporary church : towards a radical and prophetic methodology." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685067.
Full textSerrazina, Maria De Lurdes Marques. "Teachers professional development in a period of radical change in primary mathematics education in Portugal." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635890.
Full textWarren, John Binfield. "The treatment of moral and intellectual education in radical and denominational British periodicals 1824-1875." Thesis, University of Hull, 1990. http://hydra.hull.ac.uk/resources/hull:4579.
Full textSaito, Fernando José Akira. "Curva de aprendizado inicial da prostatectomia radical retropúbica." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/5/5153/tde-02092010-172959/.
Full textIntroduction: The learning curve is a period of skills improvement. Procedures are carried through with longer operating time, high risk of surgical complications and sub optimal functional outcomes. We have analyzed the residents\' initial learning curve in open radical prostatectomy in our institution. Method: Between June of 2006 and January of 2008, 184 open radical prostatectomies have been performed in our service by five senior residents in Urology. We prospectively evaluated: operating time, blood loss, blood transfusion rate, positive surgical margins, intra-operative complications and early functional outcomes. Results: an average of 37 open radical prostatectomies was performed by each resident. Medium PSA was 9,3ng/mL; clinical stage T1c in 71% of the patients. The pathological stage was pT2 (73%), pT3 (23%), pT4 (4%) and Gleason score was 54% (Gleason <7), 33% (Gleason 7) and 13% (Gleason >7). The medium operating time was 140 minutes, medium blood loss of 488 mL and positive margins were found in 23% during the first 30 cases. Early functional outcomes (less than 6 months after surgery) revealed 89% of urinary continence, 43% of normal erectile function and 7% of biochemical recurrence. Conclusion: During the initial learning curve significant reduction in operating time occurs after first 20 procedures, blood loss and transfusion improves after 29 prostatectomies and positive margins remain stable during the first 30 patients (23%).
Alyaseen, Nouf M. B. "Knowledge evolution within business processes undergoing planned/radical change : empirical evidence from Kuwaiti higher education institutes." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/15660.
Full textTervo, Juuso Ville. "Corrosive Subjectifications: Theorizing Radical Politics of Art Education in the Intersection of Jacques Ranciere and Giorgio Agamben." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405954690.
Full textZhou, Yuxin. "Situating Asian American Environmental (In)Justices through Radical History Walking Tours." Scholarship @ Claremont, 2020. https://scholarship.claremont.edu/pomona_theses/213.
Full textKuykendall, Sue A. Morgan William Woodrow Strickland Ron L. "The subject of feminist literary practices radical pedagogical alternatives (teaching subjects/reading novels) /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411040.
Full textTitle from title page screen, viewed February 23, 2006. Dissertation Committee: William Morgan, Ronald Strickland (co-chairs), Victoria Harris, Thomas Foster, Anne Rosenthal. Includes bibliographical references (leaves 228-242) and abstract. Also available in print.
Balarin, Maria. "Radical discontinuity : a study of the role of education in the Peruvian state and of the institutions and cultures of policy making in education." Thesis, University of Bath, 2005. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512291.
Full textConstantinou, Elena. "School change and leadership : an insider perspective of how school change can be achieved within a centralised education system." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/school-change-and-leadership-an-insider-perspective-of-how-school-change-can-be-achieved-within-a-centralised-education-system(fd845716-18e3-4f4c-a776-cb6933452239).html.
Full textFlett, Keith Martin. "Really useful knowledge and the politics of radical education with reference to the working class press, 1848-1870." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020399/.
Full textArendse, Lorette. "Inequality in the public basic education system: the role of the South African courts in effecting radical transformation." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80291.
Full textThesis (LLD)--University of Pretoria, 2020.
National Research Foundation (NRF)
Jurisprudence
LLD
Unrestricted
Stevens, David. "Radical Romantic pedagogy : an exploration of the tradition and viability of a synthesis of Romantic and radical visions of education, focusing on the teaching of English at secondary level in England." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/489/.
Full textDotts, Brian W. "Citizen dissent in the new republic radical republicanism and democratic educational thought during the Revolutionary era /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3200639.
Full textSource: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4336. Chair: Barry Bull. Title from dissertation home page (viewed Oct. 11, 2006).
Dames, Edward William. "The impact of neoliberalism on South Africa's education policy discourse post-1994: The quest for a radical critical pedagogy." University of the Western Cape, 2017. http://hdl.handle.net/11394/6371.
Full textSince the 1980s several different forms of privatisation had been introduced into the South African educational system by the De Lange Commission. Since the 1990s a raft of neoliberal policies has been implemented under the banner of "educational transformation" by the post-apartheid state. This qualitative exploration will apply a critical policy analysis approach to analyse the impact of neoliberalism on post-apartheid education policy discourse in the public schooling system in South Africa from a historical, social and critical perspective. More specifically, I will apply the insights of critical education theory to interrogate the impact of the neoliberal orthodoxy and its concomitant values on the public schooling system with regard to the delivery of accessible, quality public schooling in post-apartheid South Africa.
Walters, Wayne Berk. "From Nominal to Radical Discipleship: One Church’s Approach to Disciple Making." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1306520280.
Full textMafra, Jason Ferreira. "A conectividade radical como princípio e prática da educação em Paulo Freire." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30052007-110510/.
Full textThis thesis focuses on and poses questions about the category of connectivity underlying the anthropology of the pedagogue and educational philosopher Paulo Freire. Connectivity, a principle occurring in all things, is taken here as a condition that gains centrality with the human genus because of its intentional nature in relation to individual and historical consciousness. It is translated, in this case, by a group of epistemological, axiological and praxeological dispositions, component dimensions of the existential totality. Among the central objectives of this study, we highlight three: to contribute to the thinking about the meaning of connectivity in the social sciences, especially in Education; to make explicit the characteristics of this category in the life and work of Paulo Freire; to indicate possible paths to practical and theoretical applications of this categorical descriptor. Although its structure is based on empirical elements and information, this study has a predominantly theoretical character. Moreover, the reflections exposed here are founded on examinations and analyses of a vast bibliography and from other sources of a varied nature, such as theses, dissertations, term papers, interviews, newspapers, magazines, audio and videotapes, and electronic documents. The idea of connectivity is associated with the notion of infancy. The hybridism of these categories is the origin of the construction of a metaphor that materialized in the connective boy archetype, the educator?s selfimage, which serves us as an interpretive instrument in this work. Besides the references to Paulo Freire, our analyses are nourished by authors whose ideas develop in the field of dialectical thinking, either from a Marxist perspective or from the perspective of critical post-modernism. The present study reveals that connectivity is a master-category that Paulo Freire uses to agglutinate and tie together a group of other founding categories as a way of constructing social knowledge, values and practices. This work is also consolidated by its attempt to consider the meaning of this category as an epochal theme and its possible implications in organizing life in favor of the construction of planetary culture and of sustainable existence, in opposition to the dehumanizing logic of a world-system founded on the paradigm of predatory globalization that is, by its very nature, oppressive.
Raffell, Roland Constantine. "The radical and nonconformist influences on the creation of the dual system of universal elementary education in England and Wales, 1866-1870." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:3973.
Full textAmiruzzaman, Md. "EXPLORING PRESERVICE TEACHERS' UNDERSTANDING OF MEASURES OF CENTRAL TENDENCY." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1478597164063024.
Full textGilligan, Philip A. "Well-motivated reformists or nascent radicals: How do applicants to the degree in social work see social problems, their origins and solutions?" Oxford University Press, 2007. http://hdl.handle.net/10454/2721.
Full textThis article reports ways in which applicants to the Degree in Social Work see `social problems¿, their origins and possible solutions to them. What is demonstrated is that whilst applicants are concerned about a range of problems, those which could be broadly classified as `anti-social behaviours by individuals or groups¿ predominate, in contrast to those which could be defined as `aspects of the social structure which have an adverse impact on individuals or groups¿. Applicants are much more likely to suggest `individual¿ rather than `social¿ causes and are most likely to suggest `liberal/reformist¿ solutions. It is argued, in the context of frame analysis, that pre-existing views will usually impact strongly on how students respond to the knowledge and challenges offered during training. The article aims to place discussion within consideration of wider issues, particularly whether social work in Britain can maintain its historic commitment to social justice and prevent itself becoming an increasingly uncritical tool of the UK government¿s social authoritarianism. Finally, it seeks to raise questions about whether social work education can assist qualifying workers to develop and maintain resiliently radical approaches to practice, which are also effective in bringing positive change to vulnerable and disadvantaged people.
Rodrigues, Maria Ester. "A contribuição do Behaviorismo Radical para a formação de professores- Uma análise a partir das dissertações e teses no período de 1970 a 2002." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/16586.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aims at analyzing the contribution of Radical Behaviorism on formation, taking into account thesis and dissertations from 1970 to 2002, which means the thirty-two years of existence of the Brazilian masters strictu sensus course. Due to the lack of records and descriptive studies concerning the analysis of behavior and education in Brazil, as well as the widespread misunderstandings of Behavior Analysis/ Radical Behaviorism (BA/RB) on courses and books devoted to formation, the present research is justified. There was an evaluation of 10.174 abstracts concerning thesis and dissertations presented to Brazilian Post-Graduation strictu sensu Programs, from a total of thirteen institutions where there was the chance to find these works on BA/RB. Observing this kind of work, 282 researches corresponding to 2.77% of published thesis and dissertations from the analyzed programs were found. Seventeen of them were specifically referred to formation (0.16%). From the 282 ones, 265 abstracts were read since they were focused on general education, and also some aspects as place, responsible institution for the research, advisors and institutions productivity. The seventeen researches remaining are specifically about formation, which were analyzed according to the categories built from suggestions supplied by, basically, three authors (Bijou, 1970; Zanotto, 1997 and Gioia, 2001), in agreement with Skinner s proposal. Besides analyzing the general features, aspects about philosophy, basic concepts and researches of behavior analysis were also highlighted as well as teaching itself. Among these results, we found out that authors justify their researches since there is a need to overcome this lack on formation regarding formation and educational role. The researches were carried out through an experimental and mixed outline, but the number of teachers and students involved in the study may be considered significant (nearly 85 teachers and 1.800 students), as a consequence of the small number of researches found along this thirty-two year period of analysis. The authors dedicated themselves mainly to the first years from the elementary school, followed by kinder garden/children s education and special education, but the works focused on second part from elementary school, high school and college courses were less significant. It is important to stand out that the most important content was teaching, especially the teacher's autonomy on planning and executing their teaching activities, regarding to whom he teaches also observing the students ' first repertory; what he teaches or the establishment of his goals; how he teaches regarding some of its subdivisions, as the correct and effective uses of supplements; promotion and maintenance of behavior generalization after its installation; respect to the student's pace, and individualization of teaching; observation and holding of records about the students' behavior; the ranking of contents and their difficulties on suggesting or using strategies and teaching procedures. The emphasis on how to teach as well as on teaching the teacher how to teach appears to be a great contribution from the analyzed researches, but this can not be regarded as a recipe . Other points are suggested from these results, as an important aspect to think about; they also need more attention from the behavior analysts. An example can be the philosophical/conceptual teaching aspects, knowledge conceptions, teaching-learning, among others. The results also suggest the need of historical studies questioning the relationship between BA/RB and technicism which was declared by Brazilian education literature, once this research present information that is opposite to this assertion (reduced utilization of educational technology). These answers also suggested that community should reflect on insertion of BA/RB practices on education and on a closer contact with teachers, in order to give proposals to overcome those misunderstandings regarding the approach and the rejection to BA/RB received in the educational class
O trabalho analisa a contribuição do Behaviorismo Radical para a formação de professores, a partir de teses e dissertações no período de 1970 a 2002, período inicial de 32 anos de existência da pós-graduação strictu sensu brasileira. Dada a relativa escassez de estudos históricos e descritivos acerca da produção em análise do comportamento e educação no Brasil e o desconhecimento geralmente acompanhado de equívocos generalizados sobre a Análise do Comportamento/Behaviorismo Radical (AC/BR) nos cursos e textos que se dedicam à formação de professores, justifica-se o estudo realizado. Foram verificados 10.174 títulos e resumos de trabalhos defendidos em programas de pós-graduação strictu sensu brasileiros, em 13 instituições em que havia possibilidade de localizar produção em AC/BR (de um total de 106 programas de pós-graduação em psicologia e em educação). Deste universo foram encontrados 282 trabalhos no total, correspondendo a 2,77% da produção de teses e dissertações nos programas analisados. Dos 282 trabalhos, foram lidos os resumos de 265 (voltados à educação em geral), neles focalizando alguns aspectos (local e instituição de defesa, orientadores e produtividade das instituições). Os dezessete trabalhos restantes foram voltados especificamente à formação de professores (0,16% do total). Estes foram analisados na íntegra, de acordo com categorias construídas a partir de sugestões fornecidas por, basicamente, três autores (BIJOU, 1970; ZANOTTO, 1997 e GIOIA, 2001), afinados com a proposta Skinneriana. Além de analisar as características gerais foram focalizados aspectos relativos à Filosofia, Conceitos básicos e Pesquisa da análise do comportamento, bem como ao Ensino propriamente dito. Dentre os resultados, encontramos que os autores justificam a realização dos trabalhos pela necessidade de superação de despreparo e ausência de formação específica dos professores no exercício de funções educacionais. Os trabalhos tiveram predominância de delineamento experimental e misto, sendo que o número de professores e alunos envolvidos nos estudos pode ser considerado reduzido (aproximadamente 85 professores e 1.800 alunos), como decorrência do pequeno número de trabalhos encontrados ao longo do período de 32 anos de análise. Os autores dedicaram-se predominantemente às séries iniciais do ensino fundamental, seguindo-se a educação básica/infantil e a educação especial, concentrando pouco interesse em ensino superior, médio e na segunda etapa do ensino fundamental. O conteúdo de maior destaque é o ensino propriamente dito, especialmente o papel autônomo do professor no planejamento e execução de planos de ensino, considerando para quem ensina a partir de avaliação do repertório inicial dos alunos, o quê ensina ou estabelecimento de objetivos e como ensina , especificamente algumas de suas subcategorias, como: utilização correta e efetiva de reforçadores; promoção e manutenção da generalização do comportamento após a instalação; respeito ao ritmo do aluno e individualização do ensino; observação e manutenção de registros sobre o comportamento dos alunos; gradação dos conteúdos e da dificuldade; propor e utilizar estratégias e procedimentos de ensino. A ênfase ao como ensinar e à necessidade do professor ser ensinado a ensinar aparece como grande contribuição dos trabalhos analisados, sem se confundir com fornecimento de receituário . A partir dos resultados sugere-se pontos que mereceriam ser alvo de reflexão e de maior atenção por parte dos analistas do comportamento, como o ensino de aspectos filosóficos/conceituais, concepções de conhecimento, de ensino-aprendizagem, entre outros. Os resultados sugerem, ainda, a necessidade de realização de estudos históricos questionando a relação entre AC/BR e tecnicismo , relação esta declarada pela literatura da educação brasileira, uma vez que há dados no presente trabalho que se contrapõem a esta asserção (baixa utilização de tecnologia educacional). Sugere-se, ainda, que a comunidade reflita sobre as práticas de inserção da AC/BR na educação e no contato com os professores, de modo a derivar propostas para superar os equívocos generalizados sobre a abordagem e a rejeição a priori com que a AC/BR é recebida no meio educacional
Bohinski, Timothy Blaise. "STRONG FIELD MOLECULAR IONIZATION: CONTROLLED DISSOCIATION IN RADICAL CATIONS WITH DYNAMIC RESONANCES AND ADIABATICALLY PREPARED LAUNCH STATES." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/310686.
Full textPh.D.
This dissertation investigates the electronic spectroscopy of a series of alkyl phenyl ketone radical cations and the dynamics of selective launch states in the strong field regime with tunable near infrared ultrashort laser pulses from 790 nm - 1550 nm coupled to mass spectrometric detection. Our method relies on tunable strong field laser pulses in the range from 1150 nm - 1550 nm to adiabatically ioinized gas phase molecules and prepare ions in the ground ionic state that serve as a launch state for future excitation and control. Adiabatic ionization is capable of transferring little energy to the molecule and producing a majority of a parent molecular ion in comparison to nonadiabatic ionization wherein multiple ionic states can be populated with an accompanying high degree of molecular fragmentation. We measure a dynamic resonance in the low lying electronic states of the acetopheone radical cation via preparation of a launch state with adiabatic ionization followed by a one photon transition within a single pulse duration which facilitates bond dissociation to produce the benzoyl ion. Experiments on acetophenone homologues and derivatives elucidate the structural dependence of the electronic resonance and supporting ab initio calculations identify the dynamic resonance along the molecular torsional coordinate between the ground ionic state, D0, and second excited state, D2. Post ionization excitation within the pulse duration transfers the ground state wavepacket to the D2 surface where the wavepacket encounters a three state conical intersection that facilitates the preferred bond dissociation. Time resolved photodissociation experiments measure the dynamics of the launch state, large amplitude oscillations and extended coherence times support the notion that adiabatic ionization populates a majority of the ground ionic surface. Control of the dissociation products is initiated from the launch state by varying the pump wavelength and probe intensity. Elimination of the D0 wavepacket with a 1370 nm reveals additional secondary dynamics that are attributed to wavepacket motion on the D2 surface. Finally, the effect of para substitution on the acetophenone radical cation is explored as a strategy to control the launch state wavepacket dynamics. Suppresion of the wavepacket dynamics are observed with the addition of alkoxy groups whereas extended coherence of the launch state dynamics approaching ~5 ps is observed upon trifluoromethyl substitution. A possible mechanism for the extended coherenece based on coupled torsional rotors is proposed.
Temple University--Theses
Souza, Antonio Carlos de. "Fundamentos da etica marxista : a critica radical da sociedade capitalista e as meidações politicas para construção da emancipação humana." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251554.
Full textTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O presente texto, inscrito na Linha de Pesquisa "Ética, Política e Educação", do Grupo de Pesquisa "Paidéia", da Faculdade de Educação da Unicamp, discute os fundamentos éticos do marxismo: a crítica radical da sociedade capitalista e as mediações políticas para a construção da emancipação humana. O eixo norteador da pesquisa é a investigação dos textos de Marx e Engels, especialmente os Manuscritos Econômico-Filosóficos de 1844 que, junto à análise científica da relação homem-natureza-sociedade, estão repletos de considerações filosóficas e éticas. A ética marxista leva em consideração a totalidade do ser e do existir do homem histórico, concreto, social. Ela se constitui na contundente crítica, indignação, denúncia a toda forma de opressão e "exploração do homem pelo homem" e das condições desumanas de vida da classe trabalhadora sob o modo de produção capitalista. Tal crítica tem uma dimensão propositiva, como possibilidade e necessidade histórica de "superar o estado atual de coisas" no processo de construção da "emancipação humana universal". Enfim, a ética crítica marxista, de base histórica, de perspectiva transformadora está ligada à educação omnilateral da classe trabalhadora, como produção de homens conscientes e livres, capazes de conhecer, intervir, se apropriar e dominar o processo de produção material e espiritual ao longo do movimento histórico da humanidade.
Abstract: The present text, enrolled in the Line of Research "Ethics, Politics and Education", of the Group of Research "Paidéia", of the Faculdade de Educação da Universidade Estadual de Campinas, argues "the ethical foundations of the Marxism: the radical critics of the capitalist society and the political mediation for the construction of the emancipation human being". The central point this research is the inquiry of Marx and Engel's texts, especially the Economic-Philosophic Manuscripts of 1844 that, joined of its scientific analysis of the relation man, nature and society, they are replete of philosophical and ethical considerations. The Marxist ethics take in consideration the totality of the being and the existence of the historical, concrete and social man. It's an incisive critic, indignation and denunciation to all form of oppression and "exploration of the man for the man" and the inhumane conditions of the life of working-class under the way of capitalist production. Such critical one has a purposive dimension, as historical possibility and necessity "to surpass the situation of things" in the process of construction of the "emancipation universal human being". At last, the Marxist critical ethics of the transforming perspective, of the historical base, is linked on to the omnilateral education of the working-class, as production of the conscientious and free men, that can know, intervene and appropriate of the process of material and spiritual production belong the historical movement of the humanity.
Doutorado
Historia, Filosofia e Educação
Doutor em Educação
Hill, David Stanley. "The radical Right and teacher education : an analysis of, and response to, the restructuring of initial teacher education in England and Wales under the Conservative and New Labour governments 1979-2001." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10020379/.
Full textGoski, Joseph Wyllie. "Kant's School of Morals: The Challenge of Radical Evil and the Need for Moral Education in Religion within the Limits of Reason Alone." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31825.
Full textMaia, Angelica Araujo de Melo. "Educação para a cidadania no ensino médio: uma aproximação das articulações discursivas de alunos, docentes e documentos curriculares no âmbito da sociologia." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/4785.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This thesis proposes an investigation of citizenship education in Brazil, taking as a reference the relationship between citizenship and the educational process that takes place at secondary school in the country, particularly in the scope of the school subject Sociology. The research focuses on the comparative analysis of the meanings of citizenship identified in students discourse by reference to their curricular experiences, especially in the field of Sociology, the conceptions of citizenship articulated in the discourse of curriculum guidelines for the teaching of Sociology at secondary school level and the considerations about citizenship education that emerge in the discourse of the Sociology teachers of the participating students. Students discourse was observed through the analysis of mind maps on the theme of citizenship constructed by 21 students from a local secondary school, and it was related to the analysis of specific curriculum guidelines for the teaching of Sociology at secondary school (the National Prescribed Outcomes, the National Guidelines and the local State Guidelines) and to the investigation of the teachers discourse, articulated through interviews. It is a case study, and the methodology used for analyzing data was anchored on the theoreticalepistemological framework and on categories of Discourse Theory proposed by Ernesto Laclau and Chantal Mouffe, among which we highlight: discourse, hegemony, the axes of equivalence and difference, floating signifier, articulation, antagonism and dislocation. The study of the distinct discursive formations above-mentioned was aimed at analyzing which conceptions of citizenship appear as hegemonic in the educational arena, considering the dynamics of interdiscursivity and the intertwining of citizenship conceptions and the dimensions of agency, experience and identification. Citizenship education was discussed taking as a reference three analytical perspectives: a developmental perspective or of social responsibility, a critical or justice-oriented perspective and a perspective of everyday practice and process. In the end, we suggested some implications of the meanings of citizenship identified as hegemonic in the educational discourses observed. Those implications affect curriculum development and the pedagogical process in specific ways, enabling those aspects to contribute (or not) to the emergence of participatory citizens, not only from a social, but also from a political point of view, and facilitating (or not) the strengthening of radical and plural forms of democracy.
Essa pesquisa se dirige a investigar aspectos da educação para a cidadania no Brasil, tomando como referência a relação entre a cidadania e o processo educacional que ocorre no espaço escolar do ensino médio, sobretudo no âmbito da disciplina Sociologia. O foco da pesquisa é a comparação dos sentidos de cidadania identificados nos discursos de alunos, a partir de suas vivências curriculares de Sociologia, com os significados presentes nos discursos dos documentos curriculares para o ensino dessa disciplina no nível médio, e também cotejando tais sentidos com as considerações sobre as abordagens de educação para a cidadania que transparecem no discurso dos professores de Sociologia dos alunos participantes. O discurso dos alunos foi observado a partir de mapas mentais com foco na cidadania construídos por 21 estudantes de uma escola secundária da cidade de João Pessoa, e foi relacionado à análise de documentos curriculares para o ensino de Sociologia no nível médio (PCN, OCEM e Referenciais para o Ensino Médio da Paraíba), e ao discurso dos professores, observado a partir de entrevistas. Trata-se de um estudo de caso, e a metodologia de análise utilizada se apoiou em pressupostos teórico-epistemológicos e em categorias da Teoria do Discurso de Ernesto Laclau e Chantal Mouffe, dentre as quais destacamos: discurso, hegemonia, eixos da equivalência e diferença, significante flutuante, articulação, antagonismo e deslocamento. O estudo das diferentes formações discursivas mencionadas se voltou para analisar que concepções de cidadania são hegemonizadas no campo educacional, observando as dinâmicas de interdiscursividade e o imbricamento dessas concepções com as dimensões de agência, experiência e identificação. A educação para a cidadania foi discutida tendo por base três perspectivas de análise: uma perspectiva desenvolvimentista ou de responsabilidade social, uma perspectiva crítica ou voltada para a justiça social, e uma perspectiva de processo e prática do cotidiano. Ao final da pesquisa, sugerimos algumas implicações dos sentidos de cidadania priorizados nos campos educacionais observados. Tais implicações repercutem no desenvolvimento de um trabalho pedagógico e curricular de maneiras específicas, que podem contribuir (ou não) para a emergência de cidadãos participativos não só do ponto de vista social, mas também político, e que podem ser relevantes (ou não) para o fortalecimento de formas radicais e plurais de democracia.
Bergdahl, Lovisa. "Seeing Otherwise : Renegotiating Religion and Democracy as Questions for Education." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38523.
Full textTjabane, Masebala. "Education policy and social justice in higher education : a South African case study." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-194940.
Full textJett, Noel. "Radically Early College Entrants on Radically Early College Entrance: A Heuristic Exploration." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404578/.
Full textMerlyn, Teri, and n/a. "Writing Revolution: The British Radical Literary Tradition as the Seminal Force in the Development of Adult Education, its Australian Context, and the Life and Work of Eric Lambert." Griffith University. School of Vocational, Technology and Arts Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040616.131738.
Full textMorais, Tathiana Jaeger de. "Uma criação poética da animalidade : artes visuais, literatura e outras relações de alteridade na educação." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/184698.
Full textThis research aims mainly at broadening the knowledge on animality, implying other relations of alterity in education, starting from the emergence of a notion of the animality poetics, triggered by the creation of dialog between the ethical-aesthetical provocation in certain works from visual arts artists Ana Teresa Barboza and Nara Amelia, as well as in writers Clarice Lispector‘s, Veronica Stigger‘s, and Noemi Jaffe‘s works. For this purpose, three moves are established in the research, always permeated by the selected works, which lead us to look at our subject from a different perspective. The first move consists in a presentation of the recent field of studies of animality, which includes the theorists, writers, and partner artists of this investigation. In the second move, beginning from a dialog between literature and visual arts, we range over some philosophical and historical constructions, which, apparently, have made us fear and deny our animality. Likewise, we search for other views that multiply what we understand as animality and its relations with other forms of alterity, according to Eduardo Viveiros‘ and Jacques Derridas‘ way of thinking. The third move is based on a poetic creation of animality in the dialog among some specific works from the chosen visual arts artists and writers. Thus, a Condition of Possibility is created for the emergence of the concept of animality poetics as powers that provoke, destabilize, and educate us, in face of other rationale. This concept will be moved starting from a perception of experiences with animality and alterity, in some animality memories that inhabit the school, as well as the real presence of the animals in that area, according to Carlos Skliar‘s way of thinking. These exercises, interwoven with the concept of animality poetics, are acknowledged as pedagogical operations of resistance, poetic and aesthetic creation in the school, which seek other ways of thinking in relation to our animality and the interaction with others as radical alterity, apart from their shape, gender, species, and race, provoking us to use reasoning, language, as well as our sensibility, in different ways. Finally, for such operations to take place in the school, we need to think about another school time; a time with animality in the school, a time to feel and allow ourselves to be the others, a time that lays off our excessively human certainties from a purely rational knowledge, which has not taken control over the matters we have faced in school, in life, and in the world as well, a time that leads us to think of the possibility of a ―human‖ formation through the animality.
Mata, Luciana Regina Ferreira da. "Efetividade de um programa de ensino para o cuidado domiciliar de pacientes submetidos à prostatectomia radical: ensaio clínico randomizado." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-07012014-110843/.
Full textThis study aimed at evaluating the effectiveness of a teaching program for the household care of patients submitted to radical prostatectomy from the following dimensions: general and perceived self-efficacy, anxiety, psychological morbidity (anxiety plus depression), satisfaction and knowledge. This was an experimental, longitudinal study, with four stages in two month segment. In T0, we collected the socio-demographic and clinical variables, self-efficacy, anxiety, psychological morbidity, satisfaction and knowledge; performing the randomization of the subjects in two groups: intervention (GI, n = 34) and control (GC, n = 34); and began the intervention with the delivery of the booklet and oral orientation. In T1, we performed the first phone call between the third and fifth day post-hospital release; and, in T2, the second phone call, 30 days after release. Two months after T0, in the second medical follow-up, we measured the variables: self-efficacy, anxiety, psychological morbidity, knowledge and satisfaction, in both groups (T3). The first objective proposed was comparing the variables in GI in relation to those on GC in the post- test. We identified significant differences between the groups for the satisfaction (p = 0,000) and knowledge (p = 0,000) variables. The second objective was relating the variables in GI, in the post-test. We verified a positive correlation of strong magnitude between the anxiety and psychological morbidity variables (r = 0,410; p = 0,016) and moderate magnitude between variables satisfaction and knowledge (r = 0.410; p = 0,016). The third objective was comparing the variables in the GI and GC in the pre and post-tests. There were no significant differences, intra-subjected in both groups, at the level of the self-efficacy, anxiety and psychological morbidity variables. However, we highlight that, for the self-efficacy (F = 3,566; p = 0,068) and anxiety (F = 3,194; p = 0,83), we identified marginally significant difference. In regard to satisfaction with the orientations received (z = -4,170; p = 0,000), and to knowledge (z = -5,090; p = 0,000), we verified statistically significant changes. In GC, there were also statistically significant changes between the times for the knowledge variable (z = -2,800; p = 0,005). Finally, the forth objective was to verify if the dependant variables, which presented statistically significant changes from the pre-test to the post-test in GC and GI, also presented significant clinical changes. Therefore, we calculated the index of reliable change and the clinical significance with the JT method for the knowledge variable, for being the only variable to be measured by a numeric scale statistical difference in the GI and GC, from the pre-test to the post- test. Thus, in GI, the intervention presented clinically relevant change for the knowledge variable for 30 individuals. In the GC, none of the 34 individuals presented clinical significance of the results related to this variable, that is, the statistical significance identified by the inferential tests did not represent clinically relevant changes at the level of the knowledge variable. We conclude that the teaching program performed by means of the combination of oral and written orientation, and monitoring by telephone was effective in improving the knowledge in regard to home care and satisfaction of the individuals
Foggo, Anthony. "The radical experiment in Liverpool and its influence on the reform movement in the early Victorian period." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2012339/.
Full textJovino, Wildiana KÃtia Monteiro. "Igualdade substantiva, polÃtica radical e educaÃÃo: mediaÃÃes para a negaÃÃo do capital na obra de IstvÃn MÃszÃros." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15697.
Full textEsta Tese de Doutorado, fundamentada no pensamento do filÃsofo marxista IstvÃn MeszÃros, defende que a construÃÃo do âmodo de controle reprodutivo socialâ, qualificado de socialista, nÃo se separa da negaÃÃo ontolÃgica do modo de controle metabÃlico social do capital. Para tanto, faz-se necessÃrio, por um lado, redefinir as condiÃÃes de vida impostas pelo conjunto de âmediaÃÃes antagÃnicas de segunda ordem do capitalâ, como a famÃlia nuclear, a produÃÃo alienada, o dinheiro, os objetivos fetichistas da produÃÃo, o trabalho assalariado, o Estado e o mercado mundial, e, por outro, reivindicar a transformaÃÃo econÃmica e social radical que deve ser realizada, segundo a nossa interpretaÃÃo do autor, atravÃs de mediaÃÃes, tais como: 1) a igualdade substantiva como princÃpio primus inter pares a gerir as relaÃÃes sociais, haja vista que a superaÃÃo definitiva do sistema do capital depende da adoÃÃo de uma estrutura de reproduÃÃo social fundamentalmente diferente, na qual a âuniversalizaÃÃo do trabalhoâ e os frutos positivos da atividade produtiva devem ser igualmente repartidos; 2) a polÃtica radical que, em expresso e claro combate à polÃtica burguesa, exercida por uns em nome de variadas formas de dominaÃÃo sobre os outros, deve restituir à base social o poder de controle e a tomada de decisÃo polÃtica, dos quais a classe trabalhadora foi mantida sempre alheia; e 3) a educaÃÃo, que, embora se encontre refÃm do poder mercadolÃgico que a classifica como um campo inesgotÃvel de rendimentos para o capital, se adequadamente engajada no projeto socialista de sociedade, à uma prÃtica social integrante da teia de mediaÃÃes que rejeita o domÃnio do capital e à capaz de dar amparo à formaÃÃo/autoformaÃÃo crÃtica dos sujeitos em prol da emancipaÃÃo humano-social. Nessa perspectiva, percebe-se, portanto, que nÃo serà a mera substituiÃÃo do poder polÃtico, de uma classe por outra, ou a âexpropriaÃÃo dos expropriadoresâ por decreto, que irà alterar a base material das mediaÃÃes antagÃnicas de segunda ordem do sistema do capital. A crenÃa na onipotÃncia do Estado como agente da promoÃÃo social, como promoveram, por exemplo, a experiÃncia do Welfare State e a do sistema soviÃtico, desconsidera o papel decisivo exercido por ele na preservaÃÃo das estruturas alienadas e desumanas que envolvem a trÃplice relaÃÃo capital, trabalho e Estado, como, tambÃm, relativiza a forÃa contundente dos imperativos da expansÃo e acumulaÃÃo do capital sobre o desejo polÃtico de controle do sistema. Metodologicamente guiados pelo materialismo histÃrico-dialÃtico, à possÃvel concluir que o desfecho vital da superaÃÃo da ordem do capital requer transformaÃÃes histÃricas e estruturais na relaÃÃo de subordinaÃÃo do trabalho ao capital, de modo a instituir a verdadeira igualdade, a participaÃÃo associada dos produtores e a educaÃÃo contÃnua do sujeito emancipatÃrio.
Hardes, Jennifer Jane. "SPORT, POLITICS, AND THE 2008 BEIJING OLYMPIC GAMES: SYNTHESIZING IDENTITY POLITICS AND GLOBAL EMANCIPATION THROUGH NEO-PRAGMATIC RADICAL DEMOCRATIC THEORY." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1210586293.
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