Dissertations / Theses on the topic 'School philosophy'

The central research question this thesis seeks to address is ‘what factors have led to the emergence of philosophy within Religious Education in Scottish secondary schools?’ This thesis therefore considers changes in the subject Religious Education within the context of Scottish secondary schools, charting a development towards the increasing use of philosophical skills and content in the course of the last four decades. Before considering the nature, extent and timing of this development this thesis provides a broader context within which to understand educational change in Scotland. Subsequent sections in the review of literature explore the emergence of philosophy in Religious Education and the social, educational and epistemological changes that have precipitated such a development. The emergent hypothesis is that Religious Education has become more philosophical as a result of changes in society (particularly secularisation); changes in education (particularly the move to more democratic and reflective pedagogy), and also as a result of the close relationship between the epistemological areas of philosophy and religious education. This thesis adopts an interpretative research paradigm and considers quantitative and qualitative data drawn from a survey of 126 secondary schools and seventeen key informant interviews. Taken alongside the review of policy and research literature this data demonstrates that the three interlinked hypothetical strands have been at the heart of the move towards more philosophical Religious Education, although other possibilities are also raised and considered. Considering the data collected as a case study in curricular changes also allows the researcher to consider educational policy change in Scotland, particularly in a post-Devolution context. Based on the above findings, this study makes recommendations and suggests areas for further research.

The purpose of this study is to investigate 11th and 12th grade high school students&rsquo
attitudes towards philosophy course and to examine whether their attitudes show significant differences with respect to certain background variables such as gender, school type, grade level, GPA of previous semester, philosophy course grade from the previous semester, mother&rsquo
s and father&rsquo
s education level, number of books available at home, and numbers of books read in the previous year. The sample consisted of 1322 high school students from 11th and 12th grades from 11 public and private high schools in the Province of Ankara. Data were gathered from the participants via Philosophy Course Attitude Scale developed by the researcher. Data were analyzed using both descriptive and inferential statistics. ANOVA was employed to investigate whether there were significant differences among students&rsquo
v attitude towards philosophy course with respect to certain background variables. Descriptive Statistics were used to analyze the background of information of the sample and attitudes of students towards philosophy course. The findings indicated that the students have moderate level of positive attitude towards philosophy course. The findings also showed that with the exception of the mother&rsquo
s education, each of the variables examined (gender, grade level, school type, GPA of previous semester, philosophy course grade from the previous semester, father&rsquo
s education, number of books available at home, number of books read in the previous year) created a significant difference in student attitudes towards the philosophy course.

This thesis aims to broaden the discussion about the origins of some of the fundamental theoretical sources for Hayek’s ideas regarding freedom and the state. It focuses on the debates between the Austrian School of Economics and the German Historical School of Economics, as well as the works of Popper, Mill, Humboldt and Hegel in order to identify their positive and negative influences on Hayek’s views of freedom and the state. The originality of the thesis relates to the examination of Humboldt’s political philosophy in terms of its influence over the formation of the components of Hayek’s account of freedom, such as spontaneous order, the rule of law, the role of the state, and the nature of human knowledge. These components have assisted in Hayek’s efforts to prove the superiority of open societies over totalitarian regimes. The thesis explains that Hayek’s intellectual collaboration with Popper played a significant role in identifying many enemies of open societies. Both theorists agreed that historicism was a method commonly used and promoted by the enemies of open society; specifically, they accused Hegel of promoting historicism and, as a result, of being an enemy of open societies. However, this thesis disputes these accusations and argues that Popper and Hayek did not possess adequate knowledge of Hegel’s theoretical work to make such claims. In actuality, Hegel was not an enemy of open societies, he recognized the potential devastating outcomes associated with them and sought solutions. The thesis also explores the idea that Mill was also worried about the detrimental features of industrial capitalism and, as a result, attributed a prominent role to “state activity” in securing the conditions of positive freedom. Hayek, meanwhile, viewed such forms of state interference as obstacles to attaining freedom. This thesis examines the topic whether or not Hayek actually sought to formulate a genuine form of freedom or if he merely valued freedom as a tool for the promotion of open societies over centrally planned economies.

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B.S.
Bachelors
Arts and Sciences
Liberal Studies

This thesis examines the censorship of philosophy in Italy in the period 1450-1600, seeking to establish how the scrutiny of ideas was affected by the religious crisis of the sixteenth century. One of the primary aims of this thesis is to revise older accounts of censorship, dominant in the literature of both the history of science and Italian intellectual history traditions. These historiographies suggest that the Counter- Reformation triggered the emergence of a new and repressive attitude towards the censorship of philosophy, which grievously affected Italian intellectual and scientific culture in the seventeenth century. My thesis challenges this received view by drawing upon the insights produced by historians working in other disciplines, especially institutional historians of the Inquisition and the Index of Forbidden Books, and historians of the Church who have challenged the older monolithic view of the „Counter-Reformation Church‟. It seeks to show that while there were indeed significant changes to the apparatus of censorship during the sixteenth century, notably the re-organisation of the Inquisition and creation of the Index, they did not signal an entirely new approach towards the censorship of philosophy, nor did it have the cataclysmic impact suggested by earlier historians. I argue that the attitudes towards philosophy maintained within these institutions represent a specific formulation of the relationship between philosophy and revealed faith, which was in fact consistent with ideas elaborated within the mendicant orders during the thirteenth and fourteenth centuries. I argue that the implementation of these ideas as the basis for censorship can only be understood by understanding complex power struggles within the Church.

Thesis (Ed. D.)--Illinois State University, 2005.
Title from title page screen, viewed April 12, 2007. Dissertation Committee: Linda Lyman (chair), Wendy Troxel, Joe Pacha, Sally Weber. Includes bibliographical references (leaves 122-131) and abstract. Also available in print.

Rather than “saving” the difficult fields of religion and philosophy for college curricula, it is instead developmentally appropriate for high school students—fourteen- to eighteen-year-olds—to engage the complex existential, ethical, and analytical challenges raised by these disciplines, especially as they pertain to the adolescent search to “know thyself” (Gr. γνῶθι σεαυτόν [gnōthi seauton]). This is explored in the context of unfolding trends in American education which downplay the importance of a humanities education in the overall curriculum, and with reference to models of adolescent psychology and pedagogical theory, drawing in particular upon my forty years of experience as a classroom teacher. In pursuit of this thesis, I argue for a more appropriate understanding of the definitions of religion and philosophy, as well as a more holistic understanding of the act of philosophizing. More traditional and restrictive definitions of religion need to be revised to embrace the view of the student as a person who is seeking meaning in a variety of situations and places, often outside of organized religion. The understanding of what it means to teach philosophy—that is, “to philosophize”—is likewise reappraised in light of Phillips Exeter Academy’s reliance on the pedagogy of the Harkness method, which mandates seminar-style classes modeled after the Socratic exchange. This invites a discussion of how Socrates used the apothegm γνῶθι σεαυτόν, an understanding of which is a necessary part of defining both the word philosophy and the activity of philosophizing. There is a difference between education as intellectual and spiritual formation and as information transmission, a distinction drawn from the original intent of a Platonic dialogue. In Chapter Two, I demonstrate how seven major figures—Immanuel Kant, Søren Kierkegaard, Friedrich Nietzsche, Frederick Buechner, Georg Wilhelm Friedrich Hegel, Friedrich Schleiermacher, and Dietrich Bonhoeffer—function as intellectual muses for teaching students how to come to know thyself better as a person. The first four are read directly in class; the latter three inform the pedagogy embedded in the religion department curriculum at Phillips Exeter Academy. In Chapter Three, I offer numerous Phillips Exeter Religion Department course descriptions and lesson plans to illustrate how one translates the theory of the dissertation into classroom practice.
Religion, Committee on the Study of

This is a normative ethical analysis of school discipline policies. The overarching objective of this work is to inform school practices that directly benefit students. Chapter one examines the current state and practices of student discipline within schools. It focuses upon the pervasive use of suspensions to deal with non-violent student offenses and the adverse consequences that result from the applications of suspensions. Chapter two analyses three theoretical frameworks as they inform the developmental of a threshold for the ethical application of punishment. Developmental liberalism informs the understanding of the role that schools have in exhausting educative measures before the use of force, Self-Determination theory provides the foundation for psychologically nurturing school environments as necessary for the curtailing of adverse student behaviors, and School Community theory acknowledges the essential aspects of curriculum in engaging students. Chapter three sets forth a model for making ethical decisions within schools, and provides an analysis of principles and educational aims that directly inform this process. Chapter four explores the "crime and punishment" phenomenon within school discipline and provides the theoretical rationale that is offered to support such arguments. The chapter concludes with a discussion of when, if ever, it is appropriate to suspend students from school. Chapter five examines existing approaches to student discipline that align with the requirements of the threshold for ethical application of discipline and a well-informed ethical decision making process.

One of the most pressing concerns that universities and colleges face today is the drug and alcohol abuse of students. In order to address this, there is a need to strengthen university policies in order to mitigate the increasing rate and cases of drug and alcohol abuse among students. The purpose of this quantitative study was to examine the relationship between college students’ level of awareness of policy, procedure, and interventions on drug and alcohol abuse and their reported drug alcohol use in a selected university. Specifically, this study examined how aware 160 first- to fourth-year college students are regarding the drug and alcohol policies, procedures, and interventions implemented on their college campus. The researcher asked 14 research questions to determine the relationships between students’ reported alcohol and drug use and factors including: awareness of alcohol drug policies and procedures, year level in college, age, ethnic group, marital status, gender, current residence, working status, living arrangement, cumulative GPA, the availability of drugs and alcohol at college parties, student enrollment status, family history of alcohol, and time spent volunteering per month. The researcher administered the Core Alcohol and Drug Survey (CADS) to measure these variables. The results indicated that the factors that had a significant relationship with alcohol and drug use were the awareness of campus policies, marital status, availability of drugs and alcohol at parties, student status, and hours spent volunteering. The rest of the variables did not have a significant relationship to the students’ alcohol and drug use. These results will contribute to more effective alcohol and drug prevention and treatment programs for students that address these significant factors.

Rather than offering honors courses in English, Cooper High School (CHS) provides students in grades 9 and 10 with an opportunity to pursue an Independent English Honors Project (EHP) as a means of earning Honors credit on their high school transcript. While most schools utilize a more traditional Honors class system that often identifies students as early as 3rd grade, the lack of Honors courses in English leads directly to English classes that are heterogeneously grouped. Cooper High School’s atypical approach to Honors English instruction, controversial among some CHS parents, raise important questions about the potential value of independent student work and the benefits, if any, of heterogeneous instruction. This model of Honors instruction, unlike other subject areas within CHS, is also a cause of great consternation for many within the community and district.

This qualitative study, based on interviews and focus groups with students and teachers, seeks to better understand the perceptions of the EHP and its place at CHS. The study also addresses how students and teachers experience/perceive the EHP, those who choose to undertake it (or do not), and the heterogeneously grouped English classes that come with it. This study examined both those presently engaged in the EHP, and reflections of older students on their past experiences with it. Additionally, this study reveals student and teacher perceptions of smartness, the often challenging influence of parents and the value of being an Honors student at CHS. Although understandably complex, the core findings of this study are that students benefit academically and socially from their participation in the English Honors Project and that, despite the EHP’s limitations, it lays foundation for addressing issues associated with tracking, an important issue for the CHS community and district.

Research indicates that in the No Child Left Behind era of public education, local districts with elected school boards may be perceived as relinquishing control over policies that affect their school system. With the locus of control coming into question, school boards may struggle with how to involve parents in local decision making. Therefore, it is essential that boards of education openly engage parents by exploring and reflecting on how parent voices can influence the policies that govern public schools. This qualitative study examines how, during the course of approximately 10 months, a seven-member school board involves parents at its public meetings during policy-making processes. Specifically, one way for a school board to engage parents in a policy-making process is to employ deliberative democracy. Thus, this is a qualitative inquiry that, through two case studies, examines a school board's deliberative democratic processes and the parents' participatory stances during public meetings as policies are established or modified. The purpose of this research is to inform school boards, policymakers, parents, and other educational leaders on how elected school boards can preserve a locus of control in decision-making processes at the local level by engaging parents in policymaking. The primary data collection methods included public meeting observations, a school board survey, and interviews. Findings presented through narratives and thematic analyses reveal scenarios where deliberative democratic tenets were exercised. These tenets included purpose, intent, procedures, practices, and reciprocity. In both case studies, parents adopted various stances such as advocate, proxy agent, and expert. However, throughout the processes, study participants noted tension between formal meeting procedures and their desire for informal dialogue. Limitations included selective homogeneity of participants in deliberative processes, root cause analysis for parent participation, and the challenges of local space. Implications for school boards, parents, and deliberative democracy are discussed. Further areas for research could consider the use of electronic media in deliberative democracy, the presence of affective domains in procedurally-steeped processes, the possibility of micro-deliberative practices, and the leveraging of deliberative democratic processes that reclaim local space.

Turkey-origin families in Denmark have long been suffering for their children’s future due to the challenges of criminal gangs and violent religious extremist organizations. Hizmet (The Service) movement which is a non-governmental civic movement offers a solution to the afore-mentioned problems of youths through education.  Hizmet movement is a voluntary, transnational, faith-inspired civil movement which was founded in Turkey 50 years ago by a Muslim scholar and preacher Fethullah Gülen and now is globally active.   The purpose of this thesis is to understand Hizmet movement educational philosophy and its role in the success and popularity of Hay school (Hayskolen) which is situated in the capital of Denmark, Copenhagen and known as a Hizmet-inspired school.   After having made a literature review about Hizmet educational philosophy, I tried to understand if this philosophy plays an important role in the success and popularity of Hay school by the data collected through institutional documents and semi-structured interviews.   The conclusion is that Hay school, have many similar aspects with other Hizmet-inspired schools and Hizmet education philosophy plays an important role in the success and popularity of Hay school. That is; The Hizmet-educational philosophy which is an important factor to ensure Hay school as a safe haven for pupils against criminality and radicalism contributes a lot to the success and popularity of the school.

Many culturally responsive theorists support culturally responsive pedagogy for closing the achievement gap in the rapidly changing demographics of America’s education system. The purpose of this case study was to examine stakeholders’ perceptions and practice of culturally responsive pedagogy in St. Andrew Academy (pseudonym), a Catholic NativityMiguel school located in a Midwest metropolitan area. The goals were: (a) to examine middle school teachers’ and the principal’s perceptions of culturally responsive pedagogy and extent of culturally responsive teaching implemented in the school, (b) to examine how parents perceived culturally responsive caring relationships with teachers and the principal, and (c) to examine the degree to which St. Andrew Academy demonstrated culturally responsiveness in staff meetings, professional development training, parent-teacher conferences, and school social events.

The results of this study revealed that middle school teachers and the school principal were unanimous in their lack of comprehension and practice of culturally responsive pedagogy. The teachers in their response indicated that they did not receive adequate professional development or training consistent with culturally responsive teaching. The principal in his response indicated that he was in fact a culturally responsive leader but argued that his staff did not understand culturally responsive pedagogical procedures. The survey results indicated that parents were unanimous in their perception that the teachers and the principal of St Andrew Academy provided a positive caring school environment. The results also suggested that the parents at St. Andrew Academy had a passive versus collaborative role in participating and making decisions about their children’s education. The results of the study showed that staff at St. Andrew Academy lacked the ability to communicate verbally with most parents because of their inability to speak the Spanish language.

This study offered a number of recommendations. The results showed that St. Andrew Academy could make the following improvements: (a) challenging social inequalities by examining their own bias and prejudice (b) undergoing a process of learning about and embracing all the cultures represented in their school, (c) providing true academic diversity in their teaching strategies and school environment, (d) implementing well-designed culturally responsive professional development training and (e) taking the initiative to improve the practice of culturally responsive pedagogy through partnership with parents, the school staff and culturally responsive stakeholders. It is the administrator’s responsibility to challenge all school staff to embrace culturally responsive pedagogy in order to enrich academic success for every student.

The goal of this thesis is to study definitions of freedom in education and compare them to find out similarities and differences. The aim is not to come up with practical applications for freedom in education, but to understand what freedom can be and to find out whether there are similarities or differences between the definitions. The theoretical research question of this study is how freedom is defined in the deschooling philosophy, and the empirical research question is how freedom is defined in education according to the collected data. The theoretical framework is based on deschooling philosophy and on texts mainly written by authors from the 1960s and 1970s, but there are also some texts included in the study produced by some more recent authors. The theoretical framework comes from a very different educational context and era which is why it is not directly compared to Finnish primary education. Hence, this thesis does not aim to criticize Finnish primary education. Freedom according to the theoretical framework exists within limits, and does not mean that students can do whatever they want. What matters in freedom according to deschooling authors is the existence of choice and in particular, meaningfulness of the choices. As freedom exists within limits, the limits are seen as providing security for students who can then safely engage in activities that they are interested in. The data comes from five Finnish primary school teachers who answered open questions about freedom in education. The methodological paradigm is closest to constructivism, but borders on pragmatism. Content analysis was chosen for analysis method, since the data was textual and the research was concerned of the latent thematic content. The analysis is qualitative, but quantitative in the sense that code frequencies are given. Code categories were formulated deductively but revised after trial coding. Four actor categories and seven thematic categories were formulated, after which the segments of data were coded accordingly. The analysis was carried out along the order of the thematic categories, and every code combination was analyzed separately. The findings were summarized to answer the empirical research question. The interpretation indicates that freedom in education is always controlled by authority. Freedom is suggested to include practical choices, and possibilities to affect one’s own education. Limits are seen as necessary, and responsibility is seen as a necessary competence for using freedom. There are both similarities and differences in definitions of freedom, yet the definitions recognize the importance of limits and the role of authority. Security and providing choices are also seen as important elements of freedom. The data suggests that responsibility is a necessary competence for freedom though it does not appear in the theoretical framework. The findings are based on subjective interpretation and therefore, they cannot be generalized more widely. As the main methodological paradigm is constructivism, the thesis does not claim to provide universal results and thus recognizes the subjective rather than objective quality of the study
Tutkimuksen tavoitteena on tarkastella määritelmiä vapaudesta ja vertailla niitä keskenään erojen ja samankaltaisuuksien löytämiseksi. Työllä ei pyritä löytämään vapauteen liittyviä sovelluksia kasvatusta varten, vaan ymmärtää mitä vapaus voi olla ja pohtia määritelmien eroja ja yhteneväisyyksiä. Teoreettinen tutkimuskysymys tutkielmassa on miten kouluttomuusfilosofia määrittelee vapauden kasvatuksessa, ja työn empiirinen tutkimuskysymys on miten tutkimusaineisto määrittelee vapauden kasvatuksessa. Työn teoreettinen viitekehys perustuu kouluttomuusfilosofiaan, ja teoriaa rakennetaan pääasiassa 1960- ja 1970-luvun kirjoittajien näkemysten kautta, mutta mukana on myös muutamia uudempia aihetta käsitteleviä tekstejä. Teoreettinen viitekehys perustuu hyvin erilaiseen kasvatus- ja aikakontekstiin, mistä syystä sitä ei suoraan verrata suomalaiseen peruskouluun. Näin ollen työ ei tähtää suomalaisen peruskoulun kritisoimiseen. Teoreettisen viitekehyksen mukaan vapaus on olemassa rajoitusten sisällä, joten vapaus ei tarkoita oppilaiden voivan tehdä ihan mitä haluavat. Vapauden kannalta onkin merkittävää valinnanvapaus sekä erityisesti vaihtoehtojen mielekkyys. Rajojen nähdään myös luovan turvallisuutta, jonka avulla oppilaat voivat rauhassa syventyä itseään kiinnostaviin aktiviteetteihin. Tutkimuksen aineisto on saatu viideltä suomalaiselta peruskoulun opettajalta, jotka vastasivat avoimiin kysymyksiin vapaudesta kasvatuksessa. Tutkimuksen metodologinen paradigma on lähinnä konstruktivistinen, mutta osin myös pragmatistinen. Tekstimuotoisen aineiston analyysimenetelmäksi valittiin sisällön analyysi, jossa keskeisiksi nousivat tutkimuksiin liittyvät teemat. Analyysi on laadullista, mutta koodien lukumääristä annetaan myös määrällistä tietoa. Koodikategoriat luotiin teoriapohjaisesti, ja kategorioita korjattiin testikoodauksen jälkeen. Lopulta luotiin neljä tekijäkategoriaa sekä seitsemän teemakategoriaa, minkä jälkeen aineiston segmentit koodattiin tämän mukaisesti. Analyysi tehtiin teemakategorioiden järjestyksen mukaisesti, ja kaikki koodiyhdistelmät analysoitiin erikseen. Löydökset on kirjoitettu auki yhteenvedossa, jolla myös vastataan empiiriseen tutkimuskysymykseen. Aineiston voidaan tulkita kuvaavan näkemystä vapaudesta, jonka mukaisesti vapaus kasvatuksessa on aina auktoriteetin kontrolloimaa. Vapauden nähdään sisältävän käytännönvalintoja, sekä mahdollisuuksia vaikuttaa omaan kasvatukseen. Rajat vapaudessa nähdään välttämättöminä, ja vastuu nähdään tärkeänä kompetenssina vapauden käytölle. Vapauden määritelmissä on eroja ja yhtäläisyyksiä, joskin ne tunnustavat rajojen merkityksen sekä auktoriteetin roolin vapauteen liittyen. Turvallisuus sekä valinnanmahdollisuudet nähdään ensiarvoisen tärkeinä. Aineistosta voidaan nostaa vastuun merkitys vapaudelle, mikä ei kuitenkaan nouse esille teoreettisessa viitekehyksessä. Tutkimuksen tulokset ovat subjektiivinen tulkinta, eikä niitä siten voi laajemmin yleistää. Koska tutkimuksen paradigma on suurelta osin konstruktivistinen, ei tutkimuksella yritetäkään todentaa yleispäteviä tuloksia, vaan tunnustetaan niiden olevan ennemmin subjektiivisia kuin objektiivisia

The purpose of this research was to develop the components of a theory for retention of young people after their high school years by examining the factors that contribute to continued spiritual vitality in Assemblies of God (AG) post-high school young adults. Data was collected from a stratified sample of ninety-five young adults in the United States during their senior year of high school in 2011 and two years later in 2013. In line with research by the Fuller Youth Institute (FYI), continued spiritual vitality was operationalized by using the Religious Behavior Scale, the Religious Identity Scale, and the Risk Behavior Scale. The results identified nine elements from spiritual formation factors, social considerations, and high school youth group experiences that produced fourteen statistically significant correlations with higher levels of retention and spiritual vitality in the sample two years after leaving school. This research appears to suggest that it is the aggregated effect of intentional youth group experiences providing opportunity for the internalized guidance of the Holy Spirit, recognized as God's work, and not specific youth group programs or religious activities that have the potential to create a unique spiritual journey that would ensure spiritual vitality for the youth after they leave high school.

In the wake of the abolition of the Caliphate in the Islamic world with the advent of the Mongols in the 13th century, Islamic scholarship paradoxically flourished, especially in the Shi'i milieu. This era marked a renaissance which has influenced the course of Shii thought ever since. Through its major thinkers, i.e. Ibn Sa'ada, 'Ali ibn Sulayman and Maytham, the school of Bahrain contributed vigorously to this renaissance by integrating philosophy and mysticism into Shi'ism. Yet, the writings of this school are barely known to modern scholarship and many are still in manuscript form. Drawing upon both published and unpublished sources, this study reveals the importance of this school by offering a descriptive and historical analysis of this intellectual contribution to philosophy, theology and mysticism. It also demonstrates that the school of Bahrain was the first Shii school to derive its rational infra-structure in a unique way from a diversity of sources ranging from the Mu'tazili and Ash'ari theology to the Ibn Sinian philosophy and Ibn al-'Arabis mysticism. Its originality thus lies in its synthetic methodology and its interpretation of Shii literature in light of speculative sciences.

This thesis examines the interpretive tradition of Mullā Ṣadrā in the context of the schools of Tehran and Qum. Mullā Ṣadrā’s transcendental philosophy (al-ḥikmah al-mutaʿālīyah or ḥikmat) avails itself to a number of readings; however, this thesis focuses on the philosophical and mystical (ʿirfānī) readings in terms of their development, transmission and their impact on how ḥikmat is understood in the modern Iranian seminary (ḥawza). The way in which a text is read in the ḥawza has great implications for the development of ideas, as the ḥawza uses a text based system to train students in a particular field. While both readings were studied by the majority of transcendental philosophers (ḥukamāʾ) in the school of Tehran, the school of Qum saw a greater separation between the readings and I show that for a number of reasons, including the introduction of seminal texts written by ʿAllāmah Ṭabāṭabāʾī, a preference developed for a more philosophical reading of transcendental philosophy. I examine evidence for the different preferences of the ḥukamāʾ for either a more philosophical or ʿirfānī reading of ḥikmat through an examination of their writings on the subjects of existence (wujūd), guardianship (walāyah) and resurrection (maʿād) which act as case studies. The theoretical implications of both approaches are examined in each chapter as well as their interdependence. The schools of Tehran and Qum built on Mullā Ṣadrā’s framework and provided new interpretations of important issues. Apart from the intricate discussions on the core aspects of ḥikmat, Muḥammad Riżā Qumshihī’s masterful examination of the Seal of the Saints and ʿAlī Mudarris Zunūzī’s philosophy of bodily resurrection are examples of a thriving interpretive tradition in Iran and constitute significant developments of important philosophical and ʿirfānī concepts from the ideas of their predecessors.

Inclusion of special education students in general education classrooms has come to general acceptance by educators as one option in the continuum of special education service delivery. Another view of inclusion is the ideal of providing for all the varied individual needs of a diverse population of students: learning needs, physical needs, language needs, and social emotional needs, together, in all school settings. In the study school, special educators took a step toward the ideal of inclusion by providing all special education services in general education classrooms. Looking at the picture of inclusion in the school during the four years of the study, of how the ideas of inclusion were put into practice in the specific setting, is the puzzle of inclusion.In the study, specific instruments were used, including surveys and questionnaires, observations, whole group dialogue groups, a checklist, and individual interviews, for the purpose of gathering information about the setting to promote inclusion philosophy and practice, determining the activities to promote inclusion, and gaining insight into school members' attitudes and beliefs about inclusion in the school. In response to the specific instruments, school members participated in providing data, and the result was a body of in-depth information that could be helpful to others interested in the experiences andperceptions of the practice of inclusion in one rural elementary school.

The crisis of subjectivity and the problem of social change is the underground history of the European Revolution of 1917-23. Its final signal in the inter-war years came with the defeat of the Republican forces in the Spanish Civil War in the years preceding the Second World War. The defeats of progressive social forces in the inter-war years, leading to the catastrophe of the Second World War and the Holocaust brought the original Western Marxists into a socio-political terrain involving new developments and unexpected setbacks in the struggle for a rational society (socialism). Stalinism and Fascism blocked the route to socialist democracy on an international scale. In the dialectic of hope and despair the Second World War can be understood as representing the great terminus of accumulated defeats of the working class internationally in the inter-war period. For the Frankfurt School the Second World War was not only the lowest point humanity had reached at the height of technical progress, the sheer technological efficiency of the destructiveness it unleashed seemed to foreclose any impetus for optimism. Hope and despair, progress and reaction, became increasingly intertwined and at times impossible to distinguish in the succession of events. For Horkheimer and Adorno this was the dialectic of Enlightenment, the apotheosis of Western rationality dominating and consuming its own progress in an orgy of regression leading to barbarism. Midnight in the twentieth century became, for Horkheimer and Adorno at least, the eclipse of reason itself. The Frankfurt School, it has been argued here, expresses a tendency of Western Marxism and has to be analysed in this context. The notion that Western Marxism and thus the Frankfurt School were a simple product of defeat has been shown to be mistaken and ultimately dismissive of the complex interplay between theory, politics, and history. For the events in the inter-war years did not 'give rise to' the Frankfurt School as if thought were merely a reflection of historical events. The critique of orthodox Marxism must be applied to the sociology of the Frankfurt School: in other words, thought is not an 'affect' propelled by historical laws. The examination of the role of philosophy in the restoration of the subjective factor in ideology critique and the analysis of social change - and hence the reconstruction of the Marxian project - has shown that the Frankfurt School's major contribution to such a reconstruction was in restoring the dynamic concept of subjectivity as pioneered by Marx and Engels in The German Ideology [1845/46]. This study has attempted to show the continued relevance of this School of Western Marxism in terms of its contribution to solving the crisis of subjectivity and the problem of social change, and as an important guide in the struggle for a humanist renaissance of Marxian socialism which, it has been argued, forms the essential dimension of this solution.

Researchers have stressed the importance of addressing the social/emotional needs of early childhood (EC) children, including the development of resilience; however, some U.S. school personnel focus more on academics than on these needs. When young children possess these skills, they can handle social/emotional challenges later in life. The purpose of this qualitative bounded case study was to explore school social workers’ (SWs) perspectives about resilience in EC settings. Research questions focused on knowledge of existing programs, participants’ perceptions of the successes and challenges of working with EC students, and their recommendations to improve EC students’ education. Bronfenbrenner’s ecological systems theory and O’Neill’s and Gopnik’s work on needs of young children informed this study. Five elementary school SWs with at least 6 years’ experience from 5 districts in the U.S. Midwest participated in 2 semistructured individual interviews. Interpretive phenomenological analysis, involving first-cycle, transition, and second cycle coding, was used to identify themes. SWs’ experiences indicated a need for a clear definition of resilience, and needs of young children, including EC programs that develop psychological resilience of children’s thoughts and an increase in adults to promote resilience. Additional research may expand and enhance educators’ and families’ understanding of resilience and help develop research-based preventive programs and strategies to foster psychological resilience in young children. These endeavors may enhance positive social change by adding components of psychological resilience to EC programs for school personnel and students and in parent/family workshops, which may result in sound mental health practices that enable them to become productive members of society.

As we start a new millennium, the conviction that exclusionary practices need to be fought at all levels of society is becoming gradually more accepted. Nevertheless, as I show in this thesis, many if not most researchers on High School Philosophy (HSP) operate from what Iris Marion Young (1990) calls a logic of identity, which continues to be exclusionary even when it attempts to reach “all.” My objective in this thesis, therefore, is to map out the HSP literature in terms of Young’s “Politics of Difference,” and, by doing that, to suggest ways in which it could be more inclusive. This adaptation of Young’s Politics of Difference to HSP is presented in this thesis in six chapters. In chapter 1, I summarize the main aspects of Young’s argument. In chapter 2, I give an overview of the current literature on HSP, showing that it is scarce and scattered. This thesis’s first contribution, therefore, is as a representative, though not exhaustive, catalogue of the HSP literature. In chapter 3, I present a deeper analysis of the HSP literature, dividing it into two main strands, “the selective” and the “universal” approaches to HSP. I also argue in this chapter that both these approaches are problematic, because they exclude many, privileges some over others and alienate all. In chapter 4, I present a brief analysis of the epistemology informing both the selective and the universal approaches to HSP. In this chapter, I focus on the so-called “Myth of Neutrality,” which is another manifestation of the logic of identity. Using as illustration the works of two authors, Robert Simon and Harvey Siegel, I show in this chapter how the myth of neutrality manifests the positivism and reductionism typical of the logic of identity. Finally, in chapter 5 I present my positive proposal for HSP, which I called “Philosophy of Many” (PoM), as a more inclusive alternative to both the selective and the universal approaches to HSP. The final chapter reviews the main conclusions of this study and suggests direction for further research.

博士
淡江大學
中國文學系博士班
99
Taigu School is the emergence of late Qing dynasty, its devotion to the Folk-oriented Confucianism is account for the ultimate contribution; where the folks in the disturbance society, suffered the pain of expatriation; Taigu School however was a precious stabilizer for the era. It was a great influence to the later civilian lectures. The thesis angled from the "educational philosophy," in research of Taigu School from its southern sector to the north and south sector formation. In searching how Taigu School disseminated Confucianism through the foundation of Cottages when especially after the incidence of the North sector’s experience in Hongyashan event; how they took up the mission in dissemination of lecture and explanation, further in constructing a set of ideas on Taigu School Educational Philosophy in the time of a precarious political difficulties. The outline of the chapters is descripting as following: 　　In this thesis are seven chapters, ChapterI<Preface>: Lu Xun''s assessment of Liu E''s" Travels,” stated: “Author’s belief, seen insight." This had inspired my motivation to research, in reaching to explore the purpose of Taigu School Philosophy. Furthermore, deliver an elicitation of Taigu School Research Summary in the accordance to the analysis of the collected works and thesis. In the end is to establish the scope, theme and methods of the study by the original inscription of "Taigu School testament;" supplemented relevant information, reflection and dialogue in display the principal of Taigu School Education. 　　Chapter II, "The Origin and Development of Taigu School>: Taigu School had passed on from the Master Zhou Taigu and had been for four generations. Since the Republic of China, it continued to be unjustified for the divert emphasis of each leader of the time. Hence, it is introduced the life and the development of the School and witness Taigu School through various actions to show its continuity of philosophy and innovation in the order of Master Zhou Taigu , the second generation "Return to the North" Zhang Ji Zhon, "Preacher in the South" Li Gon Xi, the third generation "Connecting to the North Sector” Zhu Yuan, “ Protraction of the South and the aid of the North" Jiang Wen Tian, "Accomplishment and Association Sectors" Huang Bao Nian, “Foundation Subsidy” Liu E, the fourth generation "Uphold Doctrine" Lee Tae Je, "Publication Description" Liu Da Shen, etc. 　　ChapterIII, <Relationship between Establishment of Cottage and Extension of Confucianism> : Li Gon Xin’s “Longchuan Cottage," Chu Yuan''s “Yang Meng Tong,” Jiang Wen Tian''s “Longxi Cottage," and Huang Bao Nian’s " Returning Groups of Cottage.” They took on the responsibility of allocating the legacy in one hand, and carried the mission for lecturing, thus passed on the school to generations. On the other hand, making efforts in spreading words of Confucianism in elaborating the principal; the chapter is in focus of deliberation and the difference from traditional four primary Cottages in its significant establishment of history. Secondly, in the discussion of how Taigu School unfolded and achieved the purpose of dissemination by elaborating the spirit of Confucianism with its diverse lecturing styles fully. 　　Chapter IV < Ethical Education Concept>: The Five Cardinal Confucian concept has always been valued and implemented in concrete life. Taigu School is a Folk-oriented Confucianism, it has deeply influenced through its elaboration and application, moreover in conducting the school of thought for distribution among the middle and lower class folks. First, Taigu School apprehended the inherent human nature, the non-existence, re-committed to constantly maintain the inherent virtue, and furthermore enriched the virtue over its population. It derived of its "Ontology of rendering to the virtue and humanity;" then, the world was based on human as a principal; therefore the desire would be demonstrated as the rule of the world, however, reserved with its courtesy to scrutinize the desire; thus solidifying its rationalism to achieve a harmonious state. This derived its " reconcile theory in between the world rule is as human desire.” Other than that, familial devoutness and fraternal duty is what Confucianism emphasized. Taigu School students proclaimed to students to understand their health condition and maintain the health to reveal the inseparable bond. By means of realizing familial devoutness to the children is as the world to its folk. Hence the ruler shall administer the virtue in reinforcing to the folks. Once in democracy, the folks would sense the assimilation of identity. Consequently, it derived its “shift the familial devoutness to the loyalty as the theory of practice." In the end, Taigu School declared to students the ultimate theory is to practice, which shall not become unpractical and lead to a corruptive useless means. It derived the "theory of unified management." 　　Chapter V <Taigu School cognitive educational philosophy>: During the time of Qing Dynasty, the philosophical and the empirical study were replaced by the experience and verification. The committed Taigu School thought about how to integrate knowledge and ethics to benefit lectures and to assist students to absorb and practice. First, they must assure all things were intrinsic to Chi, so the passion to the world is natural, and then combine the Chi and material devices in response to the challenge of times. Additionally, under the influence of Song Confucianism, regarded that all things were intrinsic to Chi was a misconception, they considered to maintain and vary the Chi in resulting the theory of "the nature of Chi and the temperament of the world." Then, I myself understand the body of humans is solitary the right to its usage without ownership, so the necessary commitment to the cultivation of body and life should be devoted in order to comprehend the attitude to life, the state of security when facing death and unfortunate. Taigu School conducted its philosophy in lecturing students to maintain health with life, audio-visual words, religion, and social perspectives. Subsequently it derived the "bonded theory of life and virtue.” In the end, in the hope of reaching the materialistic within the realm of harmony, as well as outside versus inside the sense and its combination, this part of the school had been implemented to its personnel levels and resulted the "practice of materialism and acknowledgement." 　　Chapter VI <Taigu School''s educational philosophy poetry>: Han Chinese loved poems so as Taigu School was no exceptional. Poetry to its education comprised the feature for cultivation and the fortitude of emotion. They did not only appreciate poetry; by chances of the gathering of scholars created volumes of poetry, they gradually developed a unique theory of poetry. First, the trend was based on the purport of the character; the character was the gift and pertained by everyone. Yet, only to dedicate the sincerity could be noted by the world where the dynamics is common in the ancient and modern poems. Consecutively it derived its "blending theory of the temperament to the poetry." Secondly, in the point of the existence of gods and spirits in the mind of humans, poetry is an outpouring of people, therefore poetry not only affirmed the value of folk songs, but also opposed to the entry of documentary poetry. Claiming that good poetry shall leave readers inspired space and senses; thus deriving its "blending theory of senses into poetry through appreciation.” In the end, it is to implement the theory in the creation. Taigu School thought different literatures were in different era and mustn’t promote the old time and denounce the contemporary. In the process of creation, announcing the talent and the practice was the consistency in deliberating good poetry. A good poetry shall not be constrained by the cadence standard. The Confucian-oriented Taigu School from its education point considered the senses of poetry shall be the aim in writing poetry, thus potentially influenced students with its subtle effect. It derived its "creation theory of blending the meaning in poetry." 　　Chapter VII "Summary:" Missionary activities of Taigu School rush ended when the Jia Qing dynasty surrendered during the break out of Japanese War. Although in the long history of academy, it had been neglected; its educational philosophy could be implemented in the Five Education, which has its tremendous reference value to today’s education. Secondly, due to constraints of the era, Taigu School faced different problems in generations were not the same which caused conflict or inconsistency in between. The overall evaluation to the difference will be commented. The final thesis provides significance and the development of the research and comments are on the insight and expectation.

碩士
南華大學
生死學系哲學與生命教育碩士班
107
This thesis explores the philosophy of "Zhuangzi", uses the meaning of Zhuangzi's life philosophy and the wisdom of self-cultivation, echoes the current educational problems and predicaments, and interprets Zhuangzi's philosophy of life with the wisdom of Qiwu Equality. Qi is right and wrong, Qi life and death are difficult to discuss, to consolidate the self-cultivation time, to achieve the heart of the heart of the self-cultivation of the virtual, to forget the same as the Datong, the path of the world is not to be far away. This corresponds to the school education can have its considerable revelation, such as: from the nature and concept of education to explore the era of school education, from the teaching method and the use of inquiry and harmony with nature, from the ideal and practice of education to the people-oriented education. The appetite in Zhuangzi's thoughts is free, the people-centered mind settles, the quietness is natural, and the inaction is to maintain inner peace and harmony. It is used in the enlightenment of school education to help the world feel and care about the education and philosophy of life.

碩士
國立嘉義大學
中國文學系研究所
95
Abstract The present study, entitled as “The Philosophy of the Ming School in the West Jin Period,” contains five chapters. In Chapter I, an introduction to the research rationale, literature review, and research methodology is illustrated, respectively. In Chapter Ⅱ, the philosophy of the Ming School before the West Jin period is presented. Before the Wei and Jin periods, the Ming School is seldom discussed. To have a broad and profound framework of the evolution of the Ming School, the present study starts with the origin and development of the Ming School before the West Jin period, emphasizing the development of the Ming School during the pre-Chin dynasty, the East- and West-Han dynasties, and the Tsao-Wei period. The Confucianist Ming School during the pre-Chin dynasty is defined as a political, ethical theory, which belongs to the fork, liberal literature. During the East- and West-Han dynasties, it becomes a pure political theory. While in the Tsao-Wei period, criticism and reflection on the Ming School results in the Theory of Character Evaluation and the Metaphysics. Chapter Ⅲ focuses on the representation of the Ming School in the West Jin period, during which voices on emphasizing and advocating Confucianism, proprieties, the decent upstanding men, the discipline between the monarch and his subjects, and anti-Metaphysics spring up all over the place. Moreover, the conflict between the Ming School and the Nature tends to reconciliation, indirectly denying the existence of a transcendental metaphysical essence behind every object. Chapter Ⅳ highlights the alienation of the Ming School in the West Jin period. Although the call for promoting the Ming School emerges, the actual political and social scenarios are not in accordance with the call. Political corruption, social extravagance and metaphysical empty talk lead to a depraved governmental atmosphere, clearly explaining the irreversible corruptibility in the West Jin period and the phenomenal gap between the theory and the reality. In Chapter Ⅴ, the author concludes the thesis by stating that the research into the Ming School in the West Jin period yields rich insight into the literature of the specific period, particularly by singling out the proprieties as well as the moral-advocating aspect of social life. The leading spirit of the Ming School lies in offering an administrative guidance for civilians to follow; and further, in establishing the social norm and order. The conflict between the Ming School and the Nature tends to reconciliation due to the changes of the metaphysical theory. However, the actual political manifestation and the social atmosphere do not receive a positive, promotive effect. The call for promoting the Ming School eventually weakens in the overwhelming pursuit of power, wealth, and position. Keywords: the West Jin period, the Ming School, loyalty and filial piety, proprieties

碩士
國立高雄餐旅大學
餐旅管理研究所在職專班
100
In Taiwan, for the past few years people''s lifestyles have diversified as seen in the tendency to marry late and toward the increasing number of married couples with no children. Up to 2018, around 40 of the high schools and the vocational schools can be predicted to have no students to recruit. Therefore, many of the schools will be facing a situation of supply greater than demand. To overcome this challenge, a lot of the private schools have characterized themselves with the strategy of market segmentation and product differentiation. In recent years, scholars have proposed Hospitality Centric Programs (HCPr) to hospitals to support HCP for enhancing service quality. So far, however, no HCP has been applied to the operation management of private schools. Hence, our research study focuses on the perception and feasibility of HCP contributed by the faculty/staff and students of T school, and expects HCP can be practiced in the education sector. With the concept of hospitality, the education sector, a part of service industry, is expectedly able to provide high quality service to students and their parents which brings enjoyment on campus. This study is to present T school enlightenment and recommendation. To engage in primary research, we have reviewed data through literature analysis and in-depth interviews with the student, parents, staff and faculty of T school and standard school. With the comprehensive comparison of those viewpoints on HCPr, our research has found that the school has to establish campus service center and that all faculty, staff and students work as a team to change the stereotype of private high school/vocational school, in addition to adjusting the internal operation mechanism of the school.

碩士
國立臺灣師範大學
國文學系
105
The Confucian school and Taoist school are both the main tradition of Chinese culture. The Confucian school has been the main stream from Han dynasty in China, and also represented the way for students who hungered for fame. Nowadays, students in Taiwanese high school have to study “Basic Materials of Chinese Culture”, which is “The Four Books”, the classics of The Confucian school. However, compare to The Confucian school, Taoist school is unseen, putting emphasis on experiencing the state of mind, so it seems not so obvious. Observating Taoist school in Taiwanese high school teaching materials, except “Collection of Laozi “and ” Collection of Zhuangzi”, there are some connections in other materials, like “Small Country” in “A Tale of the Fountain of the Peach Blossom Spring”, "Perpetual Living Like Nature” in “The First Ode for the Red Cliff”, “Combined with Nature” in “The Beginning of Feast and Travel in Xishan”. However, due to lacking of arrangement, teachers have to mention these Taoist philosophy at random, it would be uncertain whether students would learn the whole Taoist school in three years. So the research aims to define the topics and order of teaching Laozi’s and Zhuangzi’s philosophy, within the range of classical Chinese articles, examining the completeness and lack of present materials. The research hope could be helpful to teachers on the spot. It was the third year of using the new “Guidelines of High School” during this research. Considering the efficiency of results, and the practicableness on the spot, this research collect materials from ” 101 Academic Year Guidelines of High School”, with Book 1 and 2 for 101 academic year, Book 3 and 4 for 102 academic year, Book 5 and 6 for 103 academic year, including 5 versions of teaching materials. Hoping could provide the topics for teachers in teaching Laozi’s and Zhuangzi’s philosophy and combine the known knowledge into Taoist school for students who are in grade 12. There are five chapters in the study. First chapter is preface, about the motivation and aim of the study, defining the range, method and steps of research. Second chapter refers to scholars ‘ studies in Laozi and try to arrange the topics of teaching Laozi. The third chapter refers to scholars ‘ studies in Zhuangzi and try to arrange the topics of teaching Zhuangzi. The forth chapter tries to elaborate Laozi’s and Zhuangzi’s philosophy in teaching materials. The fifth chapter is conclusion, comparing the teaching topics and classical Chinese articles, hoping to develop the teaching of Laozi’s and Zhuangzi’s philosophy.

This dissertation is a presentation and defense of the idea that public philosophy is a valuable activity, and that public philosophy should be generally supported because it provides benefits to the people who engage in it, and it raises esteem for philosophy generally. Historically philosophy was, in some measure, geared more toward the general public than it is today. Examining the history of philosophy in the most general terms reveals a trend for philosophy, over time, to become less accessible to the public and more of a specialized and professional practice. Philosophy is an activity that can and should provide benefits to people other than professional academic philosophers. In particular, applied philosophy is useful to other disciplines and professions. Applied philosophy is more well-known than public philosophy. Public philosophy may take two forms. There is public philosophy created for the public by public intellectuals. There is also a less well-known variant, philosophy by the public, which allows non-philosophers to participate in philosophical reflection and discussion in public philosophy programs. Public philosophy programs are an innovative way to revive the practice of philosophy as a way for ordinary people to improve their everyday lives. Public philosophy programs benefit individuals as well as their communities.
acase@tulane.edu

D.Ed. (Didactic Education)
The school, society (from a cultural perspective) and the tension between forces of commonality and diversity form the theme of this thesis. The problem ofthis research revolves around the question of how the tension between commonality and diversity manifests itself in the school. The aims of the research are as follows: to identify elements which seek commonality and create diversity, which in the cultural context lead to tension in the community; to describe the way in which this tension manifests itself in the school; and to summarise the universal reaction of the school to this tension in categories which may serve as a model according to which the school can be studied. The results are as follows: a full array of elements through the ages could be identified which, because ofchange in the community, caused (causes) tension between commonality and diversity; commonality seeking or diversity creating tendencies influence the school as an instrument of enculturation; the school (of all times) then gives expression to this tension between commonality and diversity by means of dimensions which display specific universal features; these universal features are classifiedanddescribedin four categories: change takes place in the school because ofchange in the community; change gives expression to structuring in the school according to form and content; this takes place to create equilibrium in accordance with tendencies in the community in a situation of tension; and equilibrium is necessary to avert conflict; the four categories arc also interrelated in an equilibrium seeking and conflict averting manner - presumably optimum efficiency AND effectiveness can be reached when the school succeeds in maintaining a balance in the categorial structure; and to be able to do this, the probable option for the school is not an "eitheror" one, but an "and-and" choice - this means that the school should be structured because of changes in the community, in such a manner that it maintains equilibrium between commonality and diversity and simultaneously averts conflict. Finally the categories ofthe reaction ofthe school to the tensions betweencommonality and diversity are described from a South African perspective, in orderto ponray how the South African school adapted to change, how schools arc structured, how the school strives towards equilibrium and how it handles conflict. It again becomes clear that in the South African situation only one school model does not contribute to averting conflict in its equilibrium seeking role. Therefore, a multiple-model approach to both commonality seeking and diversity creating needs of the community, seems probably to be the most desirable option for schools to fulfill their mission.