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Ntibagirirwa, Symphorien. « Philosophical premises for African economic development : SEN’S capability approach ». Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25560.
Texte intégralRésumé :
The focus of this research is the cultural assumptions underpinning Africa’s strategies of economic development, taking the Lagos Plan of Action (LPA) and the New Partnership for Africa’s Development (NEPAD) as case studies. It considers the issue whether the neglect of Africa’s cultural beliefs and values in African plans and policies of economic development may not lead to a development impasse. Accordingly, three major objectives are pursued. The first objective is to attempt a critical assessment of the two strategies of economic development, LPA and NEPAD, against the background of theories of economic development that informed them respectively and their cultural assumptions. Using both a theoretical reflection and an empirical approach, I argue that LPA and NEPAD relied on theories of economic development whose cultural foundations are not African. Consequently, although they were designed in Africa, their respective philosophical bases are not African. The second objective is to investigate the relationship between African cultural values and economic development and the extent to which the neglect of the African value system in African policymaking and planning could lead to a development impasse. Based on a theoretical reflection as well as empirical research, I argue that in both LPA and NEPAD, the beliefs and values that structure the African value system have been neglected to the extent of being ignored. The major implication of this neglect is that there is insufficient room for people’s participation in the process of their economic development. Participation makes possible the democratisation and the inculturation of economic development, and thus translates the universal conception of economic development to its local, cultural feasibility. The third objective is to propose certain philosophical premises that could guide development planning in Africa. I revisit the African value system and retrieve the Bantu concept of the human person as umuntu-w’-ubuntu / umuntu-mu-bantu in order to ground the future economic development of Africa on the African foundation. Using Sen’s capability approach which defines development in terms of the ability of people to lead the life they value and have reason to value, human agency and the expansion of capabilities (or real freedoms people enjoy), I suggest four philosophical premises which link African economic development to what Africans believe and value. The first premise consists of the shift from extroversion to the freedom of people to lead the lives they value and have reason to value. This premise deals with the spirit of extroversion which prevents Africans from appreciating their beliefs and values in the process of economic development. It emphasises the fact that development is not a project, but rather a process by which people create and recreate themselves and the conditions by which they can flourish fully. The second premise is the human agency. It deals with the shift from the conception of development as an autonomous process to the conception of development as an agency-based process. It emphasises that the development conceived of as an agency-based process, has as its starting-point and end-point the people. The third premise deals with the shift from the conception of development as an end product to development as an expansion of capability or the real freedoms people enjoy. This premise emphasises three major things. The first is that the expansion of people’s capability is both the end and the means of development. People’s capabilities are not only the primary end of development, they are also its principal means. The second is that development conceived of as the expansion of people’s capability is the concern of both the people and their structural institutions. The third is that the interaction between people and their structural institutions makes it possible to transcend the various dualities often observed in certain development approaches such as the bottom-up and topdown development. The fourth and last premise is the principle of baking the cake together. This premise follows from the fact that the capability approach leads to development as a participatory and inclusive process. It expresses the traditional practice of collaboration in the African community. It emphasises that the three major actors in the development process, namely, the state, the people and the market which tend to exclude each other, are all agents and must work together inclusively to achieve a sustainable economic development. These are the premises suggested to lead future economic development in Africa. Each of these assumptions has implications which are unpacked in the conclusion.Thesis (PhD)--University of Pretoria, 2012.
Philosophy
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Morris, Ronald. « Philosophical foundations of moral values in sex education ». Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63345.
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Abelsohn, Jaron. « A Philosophical Framework for Conditional Cash Transfers ». Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/217.
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Despite some recent economic progress, there is still widespread poverty and severe inequality in developing countries. According to the World Bank there are over 925 million hungry or undernourished people worldwide. More than 80 percent of people in the world live in countries whose income inequality is rising. Over 2.1 billion people globally live on less than two dollars a day, with over 880 million people facing absolute poverty and living on less than one dollar a day. Three out of four people living on less than $1 a day live in rural areas. These impacts have been magnified by the recent global recession, as rising food prices and a decrease in remittances have pushed between 130 and 155 million people back into poverty. 1 Particularly in lower income countries, the impoverished are faced with poor and insufficiently funded health care systems, restricted access to adequate nutrition and potable water, low agricultural yields, and poor soil quality. Not only are the services in short supply for the poor, but the predicament of the poor often limits their capacity to avail themselves of these services. Parents may opt for keeping their children out of school, either to employ their labor or to avoid the costs of transportation and school fees. Healthcare may also entail costs that parents are reluctant to bear. Thus, people are often in poor health which decreases their productivity and learning capacity. These issues combined, along with inadequate education systems, poor school attendance, and teacher absenteeism, all retard human capital accumulation.
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Moore, Ben. « Meaning with babies : a psychological focus for a philosophical review of referential communication ». Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387199.
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Bäcklund, Anna. « Philosophical perspectives on sustainable development with a focus on the urban poor ». Thesis, KTH, Urbana och regionala studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-147626.
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The study discusses sustainable development related to the urban poor in informal settlements. It includes also a case study of how the Municipality of Taboão da Serra, a city in the periphery area to SaoPaulo, work for upgrading the favelas. It discusses issues such as which strategies for slum upgrading that are used and which philosophical theories the upgrading projects are related to. The study is based on literature studies and a two and a half month long field study at the municipal office at Taboão da Serra. During the field studies, a number of interviews and informal conversationswere held. Also visits to favelas and participation observations were made. The municipality has many projects aimed at upgrading the favelas. Many measures are about a better infrastructure and physical environment, for example waste management, land regularization andbetter roads. There are also measures both at municipal and national level to promote primary education. The municipality also runs programs to reduce unemployment. The upgrading projects have connectionsto both different kinds of utilitarianism and Rawls theory of justice.
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Owen, Roderic Lewis. « Liberal education and moral development : an integrated model of moral education ». W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.
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Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.
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De, Rosa P. « Karl Rahner's concept of 'Vorgriff' : An examination of its philosophical background and development ». Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384017.
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Ndipnchot, Robert E. « Marxist-Leninist revolutionary development in Benin (1975-1985) : an evaluation of philosophical adaptation ». DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/3765.
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The capitalist-imperialist system dominates the world and promotes exploitation, inequality and conflicts. This situation is aggravated in poor colonial countries where there is desire for social change and development. The dominated and exploited peoples are forced by necessity of self-determination to challenge the status quo. The solution to the problems of capitalism-imperialism lies in the Marxist-Leninist (socialist) revolution. In 1975, some Beninese revolutionary leaders launched a "revolution" in Benin. The purpose of this research was to determine whether the Beninese revolution is Marxist-Leninist. The methodology of this research is historical materialism; the hypothesis is that the Beninese revolution is Marxist-Leninist. The research concludes that the Beninese revolution is theoretically Marxist-Leninist but not yet socialist in practice. The social revolution in Berlin is striving for socialism through social reorganization and development. But so far, it has only made Benin a mixed economy with private and public property as well as capitalist-imperialist involvement. The Beninese effort has, however, confirmed Marxism-Leninism and further contributed to revolutionary theory by proving that a coup d'etat/military regime can be transformed into a revolutionary vanguard to lead a social revolution. The major limitations of the Beninese revolution are the lack of "will," capital and technological capacities to undertake economic development. These handicaps reduce the effectiveness of the revolution and leave Benin vulnerable to the control of international finance-industrial capital that may jeopardize the country's revolutionary effort. But with commitment to the revolution and immediate action taken to develop capital and technological capacities, the revolution may become socialist. There is, thus, a need for further research on how the revolutionary government of Benin is trying to overcome the handicaps of the revolution.
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Gallant, Reinhold Justin. « Foundation phase teachers' continuous professional development ». Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007898.
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This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.
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FONSECA, JOSE NIVALDO DA. « A PHILOSOPHICAL VIEW OF MEDICAL THOUGHT : AN EVALUATION OF THE INTERACTION BETWEEN PHILOSOPHICAL AND MEDICAL KNOWLEGDE, UNDER THE EXAMINATION OF THE DEVELOPMENT OF MEDICAL ANALOGY ». PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5211@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRONesta tese, à luz do prisma filosófico, empreendemos um olhar que abrangeu o pensamento médico filosófico desde a Antiguidade até a Revolução Terapêutica. Nosso olhar contemplou: na Antiguidade, uma época em que houve uma estreita colaboração entre Filosofia e Medicina, baseada na pesquisa mútua dos aspectos etiológicos, quer da enfermidade da alma, quer daquela do corpo; foi a época do nascimento e apogeu da Analogia Médica; na Idade Média, identificou um estado de hibernação da Analogia Médica no século XII, seguido de um leve despertar no século XIII, a volta a um estado de adormecimento e o despertar definitivo, no século XV; na Renascença, captou a retomada dos textos médicos e a queda do saber galênico tradicional; na Modernidade, finalmente, diagnosticou o início do distanciamento entre os saberes filosófico e médico, com o respectivo definhamento da Analogia Médica. Desde então, nosso olhar aprofundou se nas idas e vindas do saber médico filosófico, especulando as causas e consequências desse distanciamento, e chegou à conclusão de que o legado deixado pelo pensamento médico moderno orientou e orienta a Medicina contemporânea para um sentido de desumanização em relação à pessoa do paciente. Por fim, depois de tanto ver, nossa razão assentiu para a necessidade de uma reforma na Medicina, principalmente em sua paidéia, baseada numa próxima colaboração com a Filosofia a fim de receber subsídios quando à questão central de qualquer procedimento terapêutico: qual é o ser do ser humano?
In this Thesis, using the light of the philosophical prism, we undertake an examination embracing medical philosophical thought beginning in antiquity, continuing up until the Therapeutic Revolution. Our view contemplates: in antiquity, a time during which there was a strict collaboration between Philosophy and Medicine, based upon mutual research of the etiological aspects of disease not only of the soul but also of the body; it was the time of the birth and apogee of the Medical Analogy; during the Middle Ages it was possible to identify that the Medical Analogy had entered a state of hibernation in the twelfth century, followed by a slight awakening in the thirteenth century, returning to a state of sleep, with the final awakening occurring in the fifteenth century; during the Renaissance it captured a return to the medical texts and the fall of traditional Galenic knowledge; finally during the Modern era we have diagnosed the initial phases of a distancing between philosophical and medical knowledge, with a respective weakening of Medical Analogy. Since the Modern era our examination has focused upon the vacillations of medical philosophical knowledge, speculating upon the causes and consequences of this distancing, and our examination found that the legacy left by modern medical thought has oriented and continues to orient Modern Medicine towards a dehumanization in relation to the person of the patient. Finally, we concluded that medical reform is needed, principally, in its Paideia, based upon a closer collaboration with philosophy, with the intent to provide subsidies to help answer the central question of any therapeutic procedure, which is: what is the nature of the being of the human being?
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Mo, Seng-yeuy (Alex). « Cinematographs contextualising historical, political and philosophical influences on the development of education in Vietnam ». Curtin University of Technology, School of Management, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13830.
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It is arguable that at all times the long-term prosperity of a nation is inextricably linked to its educational system, especially of higher education. This study of Vietnam's educational structure and system is both unique and necessary. It provides detailed information and considerable analysis not previously available to readers outside Vietnam. As a historical study, it covers aspects of more than 2,000 years of the country's educational developments, from the invasion of China in 111 B.C. to the present. The study is divided into six chapters, each of which deals with a major period of time. Each chapter is self-contained. Historical background and essential materials are presented and analysed. The writing of historical events is based on chronological order. Vietnam was a country without written language before the coming of the Chinese who, in their invasion of Vietnam in 111 B.C., brought with them their civilization, culture, educational system and language. The introduction of Chinese language to Vietnam can be taken as the overture of Vietnamese education. The first two chapters provide detailed information and historical factors as to how an early educational system of Vietnam was established under the influence of China and through its impact of education on the formation of a Confucian political system and Confucian society, which continued to exist for over 2,000 years. The political decline of China in the late 19th century provided the opportunity for the French to enter Vietnam and finally replace the Chinese sovereignty over the country in 1885. The invasion and ruling of the French (1886-1954) brought forward significant changes in Vietnam politically, socially and educationally.The French introduced a new, modem educational system to Vietnam and set up an elite colonial educational system which had a great impact on Vietnamese society as well as its education. Traditional Chinese education and its imperial examination system commenced to fade out in Vietnam from the early 20th century and came to an end in 1917. During this colonial period, Western ways of thinking and culture began to flow into Vietnam and continued thenceforth. With the division of the country into North and South as separate regimes under the Geneva Accords in 1954, the educational systems of each regime developed under different political systems and different ideologies from 1955-1975. In the North, the educational system was totally reformed according to Communist doctrine while in the South, education continued to develop in the Western ways. The world-known Vietnam War ended in April 1975. However, the unification of the North and South failed to be effected in many aspects due to varied ideologies and political systems. During the period of 1975-85 Vietnam underwent a transitional reform of education in the South, which continued up to the practice of the nation's `open-door policy' starting from 1987. Narration of a significant profile of attributes of Vietnam's system of education today is fully sketched. The concluding chapter comprises two major parts; the summing up and a general review on Vietnam's educational system and practices, together with some of the issues evident in the system at present.
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Burns, Terrance L. « Toward the development of an urban strategy for ministry philosophical, sociological, and historical considerations / ». Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
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Hasan, Abdullah Mohammed Abdullah. « The role of religion and literary art in the development of Wittgenstein's philosophical thought ». Thesis, University of Hull, 1994. http://hydra.hull.ac.uk/resources/hull:15296.
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Mo, Seng-Yeuy (Alex). « Cinematographs contextualising historical, political and philosophical influences on the development of education in Vietnam ». Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/976.
Texte intégralRésumé :
It is arguable that at all times the long-term prosperity of a nation is inextricably linked to its educational system, especially of higher education. This study of Vietnam's educational structure and system is both unique and necessary. It provides detailed information and considerable analysis not previously available to readers outside Vietnam. As a historical study, it covers aspects of more than 2,000 years of the country's educational developments, from the invasion of China in 111 B.C. to the present. The study is divided into six chapters, each of which deals with a major period of time. Each chapter is self-contained. Historical background and essential materials are presented and analysed. The writing of historical events is based on chronological order. Vietnam was a country without written language before the coming of the Chinese who, in their invasion of Vietnam in 111 B.C., brought with them their civilization, culture, educational system and language. The introduction of Chinese language to Vietnam can be taken as the overture of Vietnamese education. The first two chapters provide detailed information and historical factors as to how an early educational system of Vietnam was established under the influence of China and through its impact of education on the formation of a Confucian political system and Confucian society, which continued to exist for over 2,000 years. The political decline of China in the late 19th century provided the opportunity for the French to enter Vietnam and finally replace the Chinese sovereignty over the country in 1885. The invasion and ruling of the French (1886-1954) brought forward significant changes in Vietnam politically, socially and educationally.The French introduced a new, modem educational system to Vietnam and set up an elite colonial educational system which had a great impact on Vietnamese society as well as its education. Traditional Chinese education and its imperial examination system commenced to fade out in Vietnam from the early 20th century and came to an end in 1917. During this colonial period, Western ways of thinking and culture began to flow into Vietnam and continued thenceforth. With the division of the country into North and South as separate regimes under the Geneva Accords in 1954, the educational systems of each regime developed under different political systems and different ideologies from 1955-1975. In the North, the educational system was totally reformed according to Communist doctrine while in the South, education continued to develop in the Western ways. The world-known Vietnam War ended in April 1975. However, the unification of the North and South failed to be effected in many aspects due to varied ideologies and political systems. During the period of 1975-85 Vietnam underwent a transitional reform of education in the South, which continued up to the practice of the nation's `open-door policy' starting from 1987. Narration of a significant profile of attributes of Vietnam's system of education today is fully sketched. The concluding chapter comprises two major parts; the summing up and a general review on Vietnam's educational system and practices, together with some of the issues evident in the system at present.
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Traiger, Jeffrey Davis Gallos Joan V. « Working nontraditional adult undergraduate students' development of career identity and life satisfaction a qualitative examination / ». Diss., UMK access, 2006.
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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006."A dissertation in urban leadership and policy studies in education and education." Advisor: Joan V. Gallos. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 29, 2007. Includes bibliographical references (leaves 174-192). Online version of the print edition.
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Rico, Jorge E. 1961. « The historical development, philosophical foundation, and mission of the religious education program at Andrews University / ». Link to Dissertations, 2008. http://eprint.cc.andrews.edu/23/.
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Feldman, Matthew. « Sourcing aporetics : an empirical study on philosophical influences in the development of Samuel beckett's writing ». Thesis, Oxford Brookes University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427120.
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Jones, Carwyn Rhys. « A philosophical critique of selected social scientific research into values and moral development in sport ». Thesis, Open University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284377.
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Fakier, M. (Mursheed). « A philosophical study of structural and conceptual trends underlying the development of outcomes-based education ». Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52121.
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Thesis (MEd) -- University of Stellenbosch, 2001.ENGLISH ABSTRACT: This study looks at the structural and conceptual trends underlying the development of outcomes-based education. Part of the democratisation process of South African education involves the introduction of a system of outcomes-based education (OBE) in South African schools. Proponents of OBE claim that it constitutes a radical break from the previous apartheid education system. For this reason OBE is viewed as a transformational perspective on the curriculum. Viewed against this backdrop OBE strives to guarantee success for all learners; to empower learners in a learner-centred environment thus creating a critical, investigative, creative, problem-solving, communicative future-orientated citizen (Department of Education 1997:10). However, after doing an analysis and an interpretation of the White Paper on Education and Training (1996), it appears as if OBE with its "fixed" outcomes has a tendency to manipulate and control learners. The analysis shows that OBE stifles learners' critical, investigative, creative and problem-solving ability. The study also reveals that as a result of globalisation there is a global discourse on knowledge production which assumes that unless our system of education conforms with this global reality, our education could be considered as being of an inferior quality. The findings of the research suggest that OBE with its fixed outcomes cannot engender transformation on its own. Rational reflection, creativity and imagination need to be imbedded in practices of teaching and learning. By doing this, OBE could offer transformative opportunities for school communities at large.
AFRIKAANSE OPSOMMING: Hierdie studie poog om die strukturele en konseptuele tendens onderliggend aan die ontwikkeling van UGO (Uitkomsgebaseerde onderwys) te ondersoek. Die bekendstelling van 'n UGO model in skole word gesien as deel van die demokratiseringsproses wat binne die Suid-Afrikaanse onderwysstelsel plaasvind. Ondersteuners van UGO is dit eens dat UGO radikaal wegbeweeg van die apartheidsonderwysstelsel. Om hierdie rede word UGO dus gesien as 'n transformatoriese perspektieftot die kurikulum. Teen hierdie agtergrond streef UGO daama om sukses te waarborg vir alle leerders in 'n leerlinggesentreerde omgewing. Op die manier wil UGO 'n kritiese, ondersoekende, skeppende, probleemoplossende, kommunikatiewe en toekomsgerigte landsburger skep. Nadat daar egter 'n analitiese studie van die Witskrif vir Onderwys en Opleiding (1996) gedoen is wil dit tog voorkom asofUGO eerder daarop gemik is om leerders te manipuleer en te beheer. Trouens, die huidige diskoers oor kennisproduksie aanvaar dat indien 'n land se opvoeding nie die realiteit van globalisasie in ag neem nie word dit as minderwaardig beskou. Die bevindinge van die navorsmg stel voor dat UGO, met sy vaste uitkomste, wemige verandering alleen kan meebring. Daar word dus aan die hand gedoen dat indien rasionaliteit, kreatiwiteit en verbeeldingrykheid deel sou vorm van onderwys en leer dit op so 'n manier uitkomste kan komplementeer en sodoende betekenisvolle transformasie in die onderwys kan bewerkstellig.
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Wu, Xiao Jian. « Understanding the ethical aspects of information systems development practices : a philosophical and case based enquiry ». Thesis, De Montfort University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393501.
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Pak, Christopher. « Ecopolitical transformations and the development of environmental philosophical awareness in science fictional narratives of terraforming ». Thesis, University of Liverpool, 2012. http://livrepository.liverpool.ac.uk/9193/.
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This thesis examines the motif of terraforming from Wells’ War of the Worlds (1898) to James Cameron’s film Avatar (2009) in order to assess the dialogical development of ecological themes and its imbrication with politics in science fictional narratives of terraforming. It tracks the growth of the theme in four distinct phases that are contextualised by a short history of terraforming in the introductory first chapter. Chapter two examines the appearance of proto-terraforming and proto-Gaian themes in British scientific romance and American pulp sf prior to Jack Williamson’s coining of the term “terraform” in 1942. Environmental philosophical concepts of nature’s otherness, Lee’s Asymmetry, Autonomy and No-Teleology Theses and notions of identification with nature are examined in this connection to illustrate the character of these texts’ engagement with environmental philosophy and ecopolitics. Chapter three examines the development of the terraforming theme in primarily American 1950s terraforming stories and explores how the use of elements of the American Pastoral are deployed within the discourse of sf to consider the various ways in which the political import of terraforming is imagined. Chapter four explores the impact of the environmental movement of the 1960s in terraforming stories of the 1960s-1970s. Beginning with a consideration of the use of Gaian images in characterisations of alien ecologies, this chapter then progresses to consider a parallel strand of terraforming stories that transform the themes of the 1950s texts in the light of the impact of the 1960s environmental movement. Chapter five concludes this analysis by considering two major trilogies of terraforming written in the 1980s-1990s, Pamela Sargent’s Venus and Kim Stanley Robinson’s Mars trilogies. These works inherit the discourse of terraforming established by earlier works and re-configure them in ways that address contemporary environmental and geopolitical concerns.
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Plant, Malcolm. « Developing and evaluating a socially critical approach to environmental education at philosophical and methodological levels in higher education ». Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343537.
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Keyton, Michael M. (Michael Murray). « The Development and Interpretation of Several Symbolic Models of Thought ». Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331860/.
Texte intégralRésumé :
Philosophical and physiological investigations define thought to be the result of thinking. psychological Inquiry has mainly focused on discovery of the mechanisms and topology of thought. Philosophical Inquiry either has explored the mind-body problem or has analyzed the linguistics of the expression of a thought. However, neither has Investigated adequately phenomenal characteristics of thought Itself, the Intermediary between the production and the expression of a thought. The use of thought to analyze phenomenal characteristics of thought engenders a paradox. If the expression of thought requires finite series of linked words with rules governing syntax, then analysis of both the thought and the expression of the thought must necessarily transcend the linguistic level. During the last century many examples of logical paradoxes In linguistics of thought have been given. The culminating difficulty of dealing with a finite structure, a characteristic of any language, Is Godel's Incompleteness Theorem, which says in essence that in order to render all decisions about a finite system requires the use of material outside the system. Thus, a potentially complete interpretation of thought must use some technique which is basically non-linguistic . Wittgenstein proposed such a method with his "Picture theory. " This technique solves the major paradoxical problem generated by investigation of a reflective system using the system itself , but leaves unsolved the question of ultimate resolution . Using pictorial models with examples to assist in understanding phenomenal characteristics of thought, this paper investigates basic units of thought, attempting to identify properties of a basic unit of thought and of the collection of thoughts for a person, and analyzes relationships and interactions between units of thought.
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Loncaric, Mladen Anton. « Self-concept, occupational aspiration, and ego identity : a correlational study ». Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30853.
Texte intégralRésumé :
Level of Occupational Aspiration is a complex though relatively unexplored phenomenon which is theorized to play a major role in career choice. This study explores the relationship between level of occupational aspiration (real/ideal) and self-concept (as measured by the Piers Harris self concept scale), and level of occupation and ego identity (as measured by the Revised Ego Identity Scale).
Significant positive correlations were found between both real and ideal aspirations and self-concept for females. No relationship was demonstrated for males. Significant positive correlations were also established between real and ideal aspirations and ego identity for females. A significant positive relationship was
established between real aspirations and ego identity for males.
Implications for adolescent career counselling are discussed.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Bhowal, Nabanita. « Kants notion of synthetic a priori judgement and some later developments on it ». Thesis, University of North Bengal, 2019. http://ir.nbu.ac.in/handle/123456789/4042.
Texte intégral
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Alwani, Ahmed J. « Epistemological and Ontological Elements of Transpersonal Human Development in the Qur'an ». Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56961.
Texte intégralRésumé :
This study opens with an introduction to the transpersonal orientation, which Boucouvalas presents as a meta-framework of the transpersonal field that includes individual, group/societal, and planetary/cosmic domains. Three major theoretical perspectives of the field framed the study: the hierarchical stages of development, spiral path, and participatory. I offer a philosophical hermeneutic reading of the Qur'an to trace the development of human collective consciousness as a construct of the interaction between the autonomous and homonomous self at the individual, group, and cosmic levels on one plane of reality with the Divine on the other. This analysis, which utilizes Gadamer's conceptualization of philosophical hermeneutics as a research philosophy, concludes that this process of collective human development is comprised of three clearly distinct representations: familial, national, and cosmic/planetary. I articulate development and growth as a process of the expansion of collective consciousness. The cosmic/planetary human consciousness represents the ultimate reach of this expansion, for it assimilates the national and familial types while simultaneously transforming and transcending them within its reach.
Based on the historical development of human consciousness in the Qur'an depicted in this study, I propose that human collective consciousness has reached the domains of cosmic consciousness, which began at the time of the Qur'an being read by Muhammad. However, individuals and groups may still operate within the limiting boundaries of national consciousness in the form of religious, ethnic, racial, and nation states. The Qur'an, and possibly other religious texts, should be understood within this expanded cosmic/planetary consciousness reach because they represent humanity's collective heritage. Moreover, those individuals operating within a strictly national consciousness should not be entrusted with explaining these texts to humanity at large or imposing their own limiting understanding on the world. I conclude by outlining some implications for adult education as a process, a program and a movement. I presented the possible contribution of a transpersonal adult learning theory based on this study's meta-framework as a comprehensive worldview to adult education and learning combining multiple dimensions of being, including the rational, affective, spiritual, imaginative, somatic, and sociocultural domains through relevant experiences of body-mind-spirit.Ph. D.
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Cullen, Helen E. « Simone Weil : The development of her philosophical anthropology through a study of her life and thought ». Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9639.
Texte intégralRésumé :
This thesis develops a consistent view of Simone Weil's philosophical anthropology through a study of her life and thought, and how one informs the other. I demonstrate that there is a change in Simone Weil's conception of human nature from her early thought to her later thought. However, my thesis shows that this change is a development rather than a divergence in her thinking. The thesis demonstrates that Simone Weil's philosophical anthropology remains consistently dualistic throughout her writings. This dualism changes from a mind-body dualism to a dualism that places mind within a carnal part of the soul, and establishes an eternal part of the soul as the essence of human nature. My exposition demonstrates the conception of human nature developed in her early work. Then I show how this conception forms the basis of a critique of Marxism. I present her position that a liberated society for the workers must be organized around the dualistic conception of human nature. Work with a method is conceived as an intellectual, physical, and ultimately, spiritual practice that restores labour to a principal place in a free society. I demonstrate that a free society based on Simone Weil's philosophical anthropology came to mean to her a redirecting of Western culture so as to include the other dimensions of human nature: the continuity of time transmitted through tradition of identical thought; an understanding of our place in the order of the universe; and a true conception of our relation to God. The fully developed vision of the human being in Simone Weil's later work includes a conception of the State as a metaxu (intermediary). The function of the State as metaxu is elaborated in an inquiry into the uprooted human and political conditions of her time. This thesis maintains that Simone Weil holds, throughout her work, to the ideal of a society that enhances human nature by making manual labour its spiritual core.
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Ka, Zenzile Mawande. « Decolonizing visualities : changing cultural paradigms, freeing ourselves from Western-centric epistemes ». Master's thesis, Faculty of Humanities, 2017. http://hdl.handle.net/11427/30909.
Texte intégralRésumé :
In this study, I hope to challenge the absolute belief in academia, which assumes that the perception of reality or visualities; in terms of culture, nature, truth and so on, by definition should be understood according to the Western philosophical character and genealogy as developed from a positivist paradigm. It seems to me, that the dominant methodological frameworks as I know them now, tacitly follow this scientific, quantitative, material, mechanical, positivist paradigm that draws from Western philosophical development and positions, pervasively held as the only basis for knowledge production. In turn, this philosophical position delegitimises any other epistemologies or methodological frameworks from elsewhere. In many cases, the methods of teaching and assessing subscribe, impose and perpetuate these same protocols as the only recognised epistemological and methodological approaches for critical inquiry inside tertiary educational institutions. By far, fine art as a discipline has inherited this epistemological position. To define this field in the context of decolonisation (meaning the undoing of colonisation), it requires us to look beyond disciplinary knowledge. This research is primarily an epistemological critique; and does not simply seek to “Africanise” the study of art, but to condemn the pervasive institutionalised cultural dominance. To frame my discourse, I have adopted an anti-colonial perspective, and a qualitative method to help define this phenomenon through a wide range of techniques. These include grounded theory; propositional logic; case study, narrative inquiry and auto-ethnography as possible tool for collecting, coding and analysing of data.
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Stonehouse, Victor Paul. « Rough ground of character : a philosophical investigation into character development, examining a wilderness expedition case study through a virtue ethical lens ». Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6306.
Texte intégralRésumé :
There is a long-held assumption that Outdoor Adventure Education (OAE) can develop character. However, little research has explored this belief. While many practitioners, and some scholars, remain committed to character development through OAE, the literature also reveals a growing body of discomfort and suspicion surrounding this assumption. This dissent centres on the vague nature of the term “character,” and the moral philosophical complexities surrounding the concept of character itself. Until “character” is more clearly explicated, any resolution to the current confusion is unlikely. This thesis employs Aristotle’s virtue theory, as espoused in his Nicomachean Ethics, to articulate an understanding of character. Although several scholars have used virtue ethics, commonly referred to as character ethics, to support their claims of character development through OAE, these treatments have been preliminary, warranting this more detailed account. When viewed from this virtue ethical perspective, the question, “Can character be developed through OAE?,” becomes problematic. For Aristotle cautions that different subjects of inquiry yield differing levels of accuracy, and with regard to ethical investigations, such as those into character, one must be content to “indicate the truth roughly and in outline” (I 3§4). Further complicating the matter, Aristotle asserts that virtue, a disposition, and the building block of character is gradually and arduously inculcated over long periods of time (I 7§16). While virtue theory implies that radical character transformation is, in any context, unlikely over brief stints of time, this does not mean that OAE programmes are of little moral worth. To the contrary, a detailed examination into a virtue ethical understanding of character suggests that certain elements of OAE programmes may xii have strong moral relevance. This relevance is found in Aristotle’s three conditions that cultivate the development of virtue, conditions readily found within many OAE courses: moral reflection; moral practice; and sharing in the moral lives of others. Drawing on my own interest and experience within OAE, an expedition seemed an ideal setting to explore the presence and content of Aristotle’s three conditions. In hope of discovering this moral narrative, a qualitative case study was conducted on a two-week wilderness expedition in the Adirondack Mountains of New York. The expedition was a first-year transition experience for students attending a Christian liberal college in the United States. Utilising interviews as a primary method, and observations and texts as secondary methods, the research explored the participants’ expedition experience from a virtue ethical perspective. A thematic analysis revealed that participants reported reflecting on their moral lives in both formal (e.g. group reviews, solo, journals) and informal (e.g. while hiking and performing camp chores) settings. Similarly, whether through the mental and physical endurance required in off-trail navigation, or the care expressed through the acts of service and gracious tolerance necessitated by the social demands of expeditionary life, the participants viewed their wilderness travel as a constant opportunity for moral practice. Lastly, the participants identified the community formed on their expedition to be integral to their increased moral self-perception. Although a virtue ethical perspective precludes claiming anything definitive regarding the participants’ character development, at the least, the expedition can be said to have contributed to their moral journey in ways that are directly relevant to their character.
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Bond, Carol Helen, et n/a. « The Development of Students' Experiences of Learning in Higher Education ». Griffith University. School of Curriculum, Teaching and Learning, 2000. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051214.111201.
Texte intégralRésumé :
This thesis is concerned with the development of tertiary students' experiences of learning as they progress through three years of undergraduate study in two different psychology programs. Previous research that is relevant to this topic has tended to focus either more narrowly on the development of epistemic beliefs or more broadly on the variation of learners' experiences of learning. Research on epistemic beliefs has tended to focus on the structural aspects (stages) of development and to ignore the content of thinking. In contrast, research on experiences of learning has concentrated upon the content of students' experiences, yet it can be criticised for the way in which it decontextualises students' experiences and for its limited attention to change and development. Moreover, despite evidence suggesting that learning comprises a complex of phenomena such as understanding, memorising and knowing, this line of research has tended to treat learning as a single phenomenon. In the thesis I draw on Gadamer's philosophical hermeneutics, Gurwitsch's view of awareness, and much of the conceptual framework of the phenomenographic perspective to argue a case for a theoretical framework and consequential practices that are more plural and inclusive of learner's experiences of learning. The new approach refocuses the relationship between researcher, knower and known in terms of the knowing relation-one that involves a dynamic iterative interweaving of first and second order perspectives. Using this new approach, students' experiences are analysed to provide rich description and ontological explanation of both change and development over time. The approach allows the unity of the partlwholelpart relation of an individual's experience to be recognised. So the method is able to take account of the contextual relevancy of the individual whilst also focusing on the experiences of the group. The results show that rather than comprising a single phenomenon, learning is itself part of a multi-dimensional (depth, spatial and temporal dimensions), multi-phenomenal field. The phenomena of learning, understanding, memorising and knowledge are described in detail, and their individual internal relations are elaborated along with the internal relations between the phenomena. Four main groups of experiences of learning are described within this framework: reproductive experiences; relational experiences; constructive experiences; and transformative experiences. Each of these categories comprises several sub- categories. This fine-grained focus on individual students' data, and the use of the phenomenographic whadhow framework, allows the development of experiences to be traced and interpreted as a gradual morphing over time. The pattern of development suggests that each part of the learners' journey plays an important role in the growth of skill and competence in learning. Thus, it may be important that curricula account for variation not by focussing upon transformative experiences of learning, as is often the case, but by facilitating shifts through all of the experiences that learners may pass through.
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Bond, Carol Helen. « The Development of Students' Experiences of Learning in Higher Education ». Thesis, Griffith University, 2000. http://hdl.handle.net/10072/367319.
Texte intégralRésumé :
This thesis is concerned with the development of tertiary students' experiences of learning as they progress through three years of undergraduate study in two different psychology programs. Previous research that is relevant to this topic has tended to focus either more narrowly on the development of epistemic beliefs or more broadly on the variation of learners' experiences of learning. Research on epistemic beliefs has tended to focus on the structural aspects (stages) of development and to ignore the content of thinking. In contrast, research on experiences of learning has concentrated upon the content of students' experiences, yet it can be criticised for the way in which it decontextualises students' experiences and for its limited attention to change and development. Moreover, despite evidence suggesting that learning comprises a complex of phenomena such as understanding, memorising and knowing, this line of research has tended to treat learning as a single phenomenon. In the thesis I draw on Gadamer's philosophical hermeneutics, Gurwitsch's view of awareness, and much of the conceptual framework of the phenomenographic perspective to argue a case for a theoretical framework and consequential practices that are more plural and inclusive of learner's experiences of learning. The new approach refocuses the relationship between researcher, knower and known in terms of the knowing relation-one that involves a dynamic iterative interweaving of first and second order perspectives. Using this new approach, students' experiences are analysed to provide rich description and ontological explanation of both change and development over time. The approach allows the unity of the partlwholelpart relation of an individual's experience to be recognised. So the method is able to take account of the contextual relevancy of the individual whilst also focusing on the experiences of the group. The results show that rather than comprising a single phenomenon, learning is itself part of a multi-dimensional (depth, spatial and temporal dimensions), multi-phenomenal field. The phenomena of learning, understanding, memorising and knowledge are described in detail, and their individual internal relations are elaborated along with the internal relations between the phenomena. Four main groups of experiences of learning are described within this framework: reproductive experiences; relational experiences; constructive experiences; and transformative experiences. Each of these categories comprises several sub- categories. This fine-grained focus on individual students' data, and the use of the phenomenographic whadhow framework, allows the development of experiences to be traced and interpreted as a gradual morphing over time. The pattern of development suggests that each part of the learners' journey plays an important role in the growth of skill and competence in learning. Thus, it may be important that curricula account for variation not by focussing upon transformative experiences of learning, as is often the case, but by facilitating shifts through all of the experiences that learners may pass through.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Full Text
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Groenewald, Andre Johannes. « Nietzsche's impulse towards the development of a concept of God that transcends modern atheism and theism a philosophical theological study / ». Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10052004-065904/.
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Tedford, Douglas H. « Social capital influences upon Internet usage of rural Guatemalan English teachers for professional development ». ScholarWorks, 2008. http://scholarworks.waldenu.edu/dissertations/627.
Texte intégralRésumé :
This qualitative study examined Internet usage by Guatemalan English teachers in the rural, indigenous community of San Lucas Toliman, to improve enrollments and persistence in online teacher professional development programs promoted by the Fundacion Rigoberta Menchu Tum. Woolcock's concepts of bonding, bridging and linking social capital were united with Rogers's theory of perceived attributes to ascertain why only 5 of 34 teachers completed free online coursework. Research questions addressed teacher concerns about using the Internet, teacher satisfaction with Internet resources, and social influences upon Internet usage. The participatory rural appraisal (PRA) method was employed using a culturally-sensitive native speaker to interview 20 teachers selected in a purposive sample. In accordance with PRA analysis procedures, representative interview statements were sorted, prioritized and discussed by a team of 42 community educators to generate findings. Findings indicated that interest in engaging the Internet and receiving specialized introductory support (bridging social capital) in groups (bonding social capital) was high. Findings also indicated that salary level (linking social capital) and family time demands (bonding social capital) were barriers to attending a community technology center or Internet cafe. Findings reinforced the community's support for the design of online coursework leading to salary points and college credits. This study has positive social change implications by demonstrating how organizations can promote community-driven research collaborations to facilitate teacher Internet usage in San Lucas Toliman, and could be replicated in other remote sectors of the developing world.
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Buckler, Scott R. « Sects and violence : development of an inclusive taxonomy to hermeneutically explore the histo-philosophical motivators for the inception and development of the martial art, Wing Chun Kuen ». Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/4b1d8ab6-a860-4d0d-887d-67e73a7b18c5/1.
Texte intégralRésumé :
Martial arts participation rates exceed those reported for a number of higher- profile physical activities (Sport England, 2002), however little research has been conducted to investigate the purported motivation and benefits participants derive (e.g. Jones, McKay and Peters, 2006; Ko, Kim and Valacich, 2010). A specific area often discussed is the notion of personal growth (Ko et al., 2010), either through a form of psychotherapy (e.g. Monahan, 2007), extenuating what may be deemed positive personality attributes (e.g. Kurian, Caterion and Kulhavy, 1993), lowering depression (e.g. Bodin and Martinsen, 2004), reducing aggression (e.g. Twemlow, Sacco and Fonagy, 2008) or reducing stress (e.g. Yan and Downing, 1998). Such personal growth is deemed to be transformatory in nature (e.g. Lancaster, 2004; Luskin, 2004; Hartelius, Caplan and Rardin, 2007). Due to issues of generalisability within martial arts research (e.g. Jones et al., 2006), one style which has lacked a tradition of academic research has been selected for a case study. Wing Chun is a unique style, developing exponentially over the past forty years: a style which retains its fighting heritage, utilising exclusive training methods (e.g. Rawcliffe, 2003). Given the pragmatic nature of Wing Chun, an hermeneutic approach has been adopted to investigate the histo-philosophical motivation for the inception of the style to provide a context from which to explore current participant motivation. Initially, an inclusive theoretical taxonomy has been developed for subsequent analysis. This hermeneutic analysis has been conducted through the development of a 360 degree mixed-methodological approach (e.g. Tashakkori and Teddlie, 2008) utilising exploratory and explanatory stages (e.g. Creswell and Plano-Clark, 2007) to ascertain the validity of the taxonomy. Findings are subsequently discussed in relation to the mixed-methodological approach.
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Horder, Jeremy Christian. « The historical development and philosophical foundations of the English doctrine of provocation : with special reference to the doctrine of Chance Medley ». Thesis, University of Oxford, 1989. https://ora.ox.ac.uk/objects/uuid:38b33bee-cd56-4f79-b492-7ef1145a9fe7.
Texte intégralRésumé :
My thesis seeks to resolve key areas of debate regarding the nature of provocation as a defence in English Law, by reference to both historical and philosophical analysis. Academic commentators on the doctrine disagree on whether it should be seen as essentially an excusing condition alone, such as insanity, or should be understood as an excuse involving some element of "partial [moral] justification", such as duress. I seek to resolve this debate by considering at a deeper philosophical level the nature of anger and action in anger. I argue that English Law has historically operated with two equally plausible conceptions of anger, anger as righteous indignation and anger as a loss of self-control. The former was the conception drawn on in the development of the early modern law, and the latter is the conception drawn on in the development of the modern law. I go on to argue that controversy, referred to above, over the nature of provocation as a defence, can be only resolved by making clear the distinction between the two kinds of anger. Action in anger conceived as a loss of self-control bears more of a family resemblance to defences such as (temporary) insanity. Action in anger conceived as righteous indignation bears more of a family resemblance to defences such as duress. I argue that whichever conception of anger is in issue, however, action in anger can be open to moral criticism, because all kinds of action in anger are based on at least a judgment of moral wrongdoing, that may be subject of such criticism. I argue that the law may thus legitimately require at least some moral justification for action in anger before allowing a defence of provocation to be pleaded successfully.
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Leonetti, Shannon Moon. « Adults as Students : Ego Development and the Influence of the Academic Environment ». PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1391.
Texte intégralRésumé :
This study was based on the premise that one outcome of education is ego development. The research was based on Jane Loevinger's theory that ego development is the central frame-of-reference through which people view themselves and their relationships with others. The study looked for evidence of ego development in adult students and for contributing factors, including academic environments. It compared the ego levels of students aged 35 to 55 at two higher education institutes and some experiences that are common to most colleges.
The variables compared were based on Loevinger's levels of ego development and theories of academic environments of Moos, Pace, and Knefelkamp. The variables used were: ego development, type of school, background characteristics, relations with faculty, enthusiasm about school, opinions about academic environment and estimates of gains.
The study was done in two stages. Five hundred forty students responded to a questionnaire on background characteristics and selected portions of Pace's Measuring the Quality of College Student Experiences. From this group, 150 students were mailed Loevinger's Sentence Completion Test and 85 were returned. Study findings provided an opportunity to expand the knowledge about the ego levels of adult students.
Statistical analyses included chi-square and ANOVA. No statistically significant change in ego levels was found. No statistically significant differences were found between the ego levels of the students by schools or background characteristics.
There were differences in how the two total populations responded to the questionnaire about school, environment and personal gains. Students attending the small liberal arts college indicated that they were more enthusiastic about college, felt that their school placed a stronger emphasis on both the subjective and objective outcomes of college. These students felt that their school placed a higher emphasis on interpersonal relationships.
The students from the small liberal arts college were more likely to say that they had gained the most personally. Personal gains included development of values and standards, understanding of self, and the ability to work with others. These are characteristics that are indicative of ego growth.
Recommendations included additional research into maximizing developmental environments of adult students and faculty education on adult development and learning styles.
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Lim, John. « Understanding acupuncture : a review of the evolution of the theoretical and philosophical principles governing the development of the art of acupuncture through two millennia ». Thesis, University of Cambridge, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293583.
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Podraza, Dan. « Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3719.
Texte intégralRésumé :
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.
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Boute, Bradley J. « Emotional-Social Intelligence| Development During Online and On-Campus Holistic Healthcare Programs ». Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256567.
Texte intégralRésumé :
As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students’ ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation’s were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students’ ESI.
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Chervin, Michael I. « Marcuse's critical theory as related to social education : a critical examination towards the development of a philosophical foundation of social education adequate to the North American context ». Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61701.
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Conroy, Dene. « The development of a practical moral identity in Seneca's Epistulae morales 1-29 ». Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52512.
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Thesis (MA)--Stellenbosch University, 2001.ENGLISH ABSTRACT: In the Epistulae Morales Seneca presents his moral philosophy. Scholars such as Hadot, Mans and Smuts have studied Seneca's moral philosophy in the Epistulae Morales. The question is, how does Seneca present and develop his moral philosophy in the Epistulae Morales, i.e. what literary technique does he use? Scholars have pointed out that Seneca's use of the epistolary form is an integral part of this literary technique. The epistolary form was an ideal medium for conveying his moral philosophy: "[Seneca] presented himself as a spiritual guide, and for that purpose he made use of the literary form of letters ... In this form Seneca was able to give a detailed presentation of the course of moral education" (Misch 1950:419). The more specific question is thus: how does Seneca use the epistolary form to present and develop his moral philosophy in the Epistulae Morales? In order to answer how Seneca employs the epistolary form, it is necessary to understand what Seneca's goal was with the Epistulae Morales. I suggest that the goal of Seneca's moral philosophy in the Epistulae Morales is the development of a practical moral identity. Seneca's choice of the letter as the form of his philosophical discussion enabled him to create certain fictional personae. The three main personae of the Epistulae Morales are the Ideal Persona (the embodiment of Seneca's moral philosophy), the persona Seneca and the persona Lucilius. These personae demonstrate the phases of moral progress. The Ideal Persona is the ideal, which the personae Seneca and Lucilius must strive towards becoming. The persona Seneca acts in the role of the mentor, advising the persona Lucilius on how to achieve this ideal, but he is himself still struggling towards it. The persona Lucilius is just beginning to walk the road of moral progress at the beginning of the Epistulae Morales. The phases of moral progress, which are enacted by the three personae, are also the phases of the development of a practical moral identity. The practical moral identity should thus be viewed both as a goal and as a process in the letters. Epistulae Morales 1-29 form a separate whole, as scholars have pointed out. These letters also supply sufficient evidence of Seneca's literary technique of developing a practical moral identity in the Epistulae Morales. A close reading of Epistulae Morales 1-29 in Chapter 2 analyses this literary technique. Chapter 3 involves a systematic exposition of the practical moral identity in terms of certain themes. The themes represent the main aspects of moral development, i.e. the main aspects of the development of a practical moral identity in Epistulae Morales 1-29.
AFRIKAANSE OPSOMMING: In die Epistulae Morales bied Seneca sy morele filosofie aan. Vakkundiges soos Hadot, Mans en Smuts het Seneca se morele filosofie in die Epistulae Morales bestudeer. Die vraag is egter, hoe ontwikkel Seneca sy morele filosofie in die Epistulae Morales, m.a.w watter literêre tegniek gebruik hy? Vakkundiges het daarop gedui dat Seneca se gebruik van die briefvorm 'n integrale deel van hierdie literêre tegniek uitmaak. Die briefvorm was 'n ideale medium om sy morele filosofie weer te gee: "[Seneca] presented himself as a spiritual guide, and for that purpose he made use of the literary form of letters ... In this form Seneca was able to give a detailed presentation of the course of moral education" (Misch 1950:419). Die meer spesifieke vraag is dus: hoe gebruik Seneca die briefvorm om sy morele filosofie in die Epistulae Morales te ontwikkel? Om hierdie vraag te beantwoord, is dit nodig om te verstaan wat Seneca se doel met die Epistulae Morales was. Ek stel voor dat Seneca die ontwikkeling van 'n praktiese morele identiteit ten doel gehad het. Seneca se gebruik van die briefvorm het hom in staat gestel om sekere fiktiewe personae te skep. Die drie hoof personae van die Epistulae Morales is die Ideale Persona (die verpersoonliking van Seneca se morele filosofie), die persona Seneca en die persona Lucilius. Hierdie personae verteenwoordig die fases van morele ontwikkeling. Die Ideale Persona is die ideaal, wat Seneca en Lucilius moet nastreef. Seneca speel die rol van mentor. Hy gee Lucilius raad oor hoe om hierdie ideaal te verwesenlik, maar hyself streef ook daarna. Die Epistulae Morales open met Lucilius aan die begin van sy morele ontwikkeling. Die fases van morele ontwikkeling wat deur die drie personae opgevoer word is ook die fases van die ontwikkeling van 'n praktiese morele identiteit. Die praktiese morele identiteit moet gesien word as beide 'n doel en 'n proses in die briewe. Epistulae Morales 1-29 vorm 'n afsonderlike geheel, soos deur vakkundiges uitgewys is. Hierdie briewe verskaf voldoende bewys vir die literêre tegniek waarmee die praktiese morele identiteit in die Epistulae Morales geskep word. 'n Gedetailleerde analise van Epistulae Morales 1-29 in Hoofstuk 2 analiseer hierdie literêre tegniek. Hoofstuk 3 gee 'n sistematiese uiteensetting van die praktiese morele identiteit in terme van sekere temas. Die temas verteenwoordig die hoof aspekte van morele ontwikkeling, m.a.w. die hoof aspekte van die ontwikkeling van 'n praktiese morele identiteit in Epistulae Morales 1-29.
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Lipscombe, Anna. « An inquiry into how children describe spiritual and philosophical meaning in their lives and the development of a 'spiritual listening' technique to help educational psychologists facilitate this process ». Thesis, University of East London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533037.
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Recent legislation (DfES, 2003; Children Act 2004) has led to a renewed emphasis on listening to children resulting in new approaches, such as `spiritual listening' (Gersch et al, 2008), being developed. `Spiritual listening' is a method of `deeper listening to children's views on concepts such as 'happiness', `destiny' and 'purpose'. The researcher aimed to extend this initial research by carrying out two interconnected studies, Study 1 with a theoretical focus and Study 2 with a practical focus. Study 1 aimed to explore children's spiritual and philosophical meaning-making and develop a theory underlying this process. Study 2 aimed to develop the `spiritual listening' tool for EP use. Adopting humanistic principles and a social constructionist epistemology, the researcher used Grounded Theory to allow both a theory, and the tool, to develop as the research progressed. Study 1 consisted of semi-structured interviews (using 'spiritual listening' questions) with 20 participants (10-11yrs). Responses were analysed and a theory identified. Study 2 incorporated two elements. Firstly, an 'advisory group' of 4 children (10-11 yrs) from a school using the P4C programme (philosophy for children) were recruited as co-researchers, and met the researcher 4 times to discuss the development of the tool. Secondly, an evaluation of the spiritual listening session was carried out with each participant, using semi-structured interviews and questionnaires. This evaluation helped to shape the final tool. The findings corresponded to the two studies. The analysis of the interviews led to a theory that `spiritual listening' facilitates meaning-making by enabling children to explore links between 'concrete' and 'metaphysical' aspects of their lives (Study 1). The evaluation data was summarised, along with an outline of the work carried out with the advisory group. This led to a presentation of the remodelled tool (Study 2) and a discussion about the implications for EP practice.
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Rimmer, Scott. « The Symbolic Form of Architecture : An investigation into its philosophical foundations and a discussion on the development of the perception of architectural form by modern heoreticians and symbolist architects ». Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/36755.
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This thesis investigates the concept of the symbolic form of architecture. It first focuses on the philosophical foundations for this concept in the works of Ernst Cassirer, Immanuel Kant, Conrad Fiedler, and Theodor Adorno. Then, the development of the modern perception of form in architectural theoreticians, where "modern" architectural theory evolved from an analogical state into a symbolic state, is examined: Karl Bötticherâ s concept of a Junktur and his attempt to transcend the presumed dichotomy in architecture between ornamentation and form is discussed; Gottfried Semper's concept of style and Alois Riegl's concept of motif are presented as reactions against what they saw as the mechanistic reliance on structure as definitive of form in architecture; Louis Sullivan's ornamentation is discussed as an attempt to integrate structure and ornamentation into a morphological whole; Otto Wagner's attempt to purge architecture from analogical responses through a strictly constructional basis for ornamentation is presented; and Adolf Loos' dismissal of decorative ornamentation, since it is an impediment towards true aesthetic judgment, is examined. Finally, a critical review of the symbolist movement in architecture, art, and literature is presented as a movement diametric to the symbolic development in architecture, since it glorified the analogical, and frequently the mimetic. The origins for how the symbolist movement became a denial of clarity center on Emanuel Swedenborg's concept of symbols, and how it was misinterpreted by the symbolists.Master of Architecture
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Kowalsky, Nathan Edward. « "Let me tell you why God made ..." death a philosophical development and critique of Capon's scientific and theological line of argument against sin as the cause of biological death / ». Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Baaz, Maria Eriksson. « The white wo/man's burden in the age of partnership : a postcolonial reading of identity in development aid / ». Göteborg, Sweden : Dept. of Peace and Development Research, Göteborg University, 2002. http://www.loc.gov/catdir/toc/fy041/2003488872.html.
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Siqueira, Regina Aparecida Ribeiro. « Formação de professores reflexivos : uma experiência compartilhada / ». Marília : [s.n.], 2009. http://hdl.handle.net/11449/102253.
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Orientador: João Antonio TellesBanca: Dilma Maria de Mello
Banca: Simone Reis
Banca: Maria Rosa R. M. de Camargo
Banca: José Carlos Miguel
Resumo: Esta tese é uma investigação qualitativa que está fundamentada na concepção teórico-metodológica da Pesquisa Narrativa de Clandinin e Connelly, na Formação do Professor Reflexivo de Donald Schön e na Hermenêutica Filosófica de Gadamer. Em seu acabamento estético (tomando este adjetivo como substantivo foulcaultiano, estética da existência), fundamenta-se na concepção de "saber de experiência" de Larrosa. Nesta pesquisa o que está em suspensão é a vivência da pesquisadora como profissional da educação, cuja história é narrada, reconstruída e revivida, assim como, as histórias da participante, com quem a pesquisadora, de uma forma peculiar, compartilha suas "conversas reflexivas", seus objetos de estudo (relatos e histórias). A tese aqui defendida é a de que a construção do conhecimento pessoal e prático do professor também se dá ao se narrar as histórias de sua experiência profissional e interpretar palavras faladas e escritas - ações estas que são maneiras privilegiadas de acesso à consciência, entendida como abertura (ato intencional) em direção à compreensão do mundo como rede de relações. Assim, este trabalho teve como objetivos gerais (a) resgatar e reviver as histórias da vida pessoal, acadêmica e profissional da pesquisadora envolvida com o exercício da docência num curso de Letras; e (b) resgatar e reconstruir as histórias de vida acadêmica e profissional de uma outra professora, também formadora de professores de Letras, ex-aluna do referido curso. A tese ilustra a relevância teórico-metodológica da pesquisa narrativa para a reflexão e para a transformação da prática profissional dos professores. Os dois estudos aqui contidos, trazem as "conversas reflexivas" e a interpretação hermenêutica como instrumentos de ação social e profissional para o compartilhamento dos sentidos produzidos... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This thesis reports on a qualitative study that is theoretically and methodologically grounded on Narrative Inquiry of D.J. Clandinin and M.F. Connelly, on the Education of the Reflective Teacher of D. Schön, and on Gadamer's Philosophical Hermeneutics. From its aesthetical point of view (by taking this adjective as a foucaultian noun - the aesthetics of existence), the thesis is grounded on Larossa's concept of "knowledge derived from experience". The study focuses on the researcher's lived experiences as a professional in the field of Education. Her stories, as well as those of her participant become the foci of her study and they are narrated, reconstructed and relived in a peculiar way - they are shared by means of "reflective conversations". The thesis here sustained is that the construction of teachers' personal practical knowledge occurs when they tell the stories of their professional experiences and when they interpret the words that are spoken and written. Such actions are privileged ways to access consciousness, here understood as an opening (an intentional act) towards the understanding of the world as a network of relationships. The general objectives of this study, therefore, were (a) to recover and to relive the stories of the personal, academic and professional life of the researcher during her teaching practice in an undergraduate course of Letters; and (b) to recover and to reconstruct the academic and professional stories of another teacher, who is a teacher educator as well, and one of the researcher's former students in that course. The thesis illustrates the theoretical-methodological relevance of Narrative Inquiry to the reflection and transformation of teachers' professional practices. The two studies that are reported here bring "reflective conversations" and the hermeneutic interpretation as instruments of professional and social... (Complete abstract click electronic access below)
Doutor
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Nomi, Brionna C. « Moral Professional Agency : A Framework for Exploring Teachers’ Constructions of Professionalism Within a Democratic Space ». VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6040.
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Despite long-standing debates about the nature of professions and professionalism related to teaching, little consensus has been reached due in large part to an ever-changing political climate and a number of competing ideologies and interests (Bair, 2014; Hargreaves & Goodson, 1996). This lack of consensus fosters variable expectations of teachers, creating opportunities for the generation and implementation of initiatives that ultimately control and undermine teachers’ work (Ingersoll, 2003). While the quality of our nation’s education system depends on teachers' capacity to have professional input regarding their work, concepts of teacher agency and professionalism remain ill-defined, and few studies explore teachers’ experiences in spaces where they are asked for such input.
This constructivist study examined teacher agency and professionalism, given the ideal of democracy and the reality of neoliberalism. Utilizing agency theory and participatory democratic theory, this study sought to explore teachers’ perceptions of their professionalism and agency by co-constructing knowledge with 18 members of the Richmond Mayoral Teacher Advisory Council (MTAC). This study took place over seven months and included seven focus group interview sessions, two MTAC meeting debrief sessions, and multiple writing prompts focused on teachers’ narratives of their professional experiences. The study revealed several themes related to teachers’ professionalism, particularly teachers’ focus on student-centered, morally-grounded views of their work. This study’s iterative inquiry process culminated in the development of a Moral Professional Agency framework that may serve useful in future constructivist work with teachers regarding their professional work.
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Collett, Gale A. « How Social Emotional Development Skills Gained in High Quality Public School Prekindergarten Impact Kindergarten Academic Readiness ». Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1237.
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Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000).
Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press).
The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness.
Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.
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Krikorian, Maryann. « The Development of the Scale of Contemplative Practice in Higher Education ». Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/8.
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Some scholars have formed a more expansive view of knowledge that moves beyond the cognitive notion of intellect. For example, emotional intelligence (EI) theory posits that human intelligence encompasses both cognitive and emotional competencies, providing a framework for the concept of contemplative practices in an endeavor to support an eclectic understanding of cognition. Contemplative practices may benefit graduate student disposition and inform areas of educator preparation through the use of emotional adeptness in higher education. The purpose of this study was to: (a) develop a self-report measure: Scale of Contemplative Practice in Higher Education (SCOPE); (b) address the issues of validity and reliability related to the SCOPE; and (c) expand the understanding of contemplative practices in the literature. Data collected from an extensive review of the literature, reference to personal experiences, and consultation with an expert panel were used to generate scale items. Exploratory and confirmatory factor analyses were conducted to test the factor model. Analyses resulted in a 30-item factor model with strong reliabilities.
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Gelfuso, Andrea M. « Insights Into Reflection and Pre-service Teacher Education : An Hermeneutic Phenomenology ». Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4894.
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With recent calls for teacher education programs to increase both the quantity and quality of field experiences (NCATE, 2010), it is important for teacher educators to understand how pre-service teachers create meaning from those experiences. Reflection is a mode of thought historically associated with creating "warranted assertabilities" (Dewey, 1938, p.15) from experience. Therefore, reflection is a common component of many teacher education programs (Darling-Hammond, 2010). Despite the abundance of research that has been conducted about reflection and teacher education, little is understood about the process of supported reflection as it is experienced by pre-service teachers. In this hermeneutic phenomenology, I explored the described experience of reflection for one pre-service teacher with whom I worked. Findings from this study created new understandings about reflection which include: (dis)positions may be tendencies toward temporary places rather than static, pre-determined qualities, dissonance appears to be present throughout the reflection process, judgment and knowledgeable others play key roles in the reflection process, and coding, note-taking, and writing appear to be ways for pre-service teachers and university supervisors to create texts that can be juxtaposed to create dissonance and dialectic tension.