Дисертації з теми "Education philosphy"
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Fisher, Kath, of Western Sydney Hawkesbury University, and Faculty of Social Inquiry. "A wealth of notions : reflective engagement in the emancipatory teaching and learning of economics." THESIS_FSI_SEL_Fisher_K.xml, 2000. http://handle.uws.edu.au:8081/1959.7/429.
Повний текст джерелаDoctor of Philosophy (PhD)
Shimray, David Luiyainao. "Educational philosophy in India compared and contrasted with Christian philosophy of education." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
Повний текст джерелаLong, Jonathan C. "Spiritual education in an educational context." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286649.
Повний текст джерелаHarvey, Blane L. "Rationality, education, and educational research." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899.
Повний текст джерелаБашлак, Ірина Анатоліївна, Ирина Анатольевна Башлак, and Iryna Anatoliivna Bashlak. "Philosophy of education." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40000.
Повний текст джерелаGardner, Jan Maria. "Assessment of effective implementation of respirator programs in industry in NSW." Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/781.
Повний текст джерелаAakre, Bjørn Magne. "Philosophy of education in Norway." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2009. http://hdl.handle.net/2237/12379.
Повний текст джерелаNakagawa, Yoshiharu. "Eastern philosophy and holistic education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/NQ50065.pdf.
Повний текст джерелаNanji, Shamas 1951. "Al-Fârâbi's philosophy of education." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55628.
Повний текст джерелаBourassa, Gregory N. "An autonomist biopolitics of education| Reframing educational life in the age of neoliberal multiculturalism." Thesis, The University of Utah, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162741.
Повний текст джерелаBuilding upon an emerging literature of educational biopolitics, this dissertation develops and thinks through some concepts to explore the prevailing forms of educational life (constituted bíos) that schools commonly promote in the service of constituted power and, alternatively, the kinds of educational life (constituent bíos) that call constituted power into question and portend new possibilities and alternative arrangements of being. In considering the kinds of life that schools typically allow and disallow, this philosophical dissertation poses the following educational problem: schools have long celebrated and reproduced a limited and corrosive formulation of educational life (constituted bíos) while foreclosing constituent forms. Moreover, the emergent social, political and epistemological strengths of students marginalized in the configuration of constituted power—the component parts of constituent bíos —are routinely deemed inferior in schools and often regarded as a contaminating threat that must be eliminated. Using the concepts of constituent and constituted bíos as units of analysis, this study explores how progressive and critical educational approaches, such as culturally relevant teaching and resistance theory, also fail to account for and appreciate constituent forms of educational life. In order to offer a more nuanced understanding of the relation between forms of life and schools, this study offers an autonomist biopolitics of education. With this orientation, constituent bíos is recognized as the foundational and constitutive motor to which schools are constantly reacting and attempting to “deal with.” Such a perspective might help educators be more attuned and responsive to the constituent dimensions of social ontology.
gallego, brady s. "COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/127.
Повний текст джерелаMazzone, Alduino. "Waldorf teacher education : the implications for teacher education of Rudolf Steiner's educational philosophy and its practice in Waldorf schools /." Title page, abstract and contents only, 1999. http://hdl.handle.net/2440/37875.
Повний текст джерелаThesis (Ph.D.)--Graduate School of Education, 1999.
JUNIOR, CARLOS MONTEIRO. "PHILOSOPHY, RHETORIC AND EDUCATION IN ISOCRATES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27940@1.
Повний текст джерелаCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A presente tese pretende analisar o modo como a educação filosófica era identificada, pensada e discutida na Atenas do século IV a.C., especificamente em sua interseção com a retórica. Para isso, optamos por utilizar os textos e o pensamento de Isócrates como principal referência, destacando neles os movimentos existentes de identificação da filosofia e de sua educação. Um dos objetivos centrais desta tese é destacar a importância de Isócrates nesse processo de formação da filosofia grega, ressaltando o grande valor dos textos desse autor na análise arqueológica da educação filosófica. A partir desse tema, chegaremos a uma discussão sobre o papel do filósofo na formação dos cidadãos, tema que se tornou bastante frequente nas universidades brasileiras nas últimas décadas após a obrigação legal que inseriu a disciplina filosofia na Educação Básica em todo o país. Acreditamos que analisar esse período embrionário da filosofia, no qual ela foi pensada como um instrumento imprescindível para a formação cívica dos cidadãos, pode estimular reflexões e inquietações acerca do papel dado ao pensamento filosófico na formação dos jovens atualmente, mesmo que sejam outros os valores propostos e o contexto cultural em questão.
This thesis aims to analyze how the philosophical education was identified, considered and discussed in IV century BC Athens, specifically at its intersection with the rhetoric. For this, we chose to use the texts and the thought of Isocrates as the main reference, highlighting the flows identification of philosophy and their education. A central objective of this thesis is to underline the importance of Isocrates in this formation process of Greek philosophy, emphasizing the great value of the texts of this author in the archaeological analysis of philosophical education. From this issue, we will come to a discussion of the philosopher s role in the education of citizens, an issue that has become quite common in Brazilian universities in recent decades after the legal obligation that entered the philosophy discipline in basic education throughout the country. We believe that analyzing this embryonic period of philosophy, in which it was conceived as an essential tool for civic education of citizens, can stimulate reflections and concerns about the role given to philosophical thought in the formation of young people today, even if the values and cultural context in question are others.
Zelenka, Marc H. "Prescription for a profession the educational philosophy of Abraham Flexner and cogency in medical education /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3238508.
Повний текст джерела"Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3705. Adviser: David J. Flinders.
Bernier-Rodriguez, Benjamin E. "Education for the Kingdom : An exploration of the religious foundation of Charlotte Mason's educational philosophy." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533095.
Повний текст джерелаBitters, Todd Aaron. "The Philosophy of Richard Rorty Interpreted as a Literary Philosophy of Education." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403973904.
Повний текст джерела黃月雲 and Yuen-wan Wong. "Educational ideas in the analects and the Hong Kong education system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40676109.
Повний текст джерелаFelderhof, M. C. "Philosophy and religious education : a critical study." Thesis, Swansea University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636966.
Повний текст джерелаIrwin, Frances Ruth. "Heidegger's threshold : philosophy of environment and education." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/5394/.
Повний текст джерелаWalwyn, Peter Frederick. "Hegel's philosophy of education : a re-examination." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10020163/.
Повний текст джерелаTaft, William Orville. "Pedagogical implications of hermeneutical philosophy in education." Thesis, Goldsmiths College (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272272.
Повний текст джерелаBinkley, Debora K. "Implementing the total quality management philosophy in an elementary school." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374773381.
Повний текст джерелаStrong, Alejandro C. "The natural education of our America : Jose Marti's philosophy of education /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1328056191&sid=19&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Повний текст джерелаStevens, Philip James. "Education culture and politics : the philosophy of education of Raymond Williams." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018669/.
Повний текст джерелаPierce, Clayton Todd. "Democratizing science and technology education perspectives from the philosophy of education /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1495962521&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Повний текст джерелаAdams, Ian S. "Philosophy, ideology and educational theory." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6681/.
Повний текст джерелаAkulli, Ksenafo. "Education and the Individual: An Exploration of Enver Hoxha’s Philosophy of Education." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542907739330665.
Повний текст джерелаBates, Vincent Cecil. "Moral Concepts in the Philosophy of Music Education." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1082%5F1%5Fm.pdf&type=application/pdf.
Повний текст джерелаJohansson, Viktor. "Dissonant Voices : Philosophy, Children's Literature, and Perfectionist Education." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92106.
Повний текст джерелаVaughan, Geoffrey. "Political education in the philosophy of Thomas Hobbes." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243531.
Повний текст джерелаEino, Manal Said. "An Islamic philosophy of education : a procedural framework." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387352.
Повний текст джерелаGrant, Diane B. "Intergenerational education in the church philosophy and strategy /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
Повний текст джерелаAsh, Carisa A. "The theological influences of Luther's philosophy of education." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Повний текст джерелаNkenge, Nefertari A. "Educate to Liberate| Exploring Educator Narratives to Examine the Mis-education of Black Students." Thesis, Concordia University (Oregon), 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747779.
Повний текст джерелаIt is not known why the chronic mis-education of Black students has neither been adequately investigated nor treated as the most significant, widespread phenomenon of twenty-first century pedagogy. To attempt to understand this quandary, it was urgent to ask: How do Black educators understand the education of Black students? Are they able to incorporate the tensions and varied experiences they have had as students into their professional repertoire? This study described how Black educators’ unique cultural perspectives might enable increased insight into the problem of mis-education. Critical race theory framed this study with an emphasis on narrative inquiry and transformative learning. I interweaved narrative/counter-narrative and critical event research methods as both theoretical and methodological frameworks. I engaged in multi-part interviews and observations of 5 educators to explore their unique biographical narratives and analyze how their lives and teaching practices might better inform the success of Black students. Findings indicated (a) educators uniquely experienced the vestiges of mis-education as they faced insidious forms of racism during the course of their academic journey, (b) educators sought to interrupt the racism that their White teachers’ and peers exhibited, (c) educators encouraged students to use their voices and various platforms to effectively counteract their oppression, and (d) educators engaged transformative pedagogies in overt and covert ways depending on both the social and the teaching context(s). Based on the findings of this study, a liberation-based pedagogy is recommended to ensure the empowerment, increased performance, and well-rounded education of Black students.
Davie, Peter E. S. "A real christian education : a study of the educational ideals of Victorian and Edwardian High Church pastoral theologians." Thesis, University of Kent, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278437.
Повний текст джерелаHanks, Christopher. "Education, reason, and the self George Herbert Mead and the philosophy of mind /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358916.
Повний текст джерелаTitle from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1597. Advisers: Barry Bull; Luise McCarty.
Ragland, David. "Theorizing Justice in Betty Reardon’s Philosophy of Peace Education." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341415245.
Повний текст джерелаDavison, Trevor. "Marx, freedom and education /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847761306446.
Повний текст джерелаRaju, David Naik. "Country ballads an' lyrics, a transcendental philosophy of education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60244.pdf.
Повний текст джерелаWalsh, Andrew Michael. "The politics and philosophy of an education in virtue." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/79968/.
Повний текст джерелаJuuso, H. (Hannu). "Child, Philosophy and Education:discussing the intellectual sources of Philosophy for Children." Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514285509.
Повний текст джерелаTiivistelmä Tutkimuksessa eritellään Matthew Lipmanin kehittelemän Filosofiaa lapsille (P4C) ohjelman teoreettisia perusteita. Tarkoituksena on ensinnäkin identifioida P4C:n amerikkalaiseen pragmatismiin palautuvat filosofiset ja pedagogiset pääperiaatteet sekä paikallistaa niiden pedagogisoituminen sekä mahdolliset ongelmat Lipmanin ajattelussa. Tällöin tarkastelun kohteena on erityisesti John Deweyn ja Georg H. Meadin ajattelu sekä lisäksi Lev Vygotsky, jotka kolme Lipman itse nimeää oman ajattelunsa merkittävimmiksi lähteiksi. Toisaalta tutkimuksessa pyritään avaamaan P4C:lle uusia näkökulmia ja tematisointeja mannermaisen ajatteluperinteen näkökulmasta. P4C:n keskeiset järkevyyteen ja arvostelukykyyn liittyvät periaatteet tulkitaan viimekädessä uusaristotelisena pyrkimyksenä kontekstualisoida filosofia palauttamalla se kohtuullisuuteen, ihmisen kykyyn harkita ja ratkaista käytännöllisessä elämässä kohtaamiaan ongelmia kata ton orthon logon – tekemällä oikeita asioita oikeassa paikassa oikeaan aikaan oikealla tavalla. Tämä 'modernin inhimillistämisen' froneettinen idea yhdistyneenä aikuinen-lapsi käsitteen evoluutioon argumentoidaan P4C:n yhdeksi mahdollisuusehdoksi, joka jättää kuitenkin pedagogiseen toimintaan sinänsä liittyvät perusongelmat ratkaisematta. John Deweyn modernin tietoisuusfilosofian kritiikistä nousevat, filosofian merkitystä ihmisen käytännöllisessä elämässä korostavat näkemykset, jotka liittyvät inhimillisen tietämisen ja älyllisen kasvun perusluonteeseen sekä edelleen demokraattisen yhteisön ideaaliin osoitetaan P4C:n keskeisiksi intellektuaalisiksi lähteiksi. Dewey'n filosofia yleisenä kasvatuksen teoriana merkitsee kokemuksen ja tutkimuksen käsitteiden kiinteää kytkemistä kasvatuksen käytäntöön. Tämä perustuu naturalistiseen ihmiskäsitykseen, jonka mukaan ihminen rakentuu dynaamisessa transaktiossa ympäristönsä kanssa kokien ideoidensa todet merkitykset toimintansa seurauksissa pyrkiessään ratkaisemaan ongelmallisia tilanteita. Tällöin tutkimus reflektiivisen ajattelun metodina muodostaa perustan älylliseen kasvuun perustuvalle kasvatukselle. Sen ehtona on sellainen lapselle merkityksellinen konteksti, jossa tutkimuksen paradigma voi toteutua autenttisena. Kasvatuksessa on siten tärkeää luoda olosuhteet, jotka stimuloivat lapsen uteliaisuutta käynnistäen tutkimuksen prosessin, joka edelleen mahdollistaa reflektiivisten tapojen muodostumisen kautta demokraattisen yhteisön kehittymisen. Tutkimuksen prosessissa tapahtuvan pedagogisen interaktion tarkoituksena on tuottaa lapselle kasvattavia kokemuksia häivyttäen samalla pedagogista suhdetta. Ajatuksena on, että pedagogisessa toiminnassa lapsen subjektiviteetti, hänen halunsa ja impulssinsa sovittuvat traditioon generoiden samalla kuitenkin tulevaisuuteen suuntautuvaa, reflektiivistä tapaa vapauttaen näin kasvatettavan ajattelemaan älykkäästi itse. Tutkimuksessa osoitetaan näiden periaatteiden artikuloituminen Lipmanin käytännöllisessä pyrkimyksessä muuntaa koululuokka tutkivaksi yhteisöksi, mutta samalla kuitenkin argumentoidaan, että mainittu pedagogisen toiminnan sivistysteoreettinen ydinongelma liittyen sen paradoksaaliseen erityisluonteeseen autonomisen subjektiviteetin tuottamiseksi ei tematisoidu. Tämän kysymyksen yhteydessä tutkimuksessa tarkastellaan Kantin ja Hegelin kasvatusajattelua erityisesti filosofian opetuksen näkökulmasta. Uutena avauksena tutkimuksessa hahmotellaan tutkivaa yhteisöä 'kasvattavana tilana' hermeneuttiselle pedagogiikalle ominaisen pedagogisen suhteen ja siihen kytkeytyvien ei-reflektiivisten, pedagogiseen intuitioon perustuvien toimintarakenteiden ja ilmiöiden näkökulmasta
Pg, Haji Muhammad Dk Norhazlin. "A critical study of the educational system in Brunei Darussalam in the light of Al-Attas’ philosophy of education." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/818/.
Повний текст джерелаWardle, Jeffrey William. "A community of (imperfect) benevolent archangels : a philosophical approach to moral education and an educational approach to moral philosophy." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021518/.
Повний текст джерелаBevan, Ryan. "Liberal educational responses to religious diversity: defending the need for a supplemental dimension of citizenship education in liberal democratic societies." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103678.
Повний текст джерелаCette thèse explore la relation entre l'éducations libérale/séculiers et religieux. Je commence par tracer ce que je crois être la source de tension entre éducations libérale/laïques et religieux à deux théories libérales très influent qui ont affecté l'éducation civique en particulier. Je commence par une analyse de l'approche naturaliste John Dewey à la métaphysique et la religion, en faisant valoir que l'attitude de Dewey aux traditions religieuses, lorsqu'il est utilisé comme une base pour l'éducation civique, est insuffisante. Plus précisément, je soutiens que dans la conception de Dewey, les doctrines religieuses, les principes, les idéaux, les croyances et traditions religieuses en fin de compte dans leur ensemble sont importants purement instrumentale. En outre, je conclus que la seule issue possible une fois que l'on accepte un engagement préalable à la métaphysique de Dewey (ou anti-métaphysique) - est que la réflexion et de délibération sur le «religieux»-t-elle priver de son caractère nettement religieux. Ma conclusion majeure est que ce point de vue de la religion et religieux est flagrante carence lorsqu'ils sont évalués à la lumière du principe libéral de respect pour la religion et de la diversité religieuse. Je passe ensuite à un examen critique de la seconde théorie libérale très influent, le libéralisme politique. La conclusion que je souligne dans ma critique du libéralisme politique rawlsien est que l'éducation civique sur la base des idéaux politiques du libéralisme politique ne peut ignorer à peu près les conceptions religieuses sans porter préjudice au développement des capacités des jeunes citoyens de délibération. Je conteste fermement cette conclusion, parce que je vois son engagement avec les conceptions religieuses aussi précieux - voire nécessaire - de civisme, et pour permettre aux citoyens de diverses sociétés de rendre justice à / pour l'autre. Dans la seconde moitié de la thèse, je propose un cadre théorique de cette dimension supplémentaire qui est basé sur l'épistémologie vertu. Je me concentre plus particulièrement sur les travaux récents de James Montmarquet, en particulier sa notion de la justification subjective, que je déclare constituer comme une base idéale pour un engagement qui met l'accent sur la raison qui donne et valide le rôle que les traditions religieuses peuvent jouer dans la délibération morale et civique.
Hughes, Marnie Therese Elizabeth. "Historical imagination and education." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339818.
Повний текст джерелаHick, Brian John. "Worship and religious education." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357004.
Повний текст джерелаRocha, Samuel D. "Education, Study, and the Person." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280945814.
Повний текст джерелаKuriakose, Karikottuchira Gandhi. "Implications and application of the educational philosophy of Mahatma Gandhi to the United Nation's Literacy Program /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848339.
Повний текст джерелаIncludes tables. Typescript; issued also on microfilm. Sponsor: Florence McCarthy. Dissertation Committee: Douglas Sloan. Includes bibliographical references (leaves 152-159).
Morricone, Corrado. "Education, democracy and representation in John Stuart Mill's political philosophy." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11683/.
Повний текст джерелаNixon, Graeme. "The emergence of philosophy within Scottish secondary school Religious Education." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186764.
Повний текст джерела