Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 10 of 29
-
ItemAn analysis of John Dewey's philosophy on 'education as growth'( 1989)This thesis' approach to John Dewey's philosophy, specifically his ideas on 'education as growth', while aiming to provide a critical analysis, is also sympathetic. Hence it is not entirely committed to another school of thought. Rather it leads to the criticisms which are set forward in two ways. First in attempting to state his thought clearly, we are forced to note that, at times, there are crucial ambiguities in Dewey's use of key terms. These ambiguities are of special importance in considering what Dewey has to say about the empirical method and what he has to say about the nature of events. Second, and more important, in attempting to state the relationship between his views on fundamental topics, we find conflicting 'intellectual tendencies which are not resolved by Dewey. John Dewey's educational writing has been analyzed with a view to determining his views about the aims and general character of education. This thesis has examined whether Dewey's basic recommendations about educational. aims and methods are logically connected with his technical philosophical formulations or are 'rendered more likely by them. At almost every point, the upshot of this analysis has been to suggest that the logical or philosophical links that Dewey claimed or assumed between his technical philosophical formulations and educational recommendations do not in fact exist.
-
ItemPaulo Freire : the implementation of his theory( 1989)Paulo Freire achieved mythic stature in many educational and theological circles in the 1970s after the publication of his work in the Western world. He was welcomed by many for his philosophy of compassion and social change. His philosophy stems from his personal experience of struggle for survival in the Depression, and his theory of education was derived from his practice of teaching adult illiterates in north-east Brazil. Freire regarded literacy as the means by which oppressed people could become aware of and actively control and change their historical and social conditions. Literacy, for Freire, could thus never be a neutral activity. His early political aims were to educate people for the practice of democracy. However personal experience in Brazil led him to advocate revolution. For Freire literacy underpins revolution. Freire refuted traditional methods of teaching and learning, and so found much acceptance by Marxist educators and the youth of the 1970s anxious to change the world. They embraced his work for its view of human possibilities and for its revolutionary demeanour. Many supporters bestowed on him a god-like status for his radical views. Most of his supporters, however, applaud aspects of his theory but do not fully embrace it. Many conservative adult educators criticised Freire for his language and his view of human nature and society. Some contend that Freire has nothing new to say and that his theory is based on contradictions. They deplore the lack of academic rigour in his books. Many critics concede that Freire adds some valuable insights to the debate on literacy but claim that his hidden political agenda obscures these. He is also criticised for not offering people specific advice on how to utilise his theories in other contexts. Freire does not satisfactorily answer his critics, nor does he explain the discrepancy between his evaluation of his programme in Guinea-Bissau and that of the Guinea-Bissau government in 1980. However in self-defence he claims that he never wanted the adulation he received in the 1970s and that he never claimed universality for his work as a whole. He reiterates constantly that his theory must be re-interpreted in every situation. Some of his ideas are indisputable but no evidence is provided of a successful total implementation of his theory.
-
ItemThe role of tradition in the educational ideas of Michael Oakeshott( 1986)Michael Oakeshott's writings provide a comprehensive support for traditional education. As such, they are in stark contrast to the direction of many modern, educational writers. Oakeshott's vision of the ideal school has probably never been realized by any actual educational institutions. The purity of thought achieved by his ideal scholar may not have ever been matched by any real person. Nevertheless, the idealism and integrity of his writings demand the reader give a fair consideration to traditional techniques of education. The negative aspects of traditional school systems are more widely known than their- strengths. Oakeshott supplies a proud review of the strengths as he sees them. This thesis traces the important role tradition plays in the educational ideas of Michael Oakeshott. The central task has been to demonstrate Oakeshott's strong commitment to conservatism and the preservation of tradition, and to analyse to what extent his central position is enhanced and limited by his 'philosophy of life'.
-
ItemEgan's stage theory : an exploratory study of its use in the analysis of science textbooks( 1985)Kieran Egan (1979) has challenged educationists to consider the need for a Theory of Development which is specifically Educational. Such a need is discussed and examined in the context of science teaching. Egan's Theory was applied to the selection of science text material for a group of eleven and twelve year old students. The students' responses to the materials were compared with Egan's descriptions of certain developmental stages, particularly of his Romantic Stage. The author concluded that Egan's theoretical proposition assisted in interpeting certain student behaviour and preferences. Possible classroom uses of Egan's theory are discussed, implications for text usage and design are outlined, and some areas of research are suggested.
-
Item'Ten years after' : equality and the disadvantaged schools program( 1987)In 1973 the Interim Report of the Schols Commission was published providing a blue print for educational policy and planning for the 1970's and 1980's. In particular, the report focussed on the notion of equality in its educational context and the means for the achievement of its expressed ends through specific programs. One such program is the Disadvantaged Schools Program. A full decade of implementation has taken place. This thesis attempts to examine: the theoretical and political warrants of the notion of equality expressed in the Karmel Report, and the effectiveness of its translation into action through the Disadvantaged Schools Program. The focus of the thesis is that the Karmel Report was fundamentally inconsistent in its expression of the concept of educational equality. It examines the contradictions and ambiguities in the Report and the implementation of the Disadvantaged Schools Program against original goals and intentions. The Disadvantaged Schools Program, it is argued, has been undermined by these conceptual inconsistencies, by grants to non-government schools and by the way in which the Program itself came to be administered.
-
ItemThe Ministerial Review of Postcompulsory Schooling : a case study of a temporary adaptive system( 1986)For complex organisations such as educational systems to be able to adapt effectively to changing circumstances they need to develop a repertoire of adaptive mechanisms. The temporary adaptive system appears to merit inclusion in such a repertoire. This study reports the conduct of one case of a temporary adaptive system: The Ministerial Review of Postcompulsory Schooling conducted in the State of Victoria between 1983 and 1985. The case is an example of the operation of a quite complex temporary adaptive system which incorporated its own temporary subsystems within its overall process. It was established to initiate changes at the system-wide level of a large educational system. The issues at stake were ones perceived to be significant by those within the educational as well as the wider community. Within one year after the publication of its Report most of its recommendations, with some modification, appear to have excellent chances of implementation. The case is shown to demonstrate quite strong adherence to the features of temporary adaptive systems discusssed in the literature, and to the procedures recommended for attaining a successful operation and outcome. These features and recommended procedures - and their interaction - are described and analysed in the study. From the findings of this one case suggestions are made for modifying and extending the theory relating to temporary adaptive systems.
-
ItemGreek educational system : 1900-1987( 1989)Examining the history of the Greek Educational System in the twentieth century, we discover widespread and constant demands for reform in order to meet the challenges of a modernizing nation-state. Politicians, administrators, parents and students at every period expressed the need for educational reform although fundamental differences in the. proposed remedies-can be observed. Yet, for a variety of reasons - political, economic, ideological, and social - most reforming proposals had very limited success, even though in some cases the related measures were legislated for. Generally, the educational reform impetus in every. period reflected the theoretical and ideological -perspectives and practical concerns of the governments in' power, as well as the 'conflicts ' and contradictions of a rapidly developing society with deeply rooted historical traditions. From its foundation to the present reforms, although it appeared that great efforts had been made to reform the structure and content of the Greek education system, because of circumstances or because of successful counter-reforms following changes in the ruling party, things remained basically unaltered. The movement for educational reform in Greece can be examined in terms of six historical periods when major attempts were made by the government to change the structure and content, of the educational system: (a) 1913 and 1917, under the administration of Eleftherios Venizelos' government; (b) 1929, under the administration of the Liberal Party headed by E. Venizelos; (c) 1957-63, under the first administration of Premier C. Karamanles; (d) 1964-65, under the government of G. Papandreou; (e) 1974-77, under the administration of Premier C. Karamanles and the "New Democracy" political party; (f) 1981-86, under the recent administration of the PASOK (Panhellenic Socialist Movement) government headed by A. Papandreou. Throughout the twentieth century educational reform has been considered imperative for the country's social and economic development. It is significant to note that the major thrust of educational reform has been to bring changes in the elementary and secondary sectors of the school system. Since 1974, however, there has been considerable pressure for the reform of university and other tertiary level institutions. An overview of the reform movement during the twentieth century will provide the necessary historical background and conceptual framework against which the contemporary educational reforms can be analysed and assessed.
-
ItemSkilling the Australian community : futures for public education ; the business/industry perspective( 1988)As Australia approaches the 21st Century, the era of the information-based technological society, economic considerations dominate the Government's planning and rhetoric. Maintaining international competitiveness through a revitalised workforce is partly dependent on the education system. Initially, it must be clear what claims are being made by the outside community, so educators can take a pro-active role in determining how to supply students with the requisite skills. This study examined these issues from the perspective of the major user of the school product, the business and industry sector, which includes large corporations, small business and unions. The expectations of this sector were not narrowly vocational, but rather emphasised the need for broadly-based skills for all students. Specific skills required by the business sector in the cognitive area included literacy, communication, numeracy, scientific literacy and languages, while important attitudinal skills were those of leadership, decision-making, flexibility, initiative and excellence, group participation and positive attitudes to business. Skills required by other "user" sectors: higher education, public sector, adults, parents and students, were similarly explored; there was stiking similarity in demands and emphasis, particularly between the major users - business, public sector and higher education. The reaction to these skill expectations by the providers - the educators was positive, but general; resolutions included calling for national education goals and a national curriculum and enhanced teacher training and professional development. Detailed implications of these skill demands for educational policy and programs were examined, particularly in the essential areas of literacy, numeracy and scientific technology, all of which require upgrading in resources and teaching methodology. Positive proposals for school/business interactions were made, to promote reciprocal knowledge and attitudinal skills within the two sectors. Finally, a scenario is presented of the school world in ten years time according to projections made in this business perspective. As the Australian community is being challenged to skill itself to meet future demands; as the Government implements policies through funding mechanisms determined by economic rationalism, it is important that a balanced "value-added" approach be provided by the education sector.
-
ItemStudent perceptions of giftedness, gifted students, teachers and education of the gifted( 1990)The purpose of the study was to identify perceptions, preferences and attitudes of a sample of secondary school students in relation to giftedness, gifted students, teachers, and educational provision for the gifted, and to investigate differences and similarities between gifted and nongifted students. The sample consisted of 40 identified gifted and 40 nongifted students from Forms 8 to 10. A review of the literature described the history of the development of gifted education, particularly in Australia, and research concerning students' perceptions of the study topics. The study utilised a theoretical background of implicit, social cognition and labelling theories, and a version of the critical incident technique. The findings showed many similarities between the views of the gifted and the nongifted, including a generally positive view of giftedness, of educational provision for the gifted and of gifted students, although they were viewed somewhat less positively than were the provisions for them. The students generally perceived a need for gifted programs, especially at secondary level. They clearly wanted a combination of mixed ability classes and top sets in one or more subjects, not mixed ability classes as the only provision. Withdrawal for the gifted was generally endorsed by both groups. Provision for the gifted within the regular classroom was generally acceptable to the gifted, specifically in the form of advanced rather than wider content, but the nongifted generally rated both forms negatively. The students considered that the most important quality of a teacher was that the teacher should know the subject well. In general, personal-social characteristics of teachers were regarded as less important than intellectual qualities and teaching competencies. Certain characteristics were regarded as more important by the gifted and others by the nongifted. Recommendations were made for the particular school and in general.
-
ItemKnowledge and vital piety: John Wesley's ideas on education - sources, theories and practice( 1990)Education was an essential element in the Wesleyan Revival of eighteenth century England. John Wesley sought not only to save souls but also to nurture them in the Christian life: literacy was a pre-requisite for this. He could not rely on the schools of his day to provide an acceptable education, so he established his own school at Kingswood, Bristol, in 1748. For Wesley, the basic aim of education was "to overcome the principle of evil with the principle of Grace", or to set right the "natural bias" of humanity. The daily programme, the rules and the curriculum at Kingswood School were geared to achieving this educational aim. By avoiding all negative influences and enforcing positive ones, he sought to overcome the principle of evil with God's grace. Constant supervision was crucial. The students (all boarders) were awake from 4a.m. to 8p.m. and constantly at their lessons, spiritual exercises or physical exercise - no "playing". There were no holidays or home visits until a child's education was completed. Only children under the age of twelve were admitted. The curriculum was an extension of the same principle. The traditional Classics Course was revised to exclude any un-Scriptural values and to include works of religious biography and ethics. In developing his educational theories, Wesley was truly eclectic. His own religious experience and Arminian theology, and the influence of his mother were seminal. He drew upon other educational systems, particularly the Dissenting Academies in England, the French Port Royal Schools and the German Moravian schools. The writings of Plato, Law, Locke, Milton, Comenius, Fleury and Poiret were also most influential in forming his ideas. These influences, tempered by Wesley's own experiences and failures in three earlier schools, shaped Kingswood School, the definitive expression of his educational philosophy.