Faculty of Education - Theses
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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.
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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.
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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'.
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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.
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ItemMaritain on education and moral education( 1983)Jacques Maritain (1382-1973) is.one of'the most important fioures in twentieth century philosophical and. cultural life. No attempt to produce a serious history of intellectual life in the twentieth century would be complete without reference to Maritain's work. In the course of a long and extremely active academic career Maritain published more than fifty books and lengthy monographs dealing with philosophical questions. He also published a wide range of articles on social and political matters.1 He held chairs of philosophy in France and the United States at different periods of his career, and visited a number of other countries (including Canada and England) at the invitation of universities to lecture in philosophy. Maritain is widely regarded as the foremost modern inter - preter of the thought of the thirteenth century philosopher and theologian, Thomas Aquinas, and as a profoundly creative and original thinker in his own right. While those familiar with Maritain's work know that he made substantial contributions to metaphysics, philosophy of nature, epistemology, philosophy of religion, moral philosophy, political philosophy, and aesthetics, many are unaware of the range of his contributions to education. Maritain in fact made valuable contributions to educational theory in published works spaced out over more than forty years, � beginning in 1927. In order to convey an idea of the extent of Maritain's contribution to educational theory and thus to provide a framework within which to set out, and evaluate his ideas on education and, more specifically, on moral education, the first chapter of this study will consist of a chronologically arranged synopsis of Maritain's principal published statements on education - a straightforward enough task, but one which has been totally neglected. by commentators on Maritain's educational writings.2 The second chapter will attempt to set out the central elements of Maritain's reflections on education, while chapter three will focus attention on Maritain's observations concerning moral education. The final chapter of the study will be an appraisal of his views on education in general and on moral education.
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ItemPaulo Freire: oppression, liberation and education( 1989)This paper deals with the life, work and influence of Paulo Freire. Chapter One contains a brief description of Freire's life and career. It also looks at some aspects of Brazilian history which have led to the creation of an oppressed class in that country. Chapter Two takes up the theme of oppression and analyses Freire's explanation of the creation of oppression, how education has contributed to that oppression and what is wrong with traditional education so that it has become an agent of oppression. Chapter Three deals with the theme of liberation and examines Freire's philosophy of education as a means of liberation. In particular the role of dialogue, curriculum creation, the role of teacher and learner and the movement of- liberation theology are examined and analysed. Finally Chapter Four examines the range, and applicability of Freire's educational theory in both the Third World and in Western, developed countries. In each section there is an exposition of the criticism which has been levelled at Freire with regard to his work on the particular area and where appropriate, the criticism has been, in its turn, critically evaluated.
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ItemA philosophical analysis of the concept of indoctrination( 1989)INTRODUCTION - on the intentions of the author and a consideration of significant presuppositions to the argument. CHAPTER ONE - a proposed thesis, being a philosophical analysis of the concept of indoctrination in which four necessary conditions are put up for the application of the concept. An elucidation of the task-achievement distinction and the applicability of this distinction in respect of the concept of indoctrination. An account of the difficulties encountered in analyses of the concept of indoctrination in the task sense and a proposal for an analysis of the concept in the achievement sense. CHAPTER TWO - being an argument in support of the view that the concept of indoctrination (achievement sense) is logically prior to the application of the concept in the task sense. CHAPTER THREE- being an argument in support of the thesis that the concept of indoctrination (achievement sense)is applied in respect of X (a person), when it is true that X believes that p (a proposition or set of propositions). CHAPTER FOUR - being an argument in support of the thesis that in the application of the concept of indoctrination an indoctrinated person (X) will not consider the possibility that not-p; p being a belief or set of beliefs attributable to X's indoctrination. CHAPTER FIVE - an epistemological consideration of the beliefs (p) held by X in virtue of his indoctrination. An argument for a distinction between 'true knowledge claims' and 'justified knowledge claims'. A consideration of John Hardwig's[1] notion of epistemic dependence and the consequences of these reflections for the analysis of the concept of indoctrination. CHAPTER SIX - Being an argument in support of the view that the beliefs X has in virtue of his indoctrination are (a) beliefs of deferred epistemic independence, (b) beliefs held with inadequate evidence and (c) beliefs learned from another person or group of people. CHAPTER SEVEN- A reiteration of the proposed thesis and the consequences of this analysis for the application of the concept of indoctrination in the task sense.