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You searched for +publisher:"University of Saskatchewan" +contributor:("Njaa, Lloyd"). Showing records 1 – 2 of 2 total matches.

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University of Saskatchewan

1. Hind, George Patrick Leslie. What does this mean? : invigorating the historical question and intent of Lutheran Confirmation through coemergent learning.

Degree: 2009, University of Saskatchewan

By exploring selected Western epistemologies and Lutheran theology, this thesis argues for an approach to Lutheran Confirmation centered on the meaning-making process. Specifically, it is argued that meaning coemerges as an amalgam of inherited content, life experience and community interaction. For Confirmation to be a resource and catalyst for lifelong learning, curricula and teachers must account for the complexity and contributions of learner-formed meaning. Confirmation is analyzed as a rite and a process of ordered learning: constructivist theory guides a concise study of the epistemological roots of Piaget, Dewey, Polanyi and Whitehead. Luther’s intent, contemporary theology and the assumptions of constructivism are consistent with coemergence. “Essential, fallible and gracious knowing” are offered as epistemological-theological pillars to guide the intent of confirmation. Advisors/Committee Members: Wickett, R.E.Y., Miller, Dianne, Njaa, Lloyd, Renihan, Pat.

Subjects/Keywords: Social constructivism; Catechism; Affirmation of Baptism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hind, G. P. L. (2009). What does this mean? : invigorating the historical question and intent of Lutheran Confirmation through coemergent learning. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-09212009-114840

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hind, George Patrick Leslie. “What does this mean? : invigorating the historical question and intent of Lutheran Confirmation through coemergent learning.” 2009. Thesis, University of Saskatchewan. Accessed December 14, 2019. http://hdl.handle.net/10388/etd-09212009-114840.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hind, George Patrick Leslie. “What does this mean? : invigorating the historical question and intent of Lutheran Confirmation through coemergent learning.” 2009. Web. 14 Dec 2019.

Vancouver:

Hind GPL. What does this mean? : invigorating the historical question and intent of Lutheran Confirmation through coemergent learning. [Internet] [Thesis]. University of Saskatchewan; 2009. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10388/etd-09212009-114840.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hind GPL. What does this mean? : invigorating the historical question and intent of Lutheran Confirmation through coemergent learning. [Thesis]. University of Saskatchewan; 2009. Available from: http://hdl.handle.net/10388/etd-09212009-114840

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Saskatchewan

2. Omani, Leo Joseph. Developing a process for conducting educational research with the Dakota people of Wahpeton.

Degree: 1992, University of Saskatchewan

Historically, research on Aboriginal education issues has ignored the needs of Aboriginal people and disempowered the Aboriginal community. This thesis seeks to offer a corrective to that trend. The intent of the thesis research was to establish a process for conducting educational research with one Aboriginal community - the Dakota People of Wahpeton which would enable this community to have a legitimate voice and control over future research that will be conducted on their behalf. A methodology called community-Based Participatory Research (CBPR) was utilized because it provided the means for community input and direction. Through the use of CBPR, collaborative relationships were established with 20 Dakota People of Wahpeton, who were identified as the research participants. The interview was used as the primary research method. The thesis discusses how the conflict between two cultural world views - the Aboriginal view of the Dakota, Nakota, and Lakota People, generally referred to as "Sioux", and the contemporary Western view - was resolved within the process of implementing the Community-Based Participatory Research methodology. This resolution of differences was accomplished by bridging, then mirroring, the methodologies and ways of gaining knowledge unique to these two respective cultural world views. Additionally, theoretical and practical suggestions are offered so that the thesis might serve as a model for Dakota-Nakota-Lakota Community-Based Participatory Research in the future. In keeping with Community-Based Participatory Research, the voice of the people will be emphasized in this thesis, through extensive use of quotes. Furthermore, the voice of the researcher will be clearly identified so that he may be held accountable for his input. Advisors/Committee Members: Flynn, Mark, Hampton, Eber, Cottrell, Michael, Njaa, Lloyd.

Subjects/Keywords: Wahpeton; perspective - Aboriginal vs. Western; world views - differences; Aboriginal world views; Sioux - educational research; Dakota-Nakota-Lakota; Community-Based Participatory Research; First Nations educational research; research strategies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Omani, L. J. (1992). Developing a process for conducting educational research with the Dakota people of Wahpeton. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-12072007-123650

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Omani, Leo Joseph. “Developing a process for conducting educational research with the Dakota people of Wahpeton.” 1992. Thesis, University of Saskatchewan. Accessed December 14, 2019. http://hdl.handle.net/10388/etd-12072007-123650.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Omani, Leo Joseph. “Developing a process for conducting educational research with the Dakota people of Wahpeton.” 1992. Web. 14 Dec 2019.

Vancouver:

Omani LJ. Developing a process for conducting educational research with the Dakota people of Wahpeton. [Internet] [Thesis]. University of Saskatchewan; 1992. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10388/etd-12072007-123650.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Omani LJ. Developing a process for conducting educational research with the Dakota people of Wahpeton. [Thesis]. University of Saskatchewan; 1992. Available from: http://hdl.handle.net/10388/etd-12072007-123650

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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