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You searched for +publisher:"University of Toronto" +contributor:("Miller, John P."). Showing records 1 – 16 of 16 total matches.

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University of Toronto

1. Brown, Keith William. A Phenomenological Study of Loving Kindness Practice in Education Settings.

Degree: 2016, University of Toronto

 <p>This study uses Phenomenological research methods to explore the ways in which four teachers recited Loving Kindness Meditation for a three week period, particularly focusing… (more)

Subjects/Keywords: Eros; Imagery; Loving Kindness; Meditation; Phenomenology; Teacher Emotional Life; 0647

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APA (6th Edition):

Brown, K. W. (2016). A Phenomenological Study of Loving Kindness Practice in Education Settings. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/71660

Chicago Manual of Style (16th Edition):

Brown, Keith William. “A Phenomenological Study of Loving Kindness Practice in Education Settings.” 2016. Masters Thesis, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/71660.

MLA Handbook (7th Edition):

Brown, Keith William. “A Phenomenological Study of Loving Kindness Practice in Education Settings.” 2016. Web. 10 Aug 2020.

Vancouver:

Brown KW. A Phenomenological Study of Loving Kindness Practice in Education Settings. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/71660.

Council of Science Editors:

Brown KW. A Phenomenological Study of Loving Kindness Practice in Education Settings. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/71660


University of Toronto

2. Pitt, Amy Rebecca Selina. Spiralling Back To The Spark: A Spiritual Journey Towards Authentic Creativity.

Degree: 2019, University of Toronto

 <p>Grounded in the philosophical assumptions associated with holistic education and transformative teacher development, this narrative inquiry is a collaborative self-study that explores how spiritual practices… (more)

Subjects/Keywords: Authenticity; Creativity; Holistic Education; Personal Development; Spiritual Education; Teacher Development; 0515

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APA (6th Edition):

Pitt, A. R. S. (2019). Spiralling Back To The Spark: A Spiritual Journey Towards Authentic Creativity. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/98293

Chicago Manual of Style (16th Edition):

Pitt, Amy Rebecca Selina. “Spiralling Back To The Spark: A Spiritual Journey Towards Authentic Creativity.” 2019. Masters Thesis, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/98293.

MLA Handbook (7th Edition):

Pitt, Amy Rebecca Selina. “Spiralling Back To The Spark: A Spiritual Journey Towards Authentic Creativity.” 2019. Web. 10 Aug 2020.

Vancouver:

Pitt ARS. Spiralling Back To The Spark: A Spiritual Journey Towards Authentic Creativity. [Internet] [Masters thesis]. University of Toronto; 2019. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/98293.

Council of Science Editors:

Pitt ARS. Spiralling Back To The Spark: A Spiritual Journey Towards Authentic Creativity. [Masters Thesis]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/98293


University of Toronto

3. Carter, Cherie. Holistic Education: Implementing and Maintaining a Holistic Teaching Practice.

Degree: 2013, University of Toronto

 <p>Abstract This study examines the holistic pedagogical practices of experienced teachers in alternative public schools. This study reviews holistic educational philosophy and ancient Eastern spirituality… (more)

Subjects/Keywords: holistic teaching practice; holistic education; holistic philosophy; pedagogy; 0515; 0530; 0727; 0998

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APA (6th Edition):

Carter, C. (2013). Holistic Education: Implementing and Maintaining a Holistic Teaching Practice. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42614

Chicago Manual of Style (16th Edition):

Carter, Cherie. “Holistic Education: Implementing and Maintaining a Holistic Teaching Practice.” 2013. Masters Thesis, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/42614.

MLA Handbook (7th Edition):

Carter, Cherie. “Holistic Education: Implementing and Maintaining a Holistic Teaching Practice.” 2013. Web. 10 Aug 2020.

Vancouver:

Carter C. Holistic Education: Implementing and Maintaining a Holistic Teaching Practice. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/42614.

Council of Science Editors:

Carter C. Holistic Education: Implementing and Maintaining a Holistic Teaching Practice. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42614


University of Toronto

4. Jefferies, Kathryn. Ontological Intelligence: Consciousness, Mind, Inquiry in Education.

Degree: PhD, 2014, University of Toronto

 This ontological and epistemological study is concerned with investigating the phenomenon of consciousness transformation. The study ultimately demonstrates three actualities: 1) People are almost entirely… (more)

Subjects/Keywords: Consciousness; Inquiry; Intelligence; Mind; Ontology; 0515

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APA (6th Edition):

Jefferies, K. (2014). Ontological Intelligence: Consciousness, Mind, Inquiry in Education. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/94476

Chicago Manual of Style (16th Edition):

Jefferies, Kathryn. “Ontological Intelligence: Consciousness, Mind, Inquiry in Education.” 2014. Doctoral Dissertation, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/94476.

MLA Handbook (7th Edition):

Jefferies, Kathryn. “Ontological Intelligence: Consciousness, Mind, Inquiry in Education.” 2014. Web. 10 Aug 2020.

Vancouver:

Jefferies K. Ontological Intelligence: Consciousness, Mind, Inquiry in Education. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/94476.

Council of Science Editors:

Jefferies K. Ontological Intelligence: Consciousness, Mind, Inquiry in Education. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/94476


University of Toronto

5. Rankin, Tami Lee. Re-authoring Empathy: Constructing Narratives of Empathic Understanding and Engagement in Higher Education.

Degree: PhD, 2018, University of Toronto

 In this research study I write stories of empathic experience with 2 research participants. We write as a method of data analysis where we reconstruct… (more)

Subjects/Keywords: empathy; holistic education; learning and teaching empathy; narrative; self-knowledge; story; 0515

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APA (6th Edition):

Rankin, T. L. (2018). Re-authoring Empathy: Constructing Narratives of Empathic Understanding and Engagement in Higher Education. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89760

Chicago Manual of Style (16th Edition):

Rankin, Tami Lee. “Re-authoring Empathy: Constructing Narratives of Empathic Understanding and Engagement in Higher Education.” 2018. Doctoral Dissertation, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/89760.

MLA Handbook (7th Edition):

Rankin, Tami Lee. “Re-authoring Empathy: Constructing Narratives of Empathic Understanding and Engagement in Higher Education.” 2018. Web. 10 Aug 2020.

Vancouver:

Rankin TL. Re-authoring Empathy: Constructing Narratives of Empathic Understanding and Engagement in Higher Education. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/89760.

Council of Science Editors:

Rankin TL. Re-authoring Empathy: Constructing Narratives of Empathic Understanding and Engagement in Higher Education. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89760


University of Toronto

6. Rossini, Giovanni Antonio. “Summonses to Awareness": A Meditation upon Wisdom and Artful Inquiry.

Degree: PhD, 2018, University of Toronto

 In his writings Thomas Merton ponders the relation of contemplative experience and the arts within a meditation upon the spiritual life; one whose seminal character… (more)

Subjects/Keywords: Arts-Based Narrative Inquiry; Contemplative Inquiry; Holistic Education; Merton Studies; Spirituality; Wisdom Studies; 0727

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APA (6th Edition):

Rossini, G. A. (2018). “Summonses to Awareness": A Meditation upon Wisdom and Artful Inquiry. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89814

Chicago Manual of Style (16th Edition):

Rossini, Giovanni Antonio. ““Summonses to Awareness": A Meditation upon Wisdom and Artful Inquiry.” 2018. Doctoral Dissertation, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/89814.

MLA Handbook (7th Edition):

Rossini, Giovanni Antonio. ““Summonses to Awareness": A Meditation upon Wisdom and Artful Inquiry.” 2018. Web. 10 Aug 2020.

Vancouver:

Rossini GA. “Summonses to Awareness": A Meditation upon Wisdom and Artful Inquiry. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/89814.

Council of Science Editors:

Rossini GA. “Summonses to Awareness": A Meditation upon Wisdom and Artful Inquiry. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89814


University of Toronto

7. Dutton, Sharon Elizabeth. Education in and by rhythm: Exploring holistic experiences in Dalcroze pedagogy.

Degree: PhD, 2015, University of Toronto

 Holistic education seeks to engage students intellectually, physically, spiritually, and emotionally, and to build connections between the student’s inner and outer worlds. Dalcroze Eurhythmics is… (more)

Subjects/Keywords: Dalcroze pedagogy; eurhythmics; holistic education; music education; spirituality in education; 0515

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APA (6th Edition):

Dutton, S. E. (2015). Education in and by rhythm: Exploring holistic experiences in Dalcroze pedagogy. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/70923

Chicago Manual of Style (16th Edition):

Dutton, Sharon Elizabeth. “Education in and by rhythm: Exploring holistic experiences in Dalcroze pedagogy.” 2015. Doctoral Dissertation, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/70923.

MLA Handbook (7th Edition):

Dutton, Sharon Elizabeth. “Education in and by rhythm: Exploring holistic experiences in Dalcroze pedagogy.” 2015. Web. 10 Aug 2020.

Vancouver:

Dutton SE. Education in and by rhythm: Exploring holistic experiences in Dalcroze pedagogy. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/70923.

Council of Science Editors:

Dutton SE. Education in and by rhythm: Exploring holistic experiences in Dalcroze pedagogy. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70923

8. Kim, Young-Yie. Compassion in Schools: Life Stories of Four Holistic Educators.

Degree: 2011, University of Toronto

 <p>In this study the author investigates the nature of compassion, ways of developing compassion within ourselves, and ways of bringing compassion into schools. The author… (more)

Subjects/Keywords: compassion; holistic education; connection and relationship; interconnection and interdependence; divinity within, God, Buddha nature within, or the Self; spirituality; heart; caring; empathy; love; contemplation; mindfulness; meditation; moral education through storytelling; social environment; authenticity; teacher's presence; transformation; self-directed learning; happiness; 0727

…for Studies in Education at the University of Toronto (OISE/UT). Particularly, I… 

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APA (6th Edition):

Kim, Y. (2011). Compassion in Schools: Life Stories of Four Holistic Educators. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31807

Chicago Manual of Style (16th Edition):

Kim, Young-Yie. “Compassion in Schools: Life Stories of Four Holistic Educators.” 2011. Doctoral Dissertation, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/31807.

MLA Handbook (7th Edition):

Kim, Young-Yie. “Compassion in Schools: Life Stories of Four Holistic Educators.” 2011. Web. 10 Aug 2020.

Vancouver:

Kim Y. Compassion in Schools: Life Stories of Four Holistic Educators. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/31807.

Council of Science Editors:

Kim Y. Compassion in Schools: Life Stories of Four Holistic Educators. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31807

9. Reno, Mark. Integrative Executive Leadership: Towards a General Theory of Positive Business Leadership.

Degree: 2012, University of Toronto

 <p>Business today is conducted within societies facing complex global challenges and unprecedented demands for effective, ethical, and excellent business leadership that proactively manages its societal… (more)

Subjects/Keywords: positive leadership; executive leadership; business leadership; organizational leadership; effective leadership; ethical leadership; socially responsible leadership; corporate social responsibility; excellent leadership; extraordinary leadership; self leadership; team leadership; full range leadership; managerial leadership; strategic leadership; visionary leadership; social leadership; societal leadership; transforming leadership; transformational leadership; developmental leadership; authentic leadership; moral leadership; spiritual leadership; servant leadership; wise leadership; positive organizational scholarship; positive organizational behavior; integral leadership; integrative leadership; 0454; 0688

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APA (6th Edition):

Reno, M. (2012). Integrative Executive Leadership: Towards a General Theory of Positive Business Leadership. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/33859

Chicago Manual of Style (16th Edition):

Reno, Mark. “Integrative Executive Leadership: Towards a General Theory of Positive Business Leadership.” 2012. Doctoral Dissertation, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/33859.

MLA Handbook (7th Edition):

Reno, Mark. “Integrative Executive Leadership: Towards a General Theory of Positive Business Leadership.” 2012. Web. 10 Aug 2020.

Vancouver:

Reno M. Integrative Executive Leadership: Towards a General Theory of Positive Business Leadership. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/33859.

Council of Science Editors:

Reno M. Integrative Executive Leadership: Towards a General Theory of Positive Business Leadership. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33859

10. Nigh, Kelli. Holistic Education: The Flow and Pulse of Learning.

Degree: 2011, University of Toronto

 <p>Situated in the holistic education field, this research explores the mind/body experiences of six youth who remained in a drama group from the time they… (more)

Subjects/Keywords: Holistic Education; Eco-Spirituality; Depth Psychology; Youth; Phenomenology; 0727

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APA (6th Edition):

Nigh, K. (2011). Holistic Education: The Flow and Pulse of Learning. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31883

Chicago Manual of Style (16th Edition):

Nigh, Kelli. “Holistic Education: The Flow and Pulse of Learning.” 2011. Doctoral Dissertation, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/31883.

MLA Handbook (7th Edition):

Nigh, Kelli. “Holistic Education: The Flow and Pulse of Learning.” 2011. Web. 10 Aug 2020.

Vancouver:

Nigh K. Holistic Education: The Flow and Pulse of Learning. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/31883.

Council of Science Editors:

Nigh K. Holistic Education: The Flow and Pulse of Learning. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31883

11. Csoli, Karen. Understanding the Spiritual Experiences of Young Women: A Qualitative Inquiry of Inner Knowing.

Degree: 2009, University of Toronto

 <p>The purpose of this qualitative study is to address the problem of the silencing of adolescent girls and young women by exploring their spiritual experiences… (more)

Subjects/Keywords: female spirituality; holistic education; spiritual experiences; Curriculum and Instruction 0727

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APA (6th Edition):

Csoli, K. (2009). Understanding the Spiritual Experiences of Young Women: A Qualitative Inquiry of Inner Knowing. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/19125

Chicago Manual of Style (16th Edition):

Csoli, Karen. “Understanding the Spiritual Experiences of Young Women: A Qualitative Inquiry of Inner Knowing.” 2009. Doctoral Dissertation, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/19125.

MLA Handbook (7th Edition):

Csoli, Karen. “Understanding the Spiritual Experiences of Young Women: A Qualitative Inquiry of Inner Knowing.” 2009. Web. 10 Aug 2020.

Vancouver:

Csoli K. Understanding the Spiritual Experiences of Young Women: A Qualitative Inquiry of Inner Knowing. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/19125.

Council of Science Editors:

Csoli K. Understanding the Spiritual Experiences of Young Women: A Qualitative Inquiry of Inner Knowing. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/19125

12. Im, Sookhee. Contemplative Teachers' Practical Knowledge: Towards Holistic Teacher Education.

Degree: 2010, University of Toronto

 <p>The purpose of this study is to understand the significance of contemplative practice in fostering teachers’ personal practical knowledge. Teachers’ practical knowledge has been valued… (more)

Subjects/Keywords: contemplation; teachers' practical knowledge; 0727

of Toronto, has applied contemplative practice in his graduate courses since 1988. During… …P. Miller, professor at the Ontario Institute for Studies in Education at the University… 

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APA (6th Edition):

Im, S. (2010). Contemplative Teachers' Practical Knowledge: Towards Holistic Teacher Education. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/24770

Chicago Manual of Style (16th Edition):

Im, Sookhee. “Contemplative Teachers' Practical Knowledge: Towards Holistic Teacher Education.” 2010. Doctoral Dissertation, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/24770.

MLA Handbook (7th Edition):

Im, Sookhee. “Contemplative Teachers' Practical Knowledge: Towards Holistic Teacher Education.” 2010. Web. 10 Aug 2020.

Vancouver:

Im S. Contemplative Teachers' Practical Knowledge: Towards Holistic Teacher Education. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/24770.

Council of Science Editors:

Im S. Contemplative Teachers' Practical Knowledge: Towards Holistic Teacher Education. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24770

13. Min, Kyeong Suk. Toward a Holistic Pedagogy of Art Integration.

Degree: 2013, University of Toronto

 <p>As a conceptual study, this thesis aims to establish a holistic pedagogy of art integration that would address nurturing the whole child as the goal… (more)

Subjects/Keywords: arts-integrated curriculum; holistic education; 0727

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APA (6th Edition):

Min, K. S. (2013). Toward a Holistic Pedagogy of Art Integration. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35910

Chicago Manual of Style (16th Edition):

Min, Kyeong Suk. “Toward a Holistic Pedagogy of Art Integration.” 2013. Doctoral Dissertation, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/35910.

MLA Handbook (7th Edition):

Min, Kyeong Suk. “Toward a Holistic Pedagogy of Art Integration.” 2013. Web. 10 Aug 2020.

Vancouver:

Min KS. Toward a Holistic Pedagogy of Art Integration. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/35910.

Council of Science Editors:

Min KS. Toward a Holistic Pedagogy of Art Integration. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35910

14. Rathnam, Anbananthan. Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy.

Degree: 2013, University of Toronto

 <p>The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be… (more)

Subjects/Keywords: Whole Teachers; Holistic Education; Jiddu Krishnamurti; Krishnamurti's Educational Philosophy; Qualitative Research; Phenomenology; Oak Grove School; Awareness; Mindfulness; Teachers' Thinking; Teachers' Lives; Teachers' Inner Lives; Teachers' Contemplative Approaches; Teachers' Calling; Teachers' Vocation; Teachers' Pedagogy; Krishnamurti's Educational Philosophy; Wholeness; The Flower Model: An Experiential Metaphor; Teacher Development; Teacher Education; Holistic Schools; Alternative Schools; Krishnamurti Schools; Spirituality; Parker Palmer; Deepak Chopra; Hidden Wholeness; Shadow Effect; The Conditioned Mind; Nature of Thinking; Nature of Attention and Concentration; Choiceless Awareness; The Observer is the Observed; Krishnamurti's Educational Aim; Religious Education; Religious Mind; Scientific Mind; Meditation; Epoche; Phenomenological Reduction; Imaginative Variation; Colaizzi; John P. Miller; Anbananthan Rathnam; Ramana Maharshi; Krishnamurti; Inquiry; Freedom to Inquire; Timeless Learning; Good Teaching; Self; Self-Knowledge; Teachers' Vulnerability; Contemplation; Pedagogy; 0515; 0727; 0530

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APA (6th Edition):

Rathnam, A. (2013). Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35936

Chicago Manual of Style (16th Edition):

Rathnam, Anbananthan. “Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy.” 2013. Doctoral Dissertation, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/35936.

MLA Handbook (7th Edition):

Rathnam, Anbananthan. “Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy.” 2013. Web. 10 Aug 2020.

Vancouver:

Rathnam A. Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/35936.

Council of Science Editors:

Rathnam A. Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35936


University of Toronto

15. Neves, Ana Cristina Trindade. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.

Degree: 2009, University of Toronto

 <p>This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a… (more)

Subjects/Keywords: holistic education; holistic learning; holistic teacher; holistic curriculum; curriculum development; Ontario curriculum; transformative curriculum; holistic philosophy of education; developing mindfulness; meditation in schools; visualization as a learning tool; yoga in schools; journal writing; Gulu walk; An Inconvenient Truth; Uganda Rising; anti-bullying education; human wholeness; Whole Child School; personal development; professional development; personal practical knowledge in teachers; educational connoisseurship and criticism; empowering students; Math trail; pedagogical approaches; autobiography; parents as partners in education; EQAO testing; student-led conferences; self awareness; balance in education; limited vision of Ontario curriculum; tensions between Holistic education and the Ontario curriculum; critical literacy ideology; ommission on the Whole Child; spirituality in education; anecdotal reporting to parents; social consciousness; Roots of Empathy; Who is Nobody; spiritual growth; ecological awareness; wholeness of human experience; creativity and intuition in education; 0727; 0524; 0280; 0998

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APA (6th Edition):

Neves, A. C. T. (2009). A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18107

Chicago Manual of Style (16th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Masters Thesis, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/18107.

MLA Handbook (7th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Web. 10 Aug 2020.

Vancouver:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/18107.

Council of Science Editors:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18107


University of Toronto

16. Stasko, Carly. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.

Degree: 2009, University of Toronto

 <p>This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of… (more)

Subjects/Keywords: media literacy; critical literacy; holistic education; culture jamming; consciousness; high school; alternative; rave; Madvertisement; Media Collective; Hodgkin's Lymphoma; qualitative research; semiotics; community center; holistic philosophy; transformation; philosophy of education; cancer survivor; school commercialism; english; alienation; public pedagogy; poetry; hip hop; underground; self-publishing; independent media; environment; internet; ecology; democratic; post-traumatic stress; hacking; holistic pedagogy; digital media; consumer culture; commercialism; graffiti; decolonize; advertising; youth marketing; sexism; embodied healing; personal professional knowledge; immune system; expression; white blood cell; street art; decolonizing; holistic pedagogy; public art; personal professional knowledge; ecology; mass media; body image; spirituality; wellness; embodied learning; embodied wisdom; awareness; relationship; meditation; visualization; communication; Billboard Liberation Front; signification; courageous vulnerability; youth; Youth Media Literacy Project; critical; Chinese Medicine; Qi Gong; holistic media literacy; obsolescence; interconnection; meta-cognitive; Kalle Lasn; transformative learning; critical viewing; critical pedagogy; integration; curriculum; teaching; subvertising; learning; positive psychology; interpretation; Megan Boler; narrative; medium; production; dancing; representation; expression; Youth Media Literacy Project; resistance; cognitive re-framing; subversion; Negativeland; reclaiming; philosophy; narrative inquiry; education; reading; alternative education; Fierce Light; students; university; No Logo; Situationists; Naomi Klein; menstruation; storytelling; experience; writing; language; emotional; physical; facebook; psychological; Guy Debord; Association for Media Literacy; grassroots; felt-sense; stories; performance; grounded authentic expression; perspective; visual culture; youtube; chemotherapy; visuality; deconstruction; women's studies; Media Education Foundation; détournement; Reclaim the Streets; movement; spectatorship; passive; medicine; social justice; arts-informed research; subway party; gratitude; guerilla; post-modern; media activism; mindshare; complex symbolic activity; CBC radio; art; Toronto; pre-service; students; oncology; fashion; healing spiral; Adbusters; sub-culture; feminism; podcast; Trevor Norris; street theater; holistic learning; medical language; inter-personal; film; David Buckingham; Renee Hobbs; training; Paulo Friere; John Dewey; political theater; Sut Jhally; Media Education Foundation; Douglas Kellner; Princess Margaret Hospital; play; Robert McChesney; Action Coalition for Media Education; Mediacs; Association for Media Literacy; Toronto District School Board; Ontario Ministry of Education; Marshall McLuhan; Susan Sontag; Jennifer Sandlin; cure; improvisation; symbolic creativity; Evolutionary Healing; Paul Willis; pop culture; media collective; Barry Duncan; Kathleen Tyner; Carly Stasko; Girls Who Bite Back; art therapy; Next Wave Cultures; zine; Imagitate the State; Intrinsik; interacting narratives; digital storytelling; technology; tactical media; public space; science; creativity; empowerment; 0727; 0708; 0453; 0273; 0279; 0515; 0516; 0733; 0998; 0680; 0530; 0092; 0525

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

APA (6th Edition):

Stasko, C. (2009). A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18109

Chicago Manual of Style (16th Edition):

Stasko, Carly. “A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.” 2009. Masters Thesis, University of Toronto. Accessed August 10, 2020. http://hdl.handle.net/1807/18109.

MLA Handbook (7th Edition):

Stasko, Carly. “A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.” 2009. Web. 10 Aug 2020.

Vancouver:

Stasko C. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1807/18109.

Council of Science Editors:

Stasko C. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18109

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