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You searched for subject:(critical pragmatism). Showing records 1 – 27 of 27 total matches.

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Duquesne University

1. Smith, Clancy. Critical Pragmatism: Peirce and Marcuse on the Socio-Political Influences on Human Development in Advanced Industrial Societies.

Degree: PhD, Philosophy, 2015, Duquesne University

 My dissertation brings together representatives from two otherwise antagonistic traditions: Charles Peirce of the pragmatists and Herbert Marcuse of the critical theorists. I demonstrate the… (more)

Subjects/Keywords: Critical; Marcuse; Peirce; Pragmatism; Theory

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APA (6th Edition):

Smith, C. (2015). Critical Pragmatism: Peirce and Marcuse on the Socio-Political Influences on Human Development in Advanced Industrial Societies. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1219

Chicago Manual of Style (16th Edition):

Smith, Clancy. “Critical Pragmatism: Peirce and Marcuse on the Socio-Political Influences on Human Development in Advanced Industrial Societies.” 2015. Doctoral Dissertation, Duquesne University. Accessed October 25, 2020. https://dsc.duq.edu/etd/1219.

MLA Handbook (7th Edition):

Smith, Clancy. “Critical Pragmatism: Peirce and Marcuse on the Socio-Political Influences on Human Development in Advanced Industrial Societies.” 2015. Web. 25 Oct 2020.

Vancouver:

Smith C. Critical Pragmatism: Peirce and Marcuse on the Socio-Political Influences on Human Development in Advanced Industrial Societies. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2020 Oct 25]. Available from: https://dsc.duq.edu/etd/1219.

Council of Science Editors:

Smith C. Critical Pragmatism: Peirce and Marcuse on the Socio-Political Influences on Human Development in Advanced Industrial Societies. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/1219


Louisiana State University

2. Levy, Matthew Lloyd. From engagement to alignment : exploring enterprise architecture through the lens of design science.

Degree: PhD, Business, 2013, Louisiana State University

 Information Systems Design Science (ISDS) as a research community is limited by a small number of research frameworks with considerable influence. The small triad of… (more)

Subjects/Keywords: Design Science; Enterprise Architecture; Critical Realism; Pragmatism

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APA (6th Edition):

Levy, M. L. (2013). From engagement to alignment : exploring enterprise architecture through the lens of design science. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-02012013-004101 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3398

Chicago Manual of Style (16th Edition):

Levy, Matthew Lloyd. “From engagement to alignment : exploring enterprise architecture through the lens of design science.” 2013. Doctoral Dissertation, Louisiana State University. Accessed October 25, 2020. etd-02012013-004101 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3398.

MLA Handbook (7th Edition):

Levy, Matthew Lloyd. “From engagement to alignment : exploring enterprise architecture through the lens of design science.” 2013. Web. 25 Oct 2020.

Vancouver:

Levy ML. From engagement to alignment : exploring enterprise architecture through the lens of design science. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2020 Oct 25]. Available from: etd-02012013-004101 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3398.

Council of Science Editors:

Levy ML. From engagement to alignment : exploring enterprise architecture through the lens of design science. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-02012013-004101 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3398


Boston College

3. Falcone, John Paul. Creative, Critical, and True: Training Students to Improvise Responsibly with Biblical Text: A Pragmatist, Spirit-led Model.

Degree: PhD, Religious Education and Pastoral Ministry, 2015, Boston College

 In this dissertation, I argue that Bible education is best understood as training students to improvise responsibly with Scripture. I explore this pedagogical model by… (more)

Subjects/Keywords: Critical pedagogy; Improvisation; Practices; Pragmatism; Secondary Education; Theatre of the Oppressed

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APA (6th Edition):

Falcone, J. P. (2015). Creative, Critical, and True: Training Students to Improvise Responsibly with Biblical Text: A Pragmatist, Spirit-led Model. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104536

Chicago Manual of Style (16th Edition):

Falcone, John Paul. “Creative, Critical, and True: Training Students to Improvise Responsibly with Biblical Text: A Pragmatist, Spirit-led Model.” 2015. Doctoral Dissertation, Boston College. Accessed October 25, 2020. http://dlib.bc.edu/islandora/object/bc-ir:104536.

MLA Handbook (7th Edition):

Falcone, John Paul. “Creative, Critical, and True: Training Students to Improvise Responsibly with Biblical Text: A Pragmatist, Spirit-led Model.” 2015. Web. 25 Oct 2020.

Vancouver:

Falcone JP. Creative, Critical, and True: Training Students to Improvise Responsibly with Biblical Text: A Pragmatist, Spirit-led Model. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2020 Oct 25]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104536.

Council of Science Editors:

Falcone JP. Creative, Critical, and True: Training Students to Improvise Responsibly with Biblical Text: A Pragmatist, Spirit-led Model. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104536


University of North Texas

4. Jordan, Jason. Teaching Past the Test: a Pedagogy of Critical Pragmatism.

Degree: 2012, University of North Texas

 Existent scholarship in communication studies has failed to adequately address the particular pedagogical context of current public secondary education within the United States. While communication… (more)

Subjects/Keywords: Critical pedagogy; Pragmatism; educational communication; neoliberalism; educational standardization; Dewey

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APA (6th Edition):

Jordan, J. (2012). Teaching Past the Test: a Pedagogy of Critical Pragmatism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115103/

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):

Jordan, Jason. “Teaching Past the Test: a Pedagogy of Critical Pragmatism.” 2012. Thesis, University of North Texas. Accessed October 25, 2020. https://digital.library.unt.edu/ark:/67531/metadc115103/.

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

MLA Handbook (7th Edition):

Jordan, Jason. “Teaching Past the Test: a Pedagogy of Critical Pragmatism.” 2012. Web. 25 Oct 2020.

Vancouver:

Jordan J. Teaching Past the Test: a Pedagogy of Critical Pragmatism. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Oct 25]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115103/.

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

Council of Science Editors:

Jordan J. Teaching Past the Test: a Pedagogy of Critical Pragmatism. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115103/

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


University of Minnesota

5. Hardman, Alisha Marie. Pragmatic family life education: moving beyond the expert-based, content-driven model of serving families.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

 The field of family life education (FLE) is shifting from an expert-based, content-driven model of education that is rooted in a positivistic epistemology of practice… (more)

Subjects/Keywords: Critical science; Family life education; Family science; Human ecology; Pragmatism; Education, curriculum and instruction

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APA (6th Edition):

Hardman, A. M. (2014). Pragmatic family life education: moving beyond the expert-based, content-driven model of serving families. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/167138

Chicago Manual of Style (16th Edition):

Hardman, Alisha Marie. “Pragmatic family life education: moving beyond the expert-based, content-driven model of serving families.” 2014. Doctoral Dissertation, University of Minnesota. Accessed October 25, 2020. http://hdl.handle.net/11299/167138.

MLA Handbook (7th Edition):

Hardman, Alisha Marie. “Pragmatic family life education: moving beyond the expert-based, content-driven model of serving families.” 2014. Web. 25 Oct 2020.

Vancouver:

Hardman AM. Pragmatic family life education: moving beyond the expert-based, content-driven model of serving families. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/11299/167138.

Council of Science Editors:

Hardman AM. Pragmatic family life education: moving beyond the expert-based, content-driven model of serving families. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/167138


Miami University

6. Li, Shaobing. Experiential Moral Character: Reconceptualization and Measurement Justification.

Degree: PhD, Educational Leadership, 2019, Miami University

 In this project, I examine the theoretical and practical arenas in terms of the conceptualization, implementation, and pedagogy of moral character. The fundamental concern is… (more)

Subjects/Keywords: Educational Leadership; Moral character; Experiential perspective; Virtue ethics, Sentimentalism; Pragmatism; Critical philosophy

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APA (6th Edition):

Li, S. (2019). Experiential Moral Character: Reconceptualization and Measurement Justification. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1574794255368781

Chicago Manual of Style (16th Edition):

Li, Shaobing. “Experiential Moral Character: Reconceptualization and Measurement Justification.” 2019. Doctoral Dissertation, Miami University. Accessed October 25, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1574794255368781.

MLA Handbook (7th Edition):

Li, Shaobing. “Experiential Moral Character: Reconceptualization and Measurement Justification.” 2019. Web. 25 Oct 2020.

Vancouver:

Li S. Experiential Moral Character: Reconceptualization and Measurement Justification. [Internet] [Doctoral dissertation]. Miami University; 2019. [cited 2020 Oct 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1574794255368781.

Council of Science Editors:

Li S. Experiential Moral Character: Reconceptualization and Measurement Justification. [Doctoral Dissertation]. Miami University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1574794255368781


Miami University

7. Ashlee, Kyle C. Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students.

Degree: PhD, Educational Leadership, 2019, Miami University

 Beyond the examination of individual White privilege, which often results in fragility, silence, and fatigue, White student affairs graduate students have little understanding of White… (more)

Subjects/Keywords: Educational Leadership; Higher Education; Critical Participatory Action Research; Critical Pragmatism; Critical Whiteness Studies; Graduate Students; Race; Student Affairs; Student Affairs Graduate Preparation; Whiteness

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APA (6th Edition):

Ashlee, K. C. (2019). Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981442521

Chicago Manual of Style (16th Edition):

Ashlee, Kyle C. “Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students.” 2019. Doctoral Dissertation, Miami University. Accessed October 25, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981442521.

MLA Handbook (7th Edition):

Ashlee, Kyle C. “Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students.” 2019. Web. 25 Oct 2020.

Vancouver:

Ashlee KC. Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students. [Internet] [Doctoral dissertation]. Miami University; 2019. [cited 2020 Oct 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981442521.

Council of Science Editors:

Ashlee KC. Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students. [Doctoral Dissertation]. Miami University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981442521


Universidade Federal da Bahia

8. Mário Soares Caymmi Gomes. A identidade da magistratura na narrativa jurídica : uma perspectiva da análise de discurso crítica.

Degree: 2009, Universidade Federal da Bahia

A presente dissertação promoveu a aplicação da Teoria Crítica do Discurso ou Análise de Discurso Crítica esposada por Fairclough a textos jurídicos que tratam sobre… (more)

Subjects/Keywords: análise de discurso crítica; construcionismo social; pragmatismo; juiz; discurso jurídico; critical discourse analysis; social constructionism; pragmatism; judge; legal discourse; LINGUISTICA

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APA (6th Edition):

Gomes, M. S. C. (2009). A identidade da magistratura na narrativa jurídica : uma perspectiva da análise de discurso crítica. (Thesis). Universidade Federal da Bahia. Retrieved from http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=3095

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):

Gomes, Mário Soares Caymmi. “A identidade da magistratura na narrativa jurídica : uma perspectiva da análise de discurso crítica.” 2009. Thesis, Universidade Federal da Bahia. Accessed October 25, 2020. http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=3095.

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

MLA Handbook (7th Edition):

Gomes, Mário Soares Caymmi. “A identidade da magistratura na narrativa jurídica : uma perspectiva da análise de discurso crítica.” 2009. Web. 25 Oct 2020.

Vancouver:

Gomes MSC. A identidade da magistratura na narrativa jurídica : uma perspectiva da análise de discurso crítica. [Internet] [Thesis]. Universidade Federal da Bahia; 2009. [cited 2020 Oct 25]. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=3095.

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

Council of Science Editors:

Gomes MSC. A identidade da magistratura na narrativa jurídica : uma perspectiva da análise de discurso crítica. [Thesis]. Universidade Federal da Bahia; 2009. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=3095

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

9. Klein, Lena. Kritisk reflektion i teknikundervisning i grundskolan : En fallstudie om hur elever i årskurs F-3 använder kritisk reflektion för att lösa problem som uppstår i samband med praktiskt grupparbete i en tekniklektion.

Degree: Culture and Communication, 2018, Mälardalen University

  The purpose of this case study is to examine how pupils in Elementary School (ages 8-9) use critical reflection to solve a technical problem… (more)

Subjects/Keywords: Dewey; kritisk reflektion; critical reflection; pragmatism; problemlösning; reflective thinking; technology; tidiga skolår; Engineering and Technology; Teknik och teknologier

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APA (6th Edition):

Klein, L. (2018). Kritisk reflektion i teknikundervisning i grundskolan : En fallstudie om hur elever i årskurs F-3 använder kritisk reflektion för att lösa problem som uppstår i samband med praktiskt grupparbete i en tekniklektion. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38898

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):

Klein, Lena. “Kritisk reflektion i teknikundervisning i grundskolan : En fallstudie om hur elever i årskurs F-3 använder kritisk reflektion för att lösa problem som uppstår i samband med praktiskt grupparbete i en tekniklektion.” 2018. Thesis, Mälardalen University. Accessed October 25, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38898.

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

MLA Handbook (7th Edition):

Klein, Lena. “Kritisk reflektion i teknikundervisning i grundskolan : En fallstudie om hur elever i årskurs F-3 använder kritisk reflektion för att lösa problem som uppstår i samband med praktiskt grupparbete i en tekniklektion.” 2018. Web. 25 Oct 2020.

Vancouver:

Klein L. Kritisk reflektion i teknikundervisning i grundskolan : En fallstudie om hur elever i årskurs F-3 använder kritisk reflektion för att lösa problem som uppstår i samband med praktiskt grupparbete i en tekniklektion. [Internet] [Thesis]. Mälardalen University; 2018. [cited 2020 Oct 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38898.

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

Council of Science Editors:

Klein L. Kritisk reflektion i teknikundervisning i grundskolan : En fallstudie om hur elever i årskurs F-3 använder kritisk reflektion för att lösa problem som uppstår i samband med praktiskt grupparbete i en tekniklektion. [Thesis]. Mälardalen University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38898

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

10. Ternan, Shirley A. Exploring the Process ePortfolio for Graduate Students in an Online Environment.

Degree: 2018, Athabasca University

This concurrent mixed methods study explored some of the factors that characterize student perceptions of the ePortfolio process as a capstone project in an online… (more)

Subjects/Keywords: ePortfolio; capstone; knowledge; critical thinking; critical reflection; reflection; knowledge; process ePortfolio; online environment; distance education; pragmatic paradigm; pragmatism; mixed methods research; experiential learning; knowledge sharing; knowledge gain

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APA (6th Edition):

Ternan, S. A. (2018). Exploring the Process ePortfolio for Graduate Students in an Online Environment. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/260

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):

Ternan, Shirley A. “Exploring the Process ePortfolio for Graduate Students in an Online Environment.” 2018. Thesis, Athabasca University. Accessed October 25, 2020. http://hdl.handle.net/10791/260.

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

MLA Handbook (7th Edition):

Ternan, Shirley A. “Exploring the Process ePortfolio for Graduate Students in an Online Environment.” 2018. Web. 25 Oct 2020.

Vancouver:

Ternan SA. Exploring the Process ePortfolio for Graduate Students in an Online Environment. [Internet] [Thesis]. Athabasca University; 2018. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10791/260.

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

Council of Science Editors:

Ternan SA. Exploring the Process ePortfolio for Graduate Students in an Online Environment. [Thesis]. Athabasca University; 2018. Available from: http://hdl.handle.net/10791/260

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


University of Edinburgh

11. Chandrasekara, C. H. M. Kasun Priyanka. Study of business model innovation : developing new frameworks of business models for the future.

Degree: PhD, 2015, University of Edinburgh

 The literature review on emerging concepts of 'Business model' and 'Business model innovation' finds significant theoretical and practical potential to facilitate the strategising and innovating… (more)

Subjects/Keywords: 658.4; business models; business model innovation; business model practices; strategy; critical pragmatism; critical systems thinking; strategy-as-practice; stakeholder theory; action research

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APA (6th Edition):

Chandrasekara, C. H. M. K. P. (2015). Study of business model innovation : developing new frameworks of business models for the future. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/25697

Chicago Manual of Style (16th Edition):

Chandrasekara, C H M Kasun Priyanka. “Study of business model innovation : developing new frameworks of business models for the future.” 2015. Doctoral Dissertation, University of Edinburgh. Accessed October 25, 2020. http://hdl.handle.net/1842/25697.

MLA Handbook (7th Edition):

Chandrasekara, C H M Kasun Priyanka. “Study of business model innovation : developing new frameworks of business models for the future.” 2015. Web. 25 Oct 2020.

Vancouver:

Chandrasekara CHMKP. Study of business model innovation : developing new frameworks of business models for the future. [Internet] [Doctoral dissertation]. University of Edinburgh; 2015. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1842/25697.

Council of Science Editors:

Chandrasekara CHMKP. Study of business model innovation : developing new frameworks of business models for the future. [Doctoral Dissertation]. University of Edinburgh; 2015. Available from: http://hdl.handle.net/1842/25697


Leiden University

12. Hiramoto, S. Metaphysics as praxis: Rereading Dōgen's Metaphysics through Deleuzian pragmatism and Pratītyasamutpāda.

Degree: 2017, Leiden University

 This thesis interprets the Japanese Buddhist master, Dōgen's metaphysical ideas concerning Buddha-nature, Total-function, and temporality, with the help of Deleuze's pragmatism, in a manner congruent… (more)

Subjects/Keywords: Comparative Philosophy; Critical Buddhism; Deleuze; Dōgen; Ethics; Practical Philosophy; Pragmatism; Comparative Philosophy; Critical Buddhism; Deleuze; Dōgen; Ethics; Practical Philosophy; Pragmatism

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APA (6th Edition):

Hiramoto, S. (2017). Metaphysics as praxis: Rereading Dōgen's Metaphysics through Deleuzian pragmatism and Pratītyasamutpāda. (Doctoral Dissertation). Leiden University. Retrieved from http://hdl.handle.net/1887/50876

Chicago Manual of Style (16th Edition):

Hiramoto, S. “Metaphysics as praxis: Rereading Dōgen's Metaphysics through Deleuzian pragmatism and Pratītyasamutpāda.” 2017. Doctoral Dissertation, Leiden University. Accessed October 25, 2020. http://hdl.handle.net/1887/50876.

MLA Handbook (7th Edition):

Hiramoto, S. “Metaphysics as praxis: Rereading Dōgen's Metaphysics through Deleuzian pragmatism and Pratītyasamutpāda.” 2017. Web. 25 Oct 2020.

Vancouver:

Hiramoto S. Metaphysics as praxis: Rereading Dōgen's Metaphysics through Deleuzian pragmatism and Pratītyasamutpāda. [Internet] [Doctoral dissertation]. Leiden University; 2017. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1887/50876.

Council of Science Editors:

Hiramoto S. Metaphysics as praxis: Rereading Dōgen's Metaphysics through Deleuzian pragmatism and Pratītyasamutpāda. [Doctoral Dissertation]. Leiden University; 2017. Available from: http://hdl.handle.net/1887/50876


Universidade Estadual de Campinas

13. Gutierrez, Carlos, 1984-. A reflexividade evangélica a partir da produção crítica e construção de projetos de vida na Igreja Universal do Reino de Deus: The evangelical reflexivity from the critical production and construction of life projects in the Universal Church of the Kingdom of God.

Degree: 2017, Universidade Estadual de Campinas

 Abstract: It's possible to realize the expansion of evangelical religiosity by the census numbers as well by its huge capacity of mobilization and transformation on… (more)

Subjects/Keywords: Igreja Universal do Reino de Deus; Reflexividade; Evangelismo; Classes populares; Pragmatismo; Realismo crítico; Universal Church of the Kingdom of God; Reflexivity; Evangelicalism; Working classes; Pragmatism; Critical realism

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APA (6th Edition):

Gutierrez, Carlos, 1. (2017). A reflexividade evangélica a partir da produção crítica e construção de projetos de vida na Igreja Universal do Reino de Deus: The evangelical reflexivity from the critical production and construction of life projects in the Universal Church of the Kingdom of God. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/325558

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):

Gutierrez, Carlos, 1984-. “A reflexividade evangélica a partir da produção crítica e construção de projetos de vida na Igreja Universal do Reino de Deus: The evangelical reflexivity from the critical production and construction of life projects in the Universal Church of the Kingdom of God.” 2017. Thesis, Universidade Estadual de Campinas. Accessed October 25, 2020. http://repositorio.unicamp.br/jspui/handle/REPOSIP/325558.

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

MLA Handbook (7th Edition):

Gutierrez, Carlos, 1984-. “A reflexividade evangélica a partir da produção crítica e construção de projetos de vida na Igreja Universal do Reino de Deus: The evangelical reflexivity from the critical production and construction of life projects in the Universal Church of the Kingdom of God.” 2017. Web. 25 Oct 2020.

Vancouver:

Gutierrez, Carlos 1. A reflexividade evangélica a partir da produção crítica e construção de projetos de vida na Igreja Universal do Reino de Deus: The evangelical reflexivity from the critical production and construction of life projects in the Universal Church of the Kingdom of God. [Internet] [Thesis]. Universidade Estadual de Campinas; 2017. [cited 2020 Oct 25]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/325558.

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

Council of Science Editors:

Gutierrez, Carlos 1. A reflexividade evangélica a partir da produção crítica e construção de projetos de vida na Igreja Universal do Reino de Deus: The evangelical reflexivity from the critical production and construction of life projects in the Universal Church of the Kingdom of God. [Thesis]. Universidade Estadual de Campinas; 2017. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/325558

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


University of South Africa

14. Jokonya, Osden. Framework to assist organisations with information technology adoption governance .

Degree: 2014, University of South Africa

 The evidence from the literature suggests that Information Technology adoption (IT) governance in organisations is still a challenge. The diversity of application and the ever-increasing… (more)

Subjects/Keywords: IT adoption; Systems approach; Soft systems thinking; Hard systems thinking; Emancipatory systems thinking; Critical systems thinking; Mixed methods; Pragmatism; Sociological paradigm; Diffusion of innovation; Systems dynamics

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APA (6th Edition):

Jokonya, O. (2014). Framework to assist organisations with information technology adoption governance . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18668

Chicago Manual of Style (16th Edition):

Jokonya, Osden. “Framework to assist organisations with information technology adoption governance .” 2014. Doctoral Dissertation, University of South Africa. Accessed October 25, 2020. http://hdl.handle.net/10500/18668.

MLA Handbook (7th Edition):

Jokonya, Osden. “Framework to assist organisations with information technology adoption governance .” 2014. Web. 25 Oct 2020.

Vancouver:

Jokonya O. Framework to assist organisations with information technology adoption governance . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10500/18668.

Council of Science Editors:

Jokonya O. Framework to assist organisations with information technology adoption governance . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18668

15. Wark, Norine. Shifting paradigms: A critical pragmatic evaluation of key factors affecting learner-empowered emergent technology integration.

Degree: 2018, Athabasca University

This dissertation used a critical pragmatic research paradigm, transformative mixed methods research methodology, and a paradigm shift framework to explore online graduate level students’ perceptions… (more)

Subjects/Keywords: Paradigm; Pedagogy; Andragogy; Heutagogy; Perceptual paradigm; Behavioural paradigm; Learner-empowerment; Paradigm Shift Framework; Omni-tech taxonomy; Learner-determined paradigm; Emergent technology; Transformative mixed methods; Critical pragmatism

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APA (6th Edition):

Wark, N. (2018). Shifting paradigms: A critical pragmatic evaluation of key factors affecting learner-empowered emergent technology integration. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/274

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):

Wark, Norine. “Shifting paradigms: A critical pragmatic evaluation of key factors affecting learner-empowered emergent technology integration.” 2018. Thesis, Athabasca University. Accessed October 25, 2020. http://hdl.handle.net/10791/274.

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

MLA Handbook (7th Edition):

Wark, Norine. “Shifting paradigms: A critical pragmatic evaluation of key factors affecting learner-empowered emergent technology integration.” 2018. Web. 25 Oct 2020.

Vancouver:

Wark N. Shifting paradigms: A critical pragmatic evaluation of key factors affecting learner-empowered emergent technology integration. [Internet] [Thesis]. Athabasca University; 2018. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10791/274.

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

Council of Science Editors:

Wark N. Shifting paradigms: A critical pragmatic evaluation of key factors affecting learner-empowered emergent technology integration. [Thesis]. Athabasca University; 2018. Available from: http://hdl.handle.net/10791/274

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

16. Annis, Nicole. Critical thinking produces lasting knowledge : A litterateur study on why critical thinking is necessary for student’s development, Illustrated through the high school subject religion and science in religion studies.

Degree: Humanities, 2019, University of Gävle

  This essay will present a discussion about why critical thinking is crucial for student’s long-term development with the subject religion and science in high… (more)

Subjects/Keywords: Critical thinking; Religion and science; Lgr11; Education; Pedagogy; John Dewey; Pragmatism; Marxism; Natalism; Hannah Arendt; Paulo Freire; Humanities and the Arts; Humaniora och konst

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APA (6th Edition):

Annis, N. (2019). Critical thinking produces lasting knowledge : A litterateur study on why critical thinking is necessary for student’s development, Illustrated through the high school subject religion and science in religion studies. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30103

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):

Annis, Nicole. “Critical thinking produces lasting knowledge : A litterateur study on why critical thinking is necessary for student’s development, Illustrated through the high school subject religion and science in religion studies.” 2019. Thesis, University of Gävle. Accessed October 25, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30103.

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

MLA Handbook (7th Edition):

Annis, Nicole. “Critical thinking produces lasting knowledge : A litterateur study on why critical thinking is necessary for student’s development, Illustrated through the high school subject religion and science in religion studies.” 2019. Web. 25 Oct 2020.

Vancouver:

Annis N. Critical thinking produces lasting knowledge : A litterateur study on why critical thinking is necessary for student’s development, Illustrated through the high school subject religion and science in religion studies. [Internet] [Thesis]. University of Gävle; 2019. [cited 2020 Oct 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30103.

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

Council of Science Editors:

Annis N. Critical thinking produces lasting knowledge : A litterateur study on why critical thinking is necessary for student’s development, Illustrated through the high school subject religion and science in religion studies. [Thesis]. University of Gävle; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30103

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

17. Noordegraaf-Eelens, Liesbeth. Contested Communication; A Critical Analysis of Central Bank Speech.

Degree: 2010, Erasmus Research Institute of Management

 textabstractThe more important words become, the more difficult it is to say things. This is the central message of this study on the communication by… (more)

Subjects/Keywords: central banking/central bank presidents; communication; critical pragmatism; foucault; power; transparency

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APA (6th Edition):

Noordegraaf-Eelens, L. (2010). Contested Communication; A Critical Analysis of Central Bank Speech. (Doctoral Dissertation). Erasmus Research Institute of Management. Retrieved from http://hdl.handle.net/1765/21061

Chicago Manual of Style (16th Edition):

Noordegraaf-Eelens, Liesbeth. “Contested Communication; A Critical Analysis of Central Bank Speech.” 2010. Doctoral Dissertation, Erasmus Research Institute of Management. Accessed October 25, 2020. http://hdl.handle.net/1765/21061.

MLA Handbook (7th Edition):

Noordegraaf-Eelens, Liesbeth. “Contested Communication; A Critical Analysis of Central Bank Speech.” 2010. Web. 25 Oct 2020.

Vancouver:

Noordegraaf-Eelens L. Contested Communication; A Critical Analysis of Central Bank Speech. [Internet] [Doctoral dissertation]. Erasmus Research Institute of Management; 2010. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1765/21061.

Council of Science Editors:

Noordegraaf-Eelens L. Contested Communication; A Critical Analysis of Central Bank Speech. [Doctoral Dissertation]. Erasmus Research Institute of Management; 2010. Available from: http://hdl.handle.net/1765/21061

18. Hachem, Ali. The Oxymoron of the Cultural Residue in the Organizational Paragon: A Critical Pragmatist Critique of Selected Popular Educational Administration Textbooks.

Degree: PhD, Educational Leadership, 2013, Miami University

 While the academic field of educational administration is multivocal and contested, its field of policy and practice is increasingly trapped in the logic of economic… (more)

Subjects/Keywords: Educational Theory; Critical Pragmatism; Educational Administration; Textual Analysis

…of this study will be addressed is the framework of critical pragmatism. Moreover, since… …of science. Finally, critical pragmatism (Spencer Maxcy) uses critique to unveil… …instrumental than epistemological and philosophical. Theoretical Grounding Critical Pragmatism: Mead… …equally important to the critical democratic project. Being democratic, pragmatism should be… …critical of its cultural context, including its own project. It should be critical pragmatism. A… 

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APA (6th Edition):

Hachem, A. (2013). The Oxymoron of the Cultural Residue in the Organizational Paragon: A Critical Pragmatist Critique of Selected Popular Educational Administration Textbooks. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1374755603

Chicago Manual of Style (16th Edition):

Hachem, Ali. “The Oxymoron of the Cultural Residue in the Organizational Paragon: A Critical Pragmatist Critique of Selected Popular Educational Administration Textbooks.” 2013. Doctoral Dissertation, Miami University. Accessed October 25, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1374755603.

MLA Handbook (7th Edition):

Hachem, Ali. “The Oxymoron of the Cultural Residue in the Organizational Paragon: A Critical Pragmatist Critique of Selected Popular Educational Administration Textbooks.” 2013. Web. 25 Oct 2020.

Vancouver:

Hachem A. The Oxymoron of the Cultural Residue in the Organizational Paragon: A Critical Pragmatist Critique of Selected Popular Educational Administration Textbooks. [Internet] [Doctoral dissertation]. Miami University; 2013. [cited 2020 Oct 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1374755603.

Council of Science Editors:

Hachem A. The Oxymoron of the Cultural Residue in the Organizational Paragon: A Critical Pragmatist Critique of Selected Popular Educational Administration Textbooks. [Doctoral Dissertation]. Miami University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1374755603

19. Rotuno-Johnson, Rosemary. Democracy and Inclusion: A Critical Pragmatic Analysis of the Discourse of Differentiated Instruction.

Degree: PhD, Educational Administration, 2009, Miami University

 Differentiated instruction is a popular instructional framework that seemingly promotes the successful inclusion of students identified with Specific Learning Disabilities into the general education classroom.… (more)

Subjects/Keywords: Education; Dewey; critical pragmatism; special education inclusion; differentiated instruction; democracy

CRITICAL PRAGMATISM Introduction …....…6 Deweyan Pragmatism… …19 Antifoundationalist Epistemology and Critical Pragmatism …..….20 A Critical… …Cherryholmes’s development of critical pragmatism as a research method. A brief description of the… …determination, Skrtic introduced me to critical pragmatism as a postmodern method for examining the… …meanings of critical pragmatism and clarify what I mean when I use the term. In Chapter Three I… 

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APA (6th Edition):

Rotuno-Johnson, R. (2009). Democracy and Inclusion: A Critical Pragmatic Analysis of the Discourse of Differentiated Instruction. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1257520372

Chicago Manual of Style (16th Edition):

Rotuno-Johnson, Rosemary. “Democracy and Inclusion: A Critical Pragmatic Analysis of the Discourse of Differentiated Instruction.” 2009. Doctoral Dissertation, Miami University. Accessed October 25, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1257520372.

MLA Handbook (7th Edition):

Rotuno-Johnson, Rosemary. “Democracy and Inclusion: A Critical Pragmatic Analysis of the Discourse of Differentiated Instruction.” 2009. Web. 25 Oct 2020.

Vancouver:

Rotuno-Johnson R. Democracy and Inclusion: A Critical Pragmatic Analysis of the Discourse of Differentiated Instruction. [Internet] [Doctoral dissertation]. Miami University; 2009. [cited 2020 Oct 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1257520372.

Council of Science Editors:

Rotuno-Johnson R. Democracy and Inclusion: A Critical Pragmatic Analysis of the Discourse of Differentiated Instruction. [Doctoral Dissertation]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1257520372


University of Oulu

20. Hanhela, T. (Teemu). Educational perspectives on recognition theory.

Degree: 2014, University of Oulu

Abstract The starting point for the research is to examine the educational perspectives of Axel Honneth’s recognition theory to find useful contents for educational institutions.… (more)

Subjects/Keywords: Bildung; Hegel; Honneth; achievement principle; conceptual analyses; critical educational science; critical theory; democracy; democratic education; education; misrecognition; pragmatism; recognition; recognition theory; schools; social freedom; Hegel; Honneth; demokratia; demokratiakasvatus; kasvatus; koulu; kriittinen kasvatustiede; kriittinen teoria; käsiteanalyysi; ohitunnustaminen; pragmatismi; sivistys; sosiaalinen vapaus; suoritusperiaate; tunnustamisen käsite; tunnustamisen teoria

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APA (6th Edition):

Hanhela, T. (. (2014). Educational perspectives on recognition theory. (Doctoral Dissertation). University of Oulu. Retrieved from http://urn.fi/urn:isbn:9789526206516

Chicago Manual of Style (16th Edition):

Hanhela, T (Teemu). “Educational perspectives on recognition theory.” 2014. Doctoral Dissertation, University of Oulu. Accessed October 25, 2020. http://urn.fi/urn:isbn:9789526206516.

MLA Handbook (7th Edition):

Hanhela, T (Teemu). “Educational perspectives on recognition theory.” 2014. Web. 25 Oct 2020.

Vancouver:

Hanhela T(. Educational perspectives on recognition theory. [Internet] [Doctoral dissertation]. University of Oulu; 2014. [cited 2020 Oct 25]. Available from: http://urn.fi/urn:isbn:9789526206516.

Council of Science Editors:

Hanhela T(. Educational perspectives on recognition theory. [Doctoral Dissertation]. University of Oulu; 2014. Available from: http://urn.fi/urn:isbn:9789526206516

21. Huff, Alice Elizabeth. Contested Geographies of Education: Neighborhood Schooling Struggles in Post-Katrina New Orleans.

Degree: Geography, 2017, UCLA

 Through an analysis of contestation over neighborhood schooling in New Orleans, this dissertation examines how participation in collective action is impacted by the socio-spatial construction… (more)

Subjects/Keywords: Geography; charter school reform; critical geographies of education; democracy; politics of place; pragmatism; racial violence

…66 Critical geographic perspectives on school reform… …and for her intelligent generosity. Her friendship is a gift, always; at several critical… …D. and Huff, A.E. (2017). Catching the Bus: A Call for Critical Geographies of… …geographic turn towards pragmatism, especially, as Eddie Glaude (2007) argues, when… 

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APA (6th Edition):

Huff, A. E. (2017). Contested Geographies of Education: Neighborhood Schooling Struggles in Post-Katrina New Orleans. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/99j622h0

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):

Huff, Alice Elizabeth. “Contested Geographies of Education: Neighborhood Schooling Struggles in Post-Katrina New Orleans.” 2017. Thesis, UCLA. Accessed October 25, 2020. http://www.escholarship.org/uc/item/99j622h0.

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

MLA Handbook (7th Edition):

Huff, Alice Elizabeth. “Contested Geographies of Education: Neighborhood Schooling Struggles in Post-Katrina New Orleans.” 2017. Web. 25 Oct 2020.

Vancouver:

Huff AE. Contested Geographies of Education: Neighborhood Schooling Struggles in Post-Katrina New Orleans. [Internet] [Thesis]. UCLA; 2017. [cited 2020 Oct 25]. Available from: http://www.escholarship.org/uc/item/99j622h0.

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

Council of Science Editors:

Huff AE. Contested Geographies of Education: Neighborhood Schooling Struggles in Post-Katrina New Orleans. [Thesis]. UCLA; 2017. Available from: http://www.escholarship.org/uc/item/99j622h0

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

22. PIETZNER, JASON. Expanding their horizons: hermeneutic practices and philosophising with children.

Degree: 2014, University of Melbourne

 The influences on the development of Lipman’s Philosophy for Children (P4C), a program that teaches philosophical thinking to students, can be found in the philosophy… (more)

Subjects/Keywords: hermeneutics; philosophy for children; pragmatism; rorty; gadamer; lipman; philosophy; pedagogy; literature; critical thinking

…INVESTIGATIONS 15 PHILOSOPHY FOR CHILDREN 18 Critical, Creative and… …Caring Thinking 20 Critical Thinking 20 Creative Thinking 22… …UNPACKING THE PHILOSOPHY OF PHILOSOPHY FOR CHILDREN 45 Pragmatism… …FOCUSSING ON SIMILARITIES: RORTY, PRAGMATISM AND HERMENEUTICS 76… …Critical Theory and Praxis 88 Hermeneutics and the Qualitative… 

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APA (6th Edition):

PIETZNER, J. (2014). Expanding their horizons: hermeneutic practices and philosophising with children. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/41253

Chicago Manual of Style (16th Edition):

PIETZNER, JASON. “Expanding their horizons: hermeneutic practices and philosophising with children.” 2014. Doctoral Dissertation, University of Melbourne. Accessed October 25, 2020. http://hdl.handle.net/11343/41253.

MLA Handbook (7th Edition):

PIETZNER, JASON. “Expanding their horizons: hermeneutic practices and philosophising with children.” 2014. Web. 25 Oct 2020.

Vancouver:

PIETZNER J. Expanding their horizons: hermeneutic practices and philosophising with children. [Internet] [Doctoral dissertation]. University of Melbourne; 2014. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/11343/41253.

Council of Science Editors:

PIETZNER J. Expanding their horizons: hermeneutic practices and philosophising with children. [Doctoral Dissertation]. University of Melbourne; 2014. Available from: http://hdl.handle.net/11343/41253


York University

23. Yasin, Farra. A View from the Classroom: An Inquiry into How Educators of Ontario's Literacy Basic Skills Program Conceptualize Adult Literacy Learning.

Degree: PhD, Education, 2019, York University

 The Ontario Ministry of Training Colleges and Universities (MTCU) uses the human capital framework advocated by the Organization for Economic Cooperation and Development (OECD) to… (more)

Subjects/Keywords: Pedagogy; Literacy; cognitive theory; pragmatism; socio-cultural theory; human capital; holistic theory; critical theory; Ontario policy; gender labour division; colonialism; settler narrative; labour value; digital literacy pedagogy; multi-literacies; grounded theory; ethnographic; reflexivity; Organization of Economic Cooperation and Development; United Nations Education and Scientific and Cultural Organization; Indigenous Education in Ontario; Gender; Dewey; Experience-based learning; New Literacy Studies; humanization

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APA (6th Edition):

Yasin, F. (2019). A View from the Classroom: An Inquiry into How Educators of Ontario's Literacy Basic Skills Program Conceptualize Adult Literacy Learning. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/35887

Chicago Manual of Style (16th Edition):

Yasin, Farra. “A View from the Classroom: An Inquiry into How Educators of Ontario's Literacy Basic Skills Program Conceptualize Adult Literacy Learning.” 2019. Doctoral Dissertation, York University. Accessed October 25, 2020. http://hdl.handle.net/10315/35887.

MLA Handbook (7th Edition):

Yasin, Farra. “A View from the Classroom: An Inquiry into How Educators of Ontario's Literacy Basic Skills Program Conceptualize Adult Literacy Learning.” 2019. Web. 25 Oct 2020.

Vancouver:

Yasin F. A View from the Classroom: An Inquiry into How Educators of Ontario's Literacy Basic Skills Program Conceptualize Adult Literacy Learning. [Internet] [Doctoral dissertation]. York University; 2019. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10315/35887.

Council of Science Editors:

Yasin F. A View from the Classroom: An Inquiry into How Educators of Ontario's Literacy Basic Skills Program Conceptualize Adult Literacy Learning. [Doctoral Dissertation]. York University; 2019. Available from: http://hdl.handle.net/10315/35887

24. de Silva, Moira Eilona Margaret. Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning.

Degree: Thesis (EdD), 2014, University of Exeter

 Cooperative learning is a pedagogic approach that is prevalent in all levels of education as it is seen to yield higher learning outcomes than individual… (more)

Subjects/Keywords: 300; group learning; intercultural; higher education; diversity; globalisation; widening participation; socially constituted learning; identity; positioning theory; dialogism; pragmatism; critical interpretivism; emotional connectedness; narrative inquiry

…211 7.3 CRITICAL REFLECTIONS ON THE STUDY AND RECOMMENDATIONS FOR FURTHER RESEARCH ... 213… …identities. This is a critical aspect of learning according to Silseth and Arnseth (2011)… …valued, trusted, and welcomed as a learner, is critical for one’s successful participation in… …to problem solving and critical thinking (Burdett, 2007; Cartney & Rouse, 2006… 

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APA (6th Edition):

de Silva, M. E. M. (2014). Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/15828

Chicago Manual of Style (16th Edition):

de Silva, Moira Eilona Margaret. “Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning.” 2014. Doctoral Dissertation, University of Exeter. Accessed October 25, 2020. http://hdl.handle.net/10871/15828.

MLA Handbook (7th Edition):

de Silva, Moira Eilona Margaret. “Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning.” 2014. Web. 25 Oct 2020.

Vancouver:

de Silva MEM. Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10871/15828.

Council of Science Editors:

de Silva MEM. Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/15828


Edith Cowan University

25. Stratton, Gregory J. Whose story is it anyway? : An explanation of how `academic literacy' was constructed in a university transition course for Indigenous Australians during a period of organisational change.

Degree: 2006, Edith Cowan University

 This thesis examines how a group of lecturers who taught in a university preparation course designed for Indigenous Australians thought about what `academic literacy' meant.… (more)

Subjects/Keywords: Indigenous Enabling Courses; Indigenous Bridging Courses; Indigenous University Transition Courses; Indigenous Adult education; Actor Network Theory (ANT); Academic literacy; narrative theory; organisational theory; Indigenous adult learning; discourse analysis; Sociology of Translation; organisational change; textual politics; critical theory; critical literacy; Post Method; learning communities; principled pragmatism; Adult and Continuing Education and Teaching; Education

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APA (6th Edition):

Stratton, G. J. (2006). Whose story is it anyway? : An explanation of how `academic literacy' was constructed in a university transition course for Indigenous Australians during a period of organisational change. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/99

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):

Stratton, Gregory J. “Whose story is it anyway? : An explanation of how `academic literacy' was constructed in a university transition course for Indigenous Australians during a period of organisational change.” 2006. Thesis, Edith Cowan University. Accessed October 25, 2020. https://ro.ecu.edu.au/theses/99.

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

MLA Handbook (7th Edition):

Stratton, Gregory J. “Whose story is it anyway? : An explanation of how `academic literacy' was constructed in a university transition course for Indigenous Australians during a period of organisational change.” 2006. Web. 25 Oct 2020.

Vancouver:

Stratton GJ. Whose story is it anyway? : An explanation of how `academic literacy' was constructed in a university transition course for Indigenous Australians during a period of organisational change. [Internet] [Thesis]. Edith Cowan University; 2006. [cited 2020 Oct 25]. Available from: https://ro.ecu.edu.au/theses/99.

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

Council of Science Editors:

Stratton GJ. Whose story is it anyway? : An explanation of how `academic literacy' was constructed in a university transition course for Indigenous Australians during a period of organisational change. [Thesis]. Edith Cowan University; 2006. Available from: https://ro.ecu.edu.au/theses/99

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

26. Carroll, Douglas O. The Curriculum of Capitalism: Schooled to Profit or Schooled to Educate.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2011, Georgia Southern University

 Utilizing a critical pragmatist framework for analysis of the United States public school education, the research suggests the United States public education system perpetuates a… (more)

Subjects/Keywords: ETD; Capitalism; Critical pragmatism; Democratic capitalism; Social capitalism; Curriculum of capitalism; Racial economics; Gender economics; Education reform; Public schools; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

…7 Identity, Critical Feminism, and the Curriculum of Capitalism… …education as ‗consumers‘ (p. 628). Though critical of public school curriculum, Bennetti… …pedagogical practice as behavior modification, but ignores the critical academic competencies and… …recently, Ravitch is shifting towards a moderate position and critical of No Child Left Behind… …Critical examination of the position of conservatives regarding literacy improvement exposes a… 

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

APA (6th Edition):

Carroll, D. O. (2011). The Curriculum of Capitalism: Schooled to Profit or Schooled to Educate. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/528

Chicago Manual of Style (16th Edition):

Carroll, Douglas O. “The Curriculum of Capitalism: Schooled to Profit or Schooled to Educate.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed October 25, 2020. https://digitalcommons.georgiasouthern.edu/etd/528.

MLA Handbook (7th Edition):

Carroll, Douglas O. “The Curriculum of Capitalism: Schooled to Profit or Schooled to Educate.” 2011. Web. 25 Oct 2020.

Vancouver:

Carroll DO. The Curriculum of Capitalism: Schooled to Profit or Schooled to Educate. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2020 Oct 25]. Available from: https://digitalcommons.georgiasouthern.edu/etd/528.

Council of Science Editors:

Carroll DO. The Curriculum of Capitalism: Schooled to Profit or Schooled to Educate. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/528


North Carolina State University

27. Newville, Sandra. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.

Degree: EdD, Adult and Community College Education, 2007, North Carolina State University

 This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to… (more)

Subjects/Keywords: critical subjectivity; artists? process; emancipatory education; Dewey; diversity of knowing; The Aesthetic Dimension; adult education; abstract knowledge; worldviews; knowledge construction; knowing yourself; John Heron; John Dewey; artistic transcendence; artistic thinking; perceptual function; open-ended thinking; organic perspective; painting; critical consciousness; creativity; presentational knowing; pragmatism; practical mode; teaching from the heart; teaching by feeling; tacit knowledge; artistic intelligence; intuitive cognition; interpersonal intelligence; interaction of self and world; integration of self and world; integrated knowing; integral experience; inertia of habit; imagination; artist educator; art and reason; practical knowing; art and emancipation; Art and Experience; affect; affective mode; agency; analytic aesthetics; art; direct experience; democratic classrooms; Csikszentimihalyi; critical theory; conceptual mode; contextual learning; continuous reflection; phenomenology; phenomenological aesthetics; ways of seeing; whole person; whole person knowing; ways of knowing; unmediated experience; unified ways of knowing; aesthetic ways of knowing; aesthetic experience; trusting the process; The Art of Seeing; thinking and feeling; thinking and painting; thinking beyond reason; transcendental function; transformative learning; subjectivity; subjective reality; ruptura; relational knowing; reflection; rebellious subjectivity; propositional knowing; rational thinking; rational ways of knowing; objective reality; Marcuse; knowledge creation; imaginal mode; Herbert Marcuse; feeling; experiential knowing; emotional function; emotion; emancipatory experience; emancipatory learning; emancipatory values; perspective transformation; dynamics of feeling; critical reflection; critical creativity; critical pragmatism; cognitive function; centered knowing; authentic voice; authentic knowing; authentic experience; arts-based research; artists; artistic ways of knowing

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

APA (6th Edition):

Newville, S. (2007). Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3991

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):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Thesis, North Carolina State University. Accessed October 25, 2020. http://www.lib.ncsu.edu/resolver/1840.16/3991.

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

MLA Handbook (7th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Web. 25 Oct 2020.

Vancouver:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2020 Oct 25]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991.

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

Council of Science Editors:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991

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

.