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ENABLING FREEDOM: RICHARD RORTY AND EDUCATION
by
William Robert Lambert
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the Requirements for the Degree
DOCTOR OF PHILOSOPHY
(RELIGION AND SOCIAL ETHICS)
May 2008
Copyright 2008 William Robert Lambert
Object Description
| Title | Enabling freedom: Richard Rorty and education |
| Author | Lambert, William Robert |
| Author email | wlambert@usc.edu |
| Degree | Juris Doctor / Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Religion & Social Ethics |
| School | College of Letters, Arts and Sciences |
| Date defended/completed | 2008-01-25 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-04-28 |
| Advisor (committee chair) | Crossley, John |
| Advisor (committee member) |
Briggs, Shelia O'Leary, Stephen |
| Abstract | This dissertation is an application of the pragmatic thought of Richard Rorty to public education. The pragmatic thought of Richard Rorty emphasizes the contingency of language, community, and selves. It also emphasizes democracy as the best form of government we have available. This dissertation explains what Rorty means by contingency and his understanding of psychological nominalism. It also explains the significance of the " liberal ironist" as the kind of person who is both aware of democracy 's contingency and yet is thoroughly convinced of its value as a way of ordering human society. From a Rortyan perspective, contingency means that individual persons are unique, and democracy means that each individual is of dignity and worth.; If we take seriously Rorty 's understanding of contingency and democracy, then persons should be educated as individuals. In the sphere of public education, an individual student should be supported in his or her self-determination subject only to the proviso that the self-determination of any other child should not be limited in the process. Every child should have an individualized education program. As a policy, an individualized education plan for every student, and not just for students with special needs, will have the effect of counterbalancing outcome-based policies such as the No Child Left Behind Act in order to provide for a more democratic kind of education. |
| Keyword | Rorty; pragmatism; education; NCLB |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1207 |
| Rights | Lambert, William Robert |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Lambert-20080428 |
| Archival file | uscthesesreloadpub_Volume44/etd-Lambert-20080428.pdf |
Description
| Title | Page 1 |
| Full text | ENABLING FREEDOM: RICHARD RORTY AND EDUCATION by William Robert Lambert A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (RELIGION AND SOCIAL ETHICS) May 2008 Copyright 2008 William Robert Lambert |
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