College of Arts and Sciences
Master of Arts in Practical Philosophy and Applied Ethics (MA)
Philosophy and Religious Studies
NACO controlled Corporate Body
University of North Florida. Department of Philosophy and Religious Studies
Dr. Erinn Gilson
Dr. Mitchell Haney
Dr. Jon Matheson
Dr. Mitchell Haney
Dr. Barbara A. Hetrick
The emphasis of the inquiry is on the domain of education and the relationship present between the teacher and student more specifically. Essentially, the first part of the thesis outlines how the larger social-political system impacts the domain of public education, with the predominant issues of adversity becoming manifest at the level of the relationship that exists between teacher and student. The second part of the work utilizes the problems discovered and their impact on human experience to propose a virtue/care based method for approaching the relationship with the student in a way that both aligns more closely with the movement of experience, while also functioning to assist the student in shaping their own moral character. Essentially, the method being proposed is something that is meant to assist the teacher in her attempts to communicate with the student in a more personal sort of way, thus allowing for a higher degree of understanding of the unique personality of each student, with this understanding leading the teacher to form a more flexible approach that takes into account the various personalities of the students. In so doing the teacher is working to bring the experience of the student into the educative process, which should thereby increase student performance through their feeling more involved in the education being received.
Worsham, Lucas, "Unearthing the Seeds of Oppression and Injustice within Education: Using Intuition, Care, and Virtue to Guide the Educative Process and Cultivate Morality." (2016). UNF Graduate Theses and Dissertations. 645.
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Liberal Studies Commons, Other Teacher Education and Professional Development Commons, Social and Philosophical Foundations of Education Commons