philosophy of education phd thesis

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Doctor of Education (EdD)

Dissertations from 2024 2024.

An Intervention for Increasing School Administrators’ Preparedness and Capacity to Supervise Idea and 504 Programs , Dana Christie

The Impact of Strategic, Skill-Focused Intervention on First Grade Students Identified as "At Risk" For Dyslexia: An Improvement Science Dissertation In Practice , Stephanie Clawson

The Relationship Between Number Talks, Multiplicative Fraction Reasoning, and Student Mathematical Self-Efficacy , Amanda Davidson

The Influence of Peer Feedback on Office Discipline Referrals In Unstructured Settings , Amber Duncan

Analyzing the Perceived Increase in Anxiety amongst Students at the Dalles Middle School , Ryan LaDouceur

Development of a Nursing Clinical Evaluation Instrument Using the Cipp Model , Carolyn W. Milburn

Supporting New Teacher Self-efficacy in Two-way Immersion Programs , Jordan Mills

Understanding the Successes and Challenges of a Dual Language Program , Mariela Mireles

Culturally Responsive Teaching: High School Teachers Reflecting on Multicultural and Global Education , Giselle Pardo de Rincón

Impact of South Coast to Valley (SC2V) Regional Educator Network on Educator Personal and Professional Practice: A Program Evaluation Study , Amber Ryerson

Exploring the Implications: The Impact of Universal Design for Learning on Student Engagement and Motivation in Diverse Classroom Environments , Hilary Sanguinetti

Understanding Teacher Perceptions Around Feedback , Cari Ann Sloan

Improving the Ninth Grade On-Track For Native American Students , Charles Summers

Teaching Professionalism Skills to Secondary Students: An Improvement Science Dissertation on the Efficacy of a Professionalism Skills System: An Improvement Science Study , James Weber

Using a Decision-making Process to Determine Where to Relocate a Newer Dual Language Program , Laura C. Weiss

Enhancing Staff Satisfaction: Exploring the Efficacy of Peer Observation as an Improvement Science Approach to Professional Learning for Elementary Educators , Brian Wood

Dissertations from 2023 2023

Literary Types: How Literature Helped Inspire Healing and Joy in my Classroom and Beyond, a Narrative , Donald R. Anderson

An Analysis of the Suitability of Philosophy as a Core K-12 Public School Subject , Mark Christopher Blythe

A Conceptual Analysis and Variable Identification Study of First-Language Attrition , Neil Edward Cantrall

Using Online Video Observations and Real Time, Peer Reflective Analysis of Culturally Responsive Teaching Pedagogy in a University Teacher Preparatory Program for Preservice Teachers , Adrian E. Cortes

An Exploration of Teacher Attrition Factors in Oregon Christian Schools , Zachary Davidson

An Implementation Evaluation of Social and Emotional Skills Curricula in a Cohort Model , Lancelot Falcon

Enabling Conditions for Safety System Implementation by Leaders in a Southern California School District: An Improvement Science Study , Shelah Feldstein

Demystifying Preservice Teacher Reflective Thinking: A Systematic Literature Review , Joan Flora

A Phenomenological Study of Educator Perceptions of Social-Emotional Learning Following the COVID-19 Pandemic , Allison Haulton

Practice Habits of Instrumental Music Students in Elementary School VAPA Programs: An Empirical Mixed-Methods Survey , Timothy Johnson

An Evaluation of Social Emotional Learning Curricula and their Effect on 4th Grade Students' Emotional Regulation , Jared Larson

General Education Teachers and Students with Disabilities: Using Targeted Information and Delivery Methods to Improve Perceptions of Preparedness in Inclusion Models , Kaitlyn Lemos

Alternative Settings for Students with Emotional and Behavioral Disabilities , Jamie Logan

Improving Fidelity of Implementation of a Tier I Phonics Program: an Improvement Science Study , David B. Mack

The Formation of a Guide for Licensed Educators Supervising and Supporting Paraeducators in Special Education , Catherine Parry

The Impact of Social-Emotional Team Huddles on Educational Leaders' Wellbeing: An Improvement Science Study , Jennifer Lambie Patterson

Examining Motivation and Self-Efficacy in Reading and Writing in Seventh Grade English: An Improvement Science Dissertation in Practice , Jennifer Tuttle

A Handbook for Community College Deans: Foundations, Frameworks, and Day-to-Day Resources for Leaders of Two-Year Institutions of Higher Education , Thomas James Wilkins-Luton

An Improvement Science Approach to Reducing Dual Language Immersion Student Attrition Through Ongoing Parent Learning Activities , Shannon Zavala

Dissertations from 2022 2022

Mathematics Achievement and Native Language Within Dual Immersion Programs , Cristina Alcaraz-Juarez

The Impact of Empathy-Building Activities: Implementing the Anti-Defamation League's No Place for Hate Program , Heidi Blackwell

CTE Instructor Retention: Considering the Factors Impacting Turnover and How Use of Funding Affects Instructor Satisfaction , Matt Boase

"Why Stay?" Experiences of Persistence in Former Education Support Staff who become Second-Career Teachers , Christine Bullock

Improving Student Satisfaction and Wellbeing in an International Baccalaureate Program: An Improvement Science Study , Michael Fisher

Lived Experiences of Liberal and Conservative Educational Leaders Navigating Solutions to Highly Contentious and Polarizing Sociopolitical Education Problems , Troy Fisher

An Examination of Peer-led Professional Development in Positive Behavioral Interventions and Supports , Sarah E. Flynn

The Impact of Social-Emotional Curriculum Training on Oregon 4th-8th Grade School Teachers' Emotional Intelligence , Tiffany Marie Fotre

The Correlation Between Rural Oregon High School Students' SAT and ASVAB Scores with High School GPA, Gender, Race, and Ethnicity, and SES as Moderators , Kelly Garvin

New Teachers Enacting Culturally Relevant Pedagogy in Literacy Instruction , Sarri A. Gibson

An Exploration of Elementary Mathematical Performance during the COVID-19 Pandemic , Rachel Sunshine Herron

A Professional Teacher Disposition, Defined and Assessed Through Peer Reviewed Literature from 1985 to 2021: A Narrative Review , John Hynes

Hired, Not Retained, and Leaving Drained: Assembling Teacher Attrition Through Drama Theory and Theatre of the Oppressed in Nevada K-12 Schools , Jonathon M. Josten

A Descriptive Analysis of the Impact of Mindfulness-Based Intervention for Public Educators During COVID-19 , Amy Joynt

Rethinking Grading: Exploring High School Teachers' Experiences with Changing to a Nontraditional Grading System , Sarah E. Leonard

A Multiple Case Study Exploring CTE Faculty Members’ Account of Working with ID Professionals in the Course Design Process , Nicole Lewis

A Multiple Case Study of Oregon’s K-12 Accountability Transformation: A Journey to include Outcome Mapping , Shay Mikalson

Exploring the Relationship Between College Mathematics Remediation Status and Continued Persistence in Mathematics of Community College Students , Morvarid Javadi Pourhassan

Exploring Student Teacher's Lived Experiences with Supervisor Feedback , Kristin M. Rich

Grade Determination: An Exploration of High School Teacher Cognitive Processes , Bonnie Robbins

Paraeducator Experience Participating in Professional Development: a Phenomenological Perspective , Loren K. Sickles

Corporate Gaslighting: Can Isolated Training Help? A Narrative Study , Jade Singleton

A Phenomenological Investigation of Nurse Faculty Commitment , Timothy A. Yett

Dissertations from 2021 2021

Safety Department Officers' Perceptions: Concealed Carry and the Imposed Risk on Campus , Alaina R. Adkins-Armstrong

A Case Study of White Professors' Culturally Responsive Practice in a Dominant Cultural Higher Education Setting , Zhiqiong Ai

The Impact of Using Social Media Platfrom WeChat for Formative Feedback of Teaching and Learning on Student Satisfaction , Suxia Chen

A Multiple-Case Study Examining the Experiences of Culturally and Linguistically Diverse Teachers in Grow Your Own Programs , Emily Couch

Licensed Educator Perceptions of the Use of Mission, Vision, and Values to Guide Daily School Operations: A Qualitative Study , Adaline K. Fraser

A Phenomenological Study of Community College Career and Technical Education Graduates' Perceptions of the Impact of Online Delivery on Their Employability Skills Preparation , Jarett John Gilbert

Improving Student Engagement in a Digital Environment: An Improvement Science Study , Christopher Scott Gragg

A Qualitative Study of Contributing Factors of Early Career Teacher Burnout , Mindi Ann Helmandollar-Armatas

Improving Student Engagement Through Instructional Design During the COVID-19 Pandemic , Jill Kirksey - Diehl

Exploring Educators' Perspectives on Empathy and Equity through a Role-Play Game Experience , Jennifer Kleiber

A Case Study of English as Foreign Language Chinese Teachers' Use of Computer-Based Technology , Lingao Li

Portraits of Meaning Attached to a Rural School Through the Community It Serves , Dena Jo Palmaymesa

People Leaders and Change Managers: Perspectives from the Middle , John Regier

Increasing Social and Emotional Learning Competencies Through Use of Tabletop Role-Playing Games , Tia Ruff

Exploring Rural Teachers' Perceptions of the Achievement of Professional Agency in the Context of a School District Mandated Pedagogical Reform , Janice Marie Scudder

Efficacy of Culturally Responsive Teaching with the 7 Cs within an Educational Alternative Services High School English Class , Mark A. Simon

"You Don't Have to be a Head Teacher": Perceptions of Long-Term Male Elementary Teachers on Why They Stay in the Classroom , Maranda Turner

Dissertations from 2020 2020

The Impact of Socioeconomic Status, Race/Ethnicity, and English Learner Status in Predicting Student Placement with an Individual Education Plan During the Third Through Eighth Grades , John Burch

A Critical Phenomenological Study of Female Asian American Leadership in Higher Education , Jenny L. Elsey

Understanding Hispanic Women's Emotional and Social Presence Experiences: Case Studies of Three Undergraduate Online Learners , Angel Krause

A Case Study of Christian School Parents Who Work in Public Schools , Timothy C. Lehman

An Exploratory Data Analysis Study of Open Education Resources in Dental Hygiene Education , Jessica Luebbers

"Some Days We Don't Learn Anything New": A Phenomenological Study of Intellectually Gifted Elementary Students , Frank Luzaich

The Relationship Between Social Science Majors' Quantitative-Course Experience and Their Quantitative Anxiety , Kelly McIntyre

The Lost Boys: A Phenomenological Study of Freshmen Year Failure , Holly Miele

Exploring How Second-Career Teachers Construct a New Professional Identity: A Narrative Inquiry Study , Bethany Pflug

When's the Payoff?: A Narrative Inquiry into Adjunct Faculty Experiences , Tiffany Sarkisian

Christian Higher Education Faculty's Perceptions of Occupational Stress, Job Demands, and Job Resources as Predictors of Job Burnout , Michelle E. Shelton

The Association Between Teacher Self-Efficacy, Teacher Motivation and the Implementation of Project-Based Learning (PBL) Teaching Methods , John Spencer

A Cross-study Exploration of Experiences of Induction Level Teachers Identified as Teacher Leaders , Elaine Tinholt

A Content Analysis of Dissertations on Business Topics: A Quantitative Study , Kat Yamamoto

Dissertations from 2019 2019

The Influence of a School-Based Health Center on Students and Teachers' Classroom Experiences: Stories Teachers Tell , Joseph D. Bridgeman

Exploring High School Seniors' Lived Experience of Teacher Empathy: A Phenomenological Study , Danielle Bryant

Exploring the Associations Among Self-Harm, Anxiety, and Suicidal Ideation in the American College Health Association National College Health Assessment II , Meagan Clark

A Microethnographic Study of Bilingual Teacher Candidates' Appropriation of Translanguaging , Jessica Dougherty

The Impact of Freshmen On-Track Status, Absenteeism, and Associated Demographic Variables on Four-Year Graduation Attainment within a Rural Community: A Predictive Validity Study , Joel Hoff

An Examination of the Psychometric Properties of the Mental Health Literacy Scale with K-12 Educators , Cassandra A. Kenney

A Multiple-Case Study of Chinese Student Teachers' Micropolitical Literacy in Teaching Practicum Conflicts in Chinese Contexts , Huiyin Li

The Predictive Validity of Mathematics Curriculum-Based Measurement on Smarter Balanced Assessment Consortium Mathematics Scores , Lauren J. Merkel

An Exploration of Schooling Perceptions of Dual-Enrollment Students: A Qualitative Research Study , Helen Louise Milliorn-Feller

Examining the Help Seeking Experiences of Youth in Extended Care: A Narrative Ethnography Study , Sarah M. Pennington

Including Students with Emotional Disturbance: Teachers' Experiences , Kimberley Shearer

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Philosophy PhD thesis collection

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The PhD theses in this collection must be cited in line with the usual academic conventions. These articles are protected under full copyright law. You may download it for your own personal use only.

Recent Submissions

Phronimo: an argument for the use of an ai bot to augment human moral reasoning , agency machine: motives, levels of confidence and metacognition , objectification of women: new types and new measures , wisdom as responsible engagement:how to stop worrying and love epistemic goods , prescribing the mind: how norms, concepts, and language influence our understanding of mental disorder , humean constitutivism: a desire-based account of rational agency and the foundations of morality , predictive embodied concepts: an exploration of higher cognition within the predictive processing paradigm , impacts of childhood psychological maltreatment on adult mental health , epistemic fictionalism , thinking for the bound and dead: beyond man3 towards a new (truly) universal theory of human victory , function-first approach to doubt , abilities, freedom, and inputs: a time traveller's tale , concept is a container , analysing time-consciousness: a new account of the experienced present , emotion, perception, and relativism in vision , justice as a point of equipoise: an aristotelian approach to contemporary corporate ethics , asymmetric welfarism about meaning in life , mindreading in context , economic attitudes and individual difference: replication and extension , mindful love: the role of mindfulness in willingness to sacrifice in romantic relationships .

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PhD in Educational Theory and Practice: Philosophy of Education Stream

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Doctor of Philosophy

Application & Tuition

Explore the deeper questions related to individual, cultural and environmental aspects of education. You see or dream that the world can be transformed, and in the process expect to also be transformed as well.

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Program Overview Program Design & Courses Location Faculty Future Pathways Student Experiences Contact

PROGRAM OVERVIEW

Designed for.

This program is intentionally broad to be inclusive of the diverse range of fields of study of our students that could be explored through the lens and dynamics of theories and practices in education.

Program Structure

• in-person classes
• classes held late afternoon/early evening
• 6 courses plus a qualifying examination and doctoral thesis

Intake Schedule

Next Start Terms Fall 2025

PROGRAM DESIGN & COURSES

Program design.

Our Educational Theory and Practice (eTAP) programs are intentionally broad to be inclusive of the diverse range of fields of study that could be explored through the lens and dynamics of theories and practices in education.

This multi and interdisciplinary understanding promotes inquiry into your own specific interests and backgrounds within your classes through discussions, additional readings, papers, projects, etc., under the guidance and mentorship of your supervisor and committee.

You will receive close academic mentorship with one or more faculty members who have expertise in areas of research that resonate with your own areas of inquiry.

Am I ready to apply to the ETAP Doctoral Program?

Doctoral studies involve sustained scholarly work, typically for a period of six years. Some possible indicators of readiness to undertake an intensive course of study at the doctoral level include:

• A disposition of curiosity, questioning, and reflection beyond your masters course work
• A tolerance for uncertainty and an openness to new ideas
• The capacity to engage in a sustained and regular writing practice
• Reading ongoingly in your area of interest, beyond the curriculum of your master’s course work
• The ability to identify a focus, question or problem that you care deeply about. This focus should feed your soul and have the potential to contribute to understandings, applications, pedagogies, capacity building, and/or practices
• A sense of the scholarly conversations that you want to contribute to
• Knowledge of, and ideally participation in, the current research, community-based, and/or practice-based conversations related to this line of inquiry
• The time and motivation, as well as the physical and emotional energy, and family support to pursue this line of inquiry over a period of years
• A familiarity with research traditions/approaches to inquiry
• The ability to self-direct your scholarly work, as well as work collaboratively with peers and mentors

Doctoral Students typically work closely with one or more faculty mentors from the ETAP program over the course of their studies. It is advisable to review the affiliated faculty members’ research interests and publications and consider how their scholarly expertise and interests may align with your proposed research. We recommend initiating a conversation with a faculty member who you believe may be a suitable pro tem supervisor for your work early in the applications process.

Courses EDUC 901A and EDUC 901B are taken together as well as EDUC 902A and EDUC 902B. Students complete:

EDUC 901A-3 SEMINAR IN THE HISTORY OF EDUCATIONAL THEORY A

The historical roots of educational thought are examined from a broad cultural perspective. Major works in disciplines such as philosophy, psychology and sociology which have had significant impact on educational theorizing will be studied. Special attention will be paid to the relationship between theory and educational practice. Corequisite: EDUC 901B.

EDUC 901B-3 SEMINAR IN THE HISTORY OF EDUCATIONAL THEORY B

A further consideration of concepts explored in the EDUC 901 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 901A.

EDUC 902A-3 INTERDISCIPLINARY SEMINAR IN CONTEMPORARY EDUCATIONAL THEORY A

Contemporary educational theories and theories from supporting disciplines (e.g., psychology, sociology, philosophy) will be examined and analysed. The relationships among contemporary theories, current practice and educational change will be focal. Corequisite: EDUC 902B.

EDUC 902B-3 INTERDISCIPLINARY SEMINAR IN CONTEMPORARY EDUCATIONAL THEORY B

A further consideration of concepts explored in the EDUC 902 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 902A.

EDUC 921-3 SEMINAR IN PHILOSOPHY AND EDUCATIONAL THEORY

Philosophical examination of issues related to the school as an educational institution with social and political connections. Issues examined include: the education/training distinction; the justification of education; compulsory curriculum; freedom and authority in education; equality of educational opportunity; legal-moral questions central to educational administration; teachers'/parents'/students' rights and duties; accountability; and the logic of decision-making. Students with credit for EDUC 831 may not take this course for further credit.

EDUC 922-3 SEMINAR IN EPISTEMOLOGY AND EDUCATION

An in-depth study of epistemological issues in education, including: concepts of perception, cognition, imagination, memory, understanding, learning and the assessment of learning. Other questions dealt with are: What are the various forms of knowledge? What are the implications for core curriculum? What epistemological assumptions underlie current educational practices? Is the relativity of knowledge thesis defensible? Are the claims of sociology of knowledge sound? What is meant by: objectivity/knowledge/belief/truth? In what sense can 'rationality' be defended as a central educational objective? Students with credit for EDUC 836 may not take this course for further credit.

EDUC 984-3 QUALIFYING EXAMINATION

The Qualifying Examination will follow completion of degree course work. An open oral qualifying examination given by the supervisory committee. The examination consists of a defence of the proposed thesis topic by the student and their responses to supervisory committee questions about related proposed research topics. The examination follows submission of a written PhD research proposal. Graded on a satisfactory/unsatisfactory basis. Students who fail will either successfully complete a second examination within six months or withdraw from the program.

EDUC 899-15* DOCTORAL THESIS

A major part of this program is original research. A thesis describing this is submitted and defended. Normally, before the fourth course a thesis research plan is presented to the supervisory committee. Upon entry to the program, every term students enroll in EDUC 899-15 Doctoral Thesis.

*Effective January 1, 2018, the unit value of EDUC 899 increased to 15 units from 10 units.

At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.

Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.

Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.

The non-departmental structure of our Faculty makes it relatively easy for students to take advantage of a wide variety of faculty expertise. Meet some of the faculty members teaching in this program.

• Stephen Smith  (Academic Coordinator)
• Jeannie Kerr  (Academic Coordinator)
• Heesoon Bai
• Sean Blenkinsop
• Charles Bingham
• Ann Chinnery
• Michael Ling

FUTURE PATHWAYS

Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await.

Occupations

• Faculty members at universities and colleges
• Educational consultants
• Directors of instruction
• Training and development specialists
• Researchers

STUDENT EXPERIENCES

Meet some ETAP Philosophy of Education PhD students and alumni.

As one of SFU's most outstanding graduate students from the Faculty of Education, Dr. Tanya Behrisch is recognized with the Dean of Graduate Studies Convocation Medal.

"Where else could I examine my—at first glance, divergent—passions in science and ecology, arts and writing, growth and spirituality, and weave these into my role as an educator?"

"Stop your search: SFU is where you need to be."

Poh Tan , Current Student

LEARN MORE ABOUT THIS PROGRAM

Curious to know more about the program?

Learn more about Educational Theory and Pedagogy

• Faculty of Social Sciences
• School of Education
• Research degrees

Doctor of Philosophy (PhD)

A PhD is an internationally-recognised research qualification.

Studying for a PhD in Education will allow you to become an expert in a specialist area and gain high-quality research training, which will equip you to undertake further educational research projects.

PhD in Education

As a PhD candidate, you will carry out original research work under the guidance of one or more supervisors.

An initial priority for a doctorate degree is refining your research plan and establishing a feasible timescale for the project. During the early part of the PhD programme, you will embark on various research methods modules to support your research activities.

We award the Doctor of Philosophy degree on the basis of a PhD thesis in which you present the rationale, methods and findings from your original study.

A PhD can be taken full-time (three years) or part-time (five years).

Areas of supervision

Postgraduate researchers are at the centre of the School of Education’s work.

We undertake impactful research in key areas of educational policy and practice, placing particular emphasis on the relevance of our work for practitioners and policymakers.

Our PhD supervision offers a wide breadth of research activity across our research centres and groups:

• Collective for Curriculum, Pedagogy and Policy
• Digital Education
• Inclusion, Childhood and Youth
• Language Education

Many of our academic staff are also involved in the Leeds Social Science Institute which fosters interdisciplinary research collaborations and provides training for our postgraduate researchers.

Split-site PhD

Our split-site PhD allows international candidates to study for a PhD part-time.

You can find more details and an application form for the split-site PhD via the Student Education Service . 

The difference between a PhD and an EdD

The PhD and EdD are both supervised research degrees involving the submission of a thesis and a viva voce (oral) examination.

The PhD is awarded entirely on the basis of research, leading to a thesis of up to 100,000 words. 

The EdD combines taught modules and research, leading to a thesis of up to 55,000 words, and is also called a professional doctorate.

The taught component of the EdD means that this route is suitable for people without a Masters degree.

The EdD programme forms part of our Continuing Professional Development provision.

College of Arts & Sciences

Past Dissertations

Hyperlinked dissertations are available through  Proquest Digital Dissertations .

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Home > Dissertations, Theses, and Professional Projects > Dissertations (1934 -) > 1521

Dissertations (1934 -)

Plato's philosophy of education: its implications for current education.

Myungjoon Lee , Marquette University

Date of Award

Document type.

Dissertation - Restricted

Degree Name

Doctor of Philosophy (PhD)

First Advisor

Dupuis, Adrian M.

Second Advisor

Riordan, Timothy M.

Third Advisor

Marlaire, Courtney L.

In Plato's time, Athens was in political crisis. Athenian democracy was in nearly the worst condition possible; even politics gave no hope for Athenians. Plato knew that "Athens was no longer administered according to the standards and practices of our fathers." Plato tried to improve this political situation through education, arguing "Athens desperately needs the means of improving this particular situation and of reforming the whole constitution." Plato also knew that "the written law and the customs were being corrupted at an astounding rate. " In addition to the poor political situation, Plato personally was disappointed to see that corrupted Athenian politics sentenced Socrates to death. Regarding this matter Plato says: "I kept waiting for favorable moments, and finally saw clearly in regard to all states now existing that without exception their system of government is bad. " For this reason, rather than getting involved in politics Plato decided to search for what is just for the individual Athenians and for Athens. He had little doubt that in order for a society to be just, the individual must be just. Then, for Plato, the question is what justice is and how the individuals and a society can achieve justice. To answer these questions, Plato tried to construct an ideal political system on the basis of education...

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Course Catalog | Liberty University

Doctor of philosophy in educational research (ph.d.), program learning outcomes.

The student will be able to:

• Evaluate education theories for application in both a professional and academic setting.
• Analyze various methods for conducting educational research.
• Design and conduct original research that adds to the knowledge base of the discipline.
• Integrate a biblical worldview through decision making within the field of education.
• Synthesize literature in a professional or educational discipline.

Program Specific Admissions Requirements

In addition to the general admission requirements, specific admission procedures for the Ph.D. are listed below. Submit the following items to the Office of Graduate Admissions prior to registering for any graduate courses. Where noted, forms are available online at: http://www.liberty.edu/apply .

• Academic Records.   Applicants must submit an official transcript indicating successful completion of a master’s degree program from an institution accredited by an accrediting agency recognized by the U.S. Department of Education. Transcripts should be sent directly to the Office of Graduate Admissions from all schools previously attended.
• Ph.D. applicants must have a cumulative GPA of 3.00 or above on graduate degree required for entrance to the program.

Transfer of Credit

All graduate transfer credits are subject to the approval of the School of Education (SOE) Graduate Committee. Such courses must carry a grade of at least a B- and be comparable to Liberty University graduate courses. Transfer credit will only be considered from institutions or schools accredited by an accrediting agency recognized by the U.S. Department of Education. With approval, up to 30 hours may be transferred into the Ph.D. program. It is the responsibility of each applicant to supply official transcripts along with a written request to have credit applied to the degree program. Transfer credits must have been completed within the previous seven (7) years to be eligible for transfer to the Ph.D.

Candidates who have earned an Education Specialist (Ed.S.) or equivalent degree from an institution accredited by an agency recognized by the U.S. Department of Education will be considered for advanced standing (up to 24 hours) in the Ph.D. program. Candidates who have earned an Ed.S. degree through Liberty are permitted to apply up to 27 hours (as applicable) from that degree toward the Ph.D. degree.

Dissertation

Candidates must adhere to the time frames noted on their specific DCP for proposal and dissertation completion. Exceeding time limits will result in removal from the Ph.D. program.

Before beginning the dissertation research, the doctoral dissertation committee must approve the research proposal. The dissertation is expected to exhibit scholarship, reflect mastery of technique, and make a distinctive contribution to the field of knowledge in which the candidate has specialized. A faculty committee of two (2) members, comprising a chair and  committee member, is responsible for the general supervision of the doctoral dissertation. A formal defense of the dissertation is required for final approval.

Once candidates enter the dissertation phase as noted on their specific DCP, they must maintain continuous enrollment (Fall, Spring, and Summer semesters) until they complete all degree requirements. If they do not, they will break enrollment, and they will be required to apply for readmission if/when they wish to resume the pursuit of their degree. They will have to complete their degree under the Degree Completion Plan (DCP) in effect at the time of their readmission.

Time Limits for Degree Completion

The time limit for completing the degree from the date of admission to the program is seven years for the Ph.D. Only in unusual circumstances may the candidate be granted an extension. Granting of an extension of time will usually result in additional requirements.

Any candidate who does not complete coursework within the permissible time limit, for any reason including discontinued enrollment, must reapply for admission. A candidate may reapply only once, and will be subject to the current standards and curriculum. The SOE Graduate Committee will determine if any previous courses are sufficiently time sensitive and must be repeated. Beginning with the date of readmission, the candidate’s time limit for degree completion is determined by the number of hours remaining.

Delivery Format: Online Only

• Educational Research (Ph.D.)
• University Professor
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• Education instructor
• Researcher at a university or think tank
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Graduate Research

Doctor of Philosophy - Education

• Arrow-right #1 in Education in Australia
• Arrow-right #13 in Education globally
• Course code: DR-PHILEDU

Course overview

The degree of Doctor of Philosophy signifies that the holder has undertaken a substantial piece of original research, which has been conducted and reported by the holder under proper academic supervision and in a research environment for a prescribed period.

The PhD thesis demonstrates authority in the candidate's field and shows evidence of command of knowledge in relevant fields. It shows that the candidate has a thorough grasp of the appropriate methodological techniques and an awareness of their limitations. The thesis also makes a distinct contribution to knowledge, which rests on its originality of approach and/or interpretation of the findings, and, in some cases, the discovery of new facts.

Additionally, the thesis demonstrates an ability to communicate research findings effectively in the professional arena and in an international context. It is a careful, rigorous, and sustained piece of work demonstrating that a research 'apprenticeship' is complete and that the holder is admitted to the community of scholars in the discipline.

In scope, the PhD thesis differs from a research masters thesis chiefly by its deeper and more comprehensive treatment of the chosen subject. It is written succinctly, in English, unless approval has been given for the thesis to be written in a language other than English. The normal length of a PhD thesis is 80,000 words, exclusive of words in tables, maps, bibliographies and appendices. Footnotes are included as part of the word limit.

Internationally recognised supervisors

We're home to a number of internationally recognised education experts, and at the cutting edge of teaching and research.

Related study areas

• General studies in education
• Global and international education

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• Schools & departments

MSc Education: Philosophy of Education pathway

This pathway explores a range of philosophical issues in education practice, policy and research from a variety of international contexts, traditions and perspectives.

It builds upon a long Scottish tradition at Edinburgh, going back over three hundred years, where education students studied philosophy and/or philosophy of education courses. 

Do you find the word ‘philosophy’ difficult to associate with? This pathway will remind you how philosophy is part of your everyday life. […] The high-quality compulsory courses, while providing students with different perspectives on topics in education, cleverly intertwine with each other. […] My positive reflection of this programme is due to not only how carefully organised the topics, materials, and delivery of courses are, but, perhaps more importantly, to how academic staff promote the students’ learning through their approachability, open-mindedness, and curiosity. […] I am certain that my encounter with the activity of philosophising was life-altering, and the one-year practice of it through this programme has left me with an asset of the mind that can no longer remain idle. Rie (student 2021-22)

Students with or without previous training in philosophy are encouraged to apply, as well as teachers and educational researchers who want to learn about the philosophy of education. 

Key issues covered in this pathway include: 

• What is "education"? How is it different from "learning", "training’" or "schooling"?
• What are the aims of education? What is the purpose of educational institutions in society?
• What is "knowledge" and how is it acquired? What should be taught in schools and universities?
• What is the relationship between education, justice and equality?
• What is the nature of "teaching"? Is it an art, a science, a technology?
• How is education defined within different Anglo-American, continental European, Asian, Scottish and South American traditions of inquiry?
• How can we better understand the moral and ethical dimensions of teaching and learning?

During your studies, you will work closely with academics who are well-established in the international philosophy of education community.

You will be able to participate in the Philosophy of Education Research Group at Moray House and attend seminars at the Philosophy of Education Society of Great Britain (Edinburgh Branch). Seminars are held regularly throughout the academic year.

Philosophy of Education Research Group

Pathway structure

You will take a number of compulsory courses and option courses and complete a dissertation in order to complete this MSc programme. 

You will receive a broad introduction to core traditions of philosophical thought (Continental and Analytic Philosophy, Philosophy of Science, Moral Philosophy, American Pragmatism, Confucianism) and their bearings on educational theory, practice, and policy. You may chose from a wide range of option courses for further specialisation in others fields of educational research.

Compulsory courses

• The Philosophy of Education  (20 credits)
• Ethics, Education and Films  (20 credits)
• Education Policy and the Politics of Education  (20 credits)
• Sources of Knowledge  (10 credits)
• Conceptualising Research  (10 credits)

Option courses

In addition, you will complete two option courses, selected from a broad range on offer in the School. Option courses are subject to change each year but in the past have included:

• Children and Technology  (20 credits)
• Comparative Analysis in Education  (20 credits)
• Critical Thinking, Teaching, and Learning  (20 credits)
• Environmental Philosophy and City-based Outdoor Learning  (20 credits)
• Future Directions (20 credits)
• The Anthropology of Education and Learning  (20 credits)
• The Curriculum: Context, Change, and Development  (20 credits)
• The Nature of Enquiry  (20 credits)
• Qualitative Data Research  (20 credits)
• Quantitative Data Analysis with SPSS  (20 credits)
• Youth Studies  (20 credits)

Course Descriptions (2024-25)

As a former secondary school teacher, I found the Philosophy of Education pathway to be a hugely enriching experience. It encouraged me to think critically about my own practice as well as the broader and deeper questions about education more generally. The range of courses exposed me to ideas and debates beyond those I had encountered in the classroom, and provided an excellent basis for my further PhD studies. The lecturers and tutors are extremely knowledgeable and well-informed, whilst also exuding a genuine passion for the subject matter. I cannot recommend this pathway highly enough! Amy (graduate 2020-21, currently pursuing a PhD in Philosophy of Education at Moray House)

Dissertation

Over the course of studies in semesters one and two, our staff will support you to become more independent in your studies. This helps prepare you for your dissertation project. 

Once you successfully complete the core and option courses, you will move on to the dissertation project. This is a piece of independent, original research of 12,000 words.

Once you reach the dissertation stage, you will have a series of small group and one-to-one meetings with your allocated supervisor, who will work closely with you during the dissertation project. One of the benefits of being in a large department is that there is a wide range of staff skills to draw upon, so supervisors are more likely to be specialists in your chosen area of research.

You will receive support in writing a dissertation with a philosophy of education focus, in an area of interest to you. You will have the option of doing a dissertation that is entirely theoretical or one that involves collecting data that is then analysed through a philosophical lens.

Examples of recent dissertation topics in this pathway area include:

• A philosophical analysis of teacher authority
• What potential does physical education have to contribute to the ethical development of children?
• A study on students’ perceptions of meaning in life
• Re-thinking dissensus, conflicts and controversy
• An analysis of the evolutionary foundation of John Dewey’s concept of Growth and its implications for education

Pathway-specific career opportunities

Graduates leave the programme with a range of skills, including:

• research skills
• the capacity to think critically and analytically about the nature and purposes of education policy, practice and research

They also have an in-depth understanding of the epistemological perspectives that underpin particular research methods. 

The pathway is great preparation for further doctoral study in the philosophy of education and other fields.  Graduates of the pathway have moved on to academic careers in the philosophy of education and educational research more broadly, as well as school leadership and teaching.

Career opportunities

For further information about this pathway, please contact the Pathway Co-ordinator.

Pathway Co-ordinator: Dr Aline Nardo

Find detailed entry requirements, fees and costs, and apply for this pathway via the Degree Finder.  

• School of Education

Doctoral study

Doctoral opportunities in education

The School of Education offers a number of different opportunities for pursuing doctoral research.

The Sheffield EdD

The Sheffield EdD is a vibrant part-time doctoral programme which attracts students from all over the world.

We are proud that the programme has now been running for more than 20 years and is continuing to grow in strength and popularity.

EdD - The Sheffield EdD EdD

• September 2024 start
• 2 years 3 years 4 years Part-time

This course will help you develop your own high standards of research that can be applied to a range of professional and managerial careers. You can study from anywhere at any time and share experiences with fellow students during the study weekends in Sheffield.

Doctorate of Philosophy (PhD)

Studying for a PhD offers an opportunity to research a topic in-depth, and is examined through a thesis and a viva.

PhD students are part of our White Rose Doctoral Training Centre.

Doctor of Educational and Child Psychology (DEdCPsy)

Educational psychology is an ever-changing profession. This course aims for qualifying educational psychologists to possess all of the skills and knowledge to provide psychological services of the very highest quality.

Educational and Child Psychology Doctor of

• 3 years Full-time

This professional training course will give you the skills, competencies and HCPC registration required to practise as an educational psychologist. We teach you the theory and support your practice, so you’ll be well prepared for your future career.

• Funding available

Studying for a doctorate

This is an exciting time because you are about to embark on your own research project, in an area that interests you. Producing a PhD thesis can be grouped into three phases.

This phase involves becoming clearer about your title and research topic. You will refine and focus your research question.

You will get into a working routine and sorting out your personal time management, getting clear about your methodology and methods, and making plans for data collection.

You will also start doing some early writing and reading and forming a working relationship and a pattern with your supervisor, including a system for record-keeping.

Phase two involves data collection, early data analysis, and critical reading and writing around the literature.

Phase three

The final phase includes finishing your data analysis and presenting at conferences when you're ready.

You will write concluding chapters, the discussion and the implications and completing the first draft for your supervisor to feedback on. You will also start to develop oral presentation skills, ready for your viva.

Your application

Our guidance details how to apply for a research or EdD degree with us.

How to apply for doctoral study

Sheffield Methods Institute opportunities 

Undertake doctoral study with the Sheffield Methods Institute (SMI) and you’ll discover what it means to be multidisciplinary.

Related information

Learn from previous doctoral students' experiences

Fees and funding for doctoral study

Search for PhD opportunities at Sheffield and be part of our world-leading research.

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• philosophy_of_education

Dissertations for Philosophy of Education

Adamsick, christopher t., the significance of the instructional medium: a phenomenological analysis and interpretation, adeogba, elatunbi s., notions and practices of spirituality: an etiology of technology, education, and teacher preparation, anchan, john prabhakar, global education across cyberspace: role of the internet in education for global awareness, baca, kristina g., how a web-based learning environment impacts high school students and their teacher: a qualitative case study, barnett, jeanene yocham, 13 ways of looking at a blackbird: politics, *policy, and power of technology in no child left behind, beaudin, lorraine catherine, bernard lonergan's notions of authenticity and technology integration, beller, caroline d'hemecourt, a constructivist approach to staff development: a study of teachers' perceptions, biermann, stephen k., perceptions of effective instruction in community colleges: a student view, boyd, felicity turner, methods of learning in statistical education: design and analysis of a randomized trial, bradberry-guest, kelly, effects of computer-based intervention on higher order thinking skills and implications for response to intervention (rti), branson, john patrick, the use of technology to promote a constructivist model of learning: a case study, broderick, pauline j., seeking the soul of the cyborg, educational technology as passion : play. an arts-based educational research experiment, browell, dean e., world of studentcraft: an ethnographic study on the engagement of traditional students within an online world, damyanovich, michael james, how prevailing metaphors for teaching, learning, and school reform, shaped minnesota's education technology *policy, davis, william cameron, interpreting a meaning of technology, dixon, brian jeffrey, a formative experiment investigating the use of reflective video journals to increase high school students' metacognition, toward an understanding of the symbolic and material realms of educational technology: a media ecological analysis of higher education, dwight, james s., hyperpedagogy: intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies, elander, kelly r., merging paradigms: the integration of objectivist and constructivist approaches in university settings, erickson, richard lee, the effects of database training and use on the development of critical-thinking skills, sign in or register, sign in using email & password.

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Digital Commons @ USF > College of Arts and Sciences > Philosophy > Theses and Dissertations

Philosophy Theses and Dissertations

Theses/dissertations from 2024 2024.

On the Possibility of Secular Morality , Zachary R. Alonso

An Ecofeminist Ontological Turn: Preparing the Field for a New Ecofeminist Project , M. Laurel-Leigh Meierdiercks

Theses/Dissertations from 2023 2023

Karl Marx on Human Flourishing and Proletarian Ethics , Sam Badger

The Ontological Grounds of Reason: Psychologism, Logicism, and Hermeneutic Phenomenology , Stanford L. Howdyshell

Theses/Dissertations from 2022 2022

Interdisciplinary Communication by Plausible Analogies: the Case of Buddhism and Artificial Intelligence , Michael Cooper

Heidegger and the Origin of Authenticity , John J. Preston

Theses/Dissertations from 2021 2021

Hegel and Schelling: The Emptiness of Emptiness and the Love of the Divine , Sean B. Gleason

Nietzsche on Criminality , Laura N. McAllister

Learning to be Human: Ren 仁, Modernity, and the Philosophers of China's Hundred Days' Reform , Lucien Mathot Monson

Nietzsche and Eternal Recurrence: Methods, Archives, History, and Genesis , William A. B. Parkhurst

Theses/Dissertations from 2020 2020

Orders of Normativity: Nietzsche, Science and Agency , Shane C. Callahan

Humanistic Climate Philosophy: Erich Fromm Revisited , Nicholas Dovellos

This, or Something like It: Socrates and the Problem of Authority , Simon Dutton

Climate Change and Liberation in Latin America , Ernesto O. Hernández

Anorexia Nervosa and Bulimia Nervosa as Expressions of Shame in a Post-Feminist , Emily Kearns

Nostalgia and (In)authentic Community: A Bataillean Answer to the Heidegger Controversy , Patrick Miller

Cultivating Virtue: A Thomistic Perspective on the Relationship Between Moral Motivation and Skill , Ashley Potts

Identity, Breakdown, and the Production of Knowledge: Intersectionality, Phenomenology, and the Project of Post-Marxist Standpoint Theory , Zachary James Purdue

Theses/Dissertations from 2019 2019

The Efficacy of Comedy , Mark Anthony Castricone

William of Ockham's Divine Command Theory , Matthew Dee

Heidegger's Will to Power and the Problem of Nietzsche's Nihilism , Megan Flocken

Abelard's Affective Intentionalism , Lillian M. King

Anton Wilhelm Amo's Philosophy and Reception: from the Origins through the Encyclopédie , Dwight Kenneth Lewis Jr.

"The Thought that we Hate": Regulating Race-Related Speech on College Campuses , Michael McGowan

A Historical Approach to Understanding Explanatory Proofs Based on Mathematical Practices , Erika Oshiro

From Meaningful Work to Good Work: Reexamining the Moral Foundation of the Calling Orientation , Garrett W. Potts

Reasoning of the Highest Leibniz and the Moral Quality of Reason , Ryan Quandt

Fear, Death, and Being-a-problem: Understanding and Critiquing Racial Discourse with Heidegger’s Being and Time , Jesús H. Ramírez

The Role of Skepticism in Early Modern Philosophy: A Critique of Popkin's "Sceptical Crisis" and a Study of Descartes and Hume , Raman Sachdev

How the Heart Became Muscle: From René Descartes to Nicholas Steno , Alex Benjamin Shillito

Autonomy, Suffering, and the Practice of Medicine: A Relational Approach , Michael A. Stanfield

The Case for the Green Kant: A Defense and Application of a Kantian Approach to Environmental Ethics , Zachary T. Vereb

Theses/Dissertations from 2018 2018

Augustine's Confessiones : The Battle between Two Conversions , Robert Hunter Craig

The Strategic Naturalism of Sandra Harding's Feminist Standpoint Epistemology: A Path Toward Epistemic Progress , Dahlia Guzman

Hume on the Doctrine of Infinite Divisibility: A Matter of Clarity and Absurdity , Wilson H. Underkuffler

Climate Change: Aristotelian Virtue Theory, the Aidōs Response and Proper Primility , John W. Voelpel

The Fate of Kantian Freedom: the Kant-Reinhold Controversy , John Walsh

Time, Tense, and Ontology: Prolegomena to the Metaphysics of Tense, the Phenomenology of Temporality, and the Ontology of Time , Justin Brandt Wisniewski

Theses/Dissertations from 2017 2017

A Phenomenological Approach to Clinical Empathy: Rethinking Empathy Within its Intersubjective and Affective Contexts , Carter Hardy

From Object to Other: Models of Sociality after Idealism in Gadamer, Levinas, Rosenzweig, and Bonhoeffer , Christopher J. King

Humanitarian Military Intervention: A Failed Paradigm , Faruk Rahmanovic

Active Suffering: An Examination of Spinoza's Approach to Tristita , Kathleen Ketring Schenk

Cartesian Method and Experiment , Aaron Spink

An Examination of John Burton’s Method of Conflict Resolution and Its Applicability to the Israeli-Palestinian Conflict , John Kenneth Steinmeyer

Speaking of the Self: Theorizing the Dialogical Dimensions of Ethical Agency , Bradley S. Warfield

Changing Changelessness: On the Genesis and Development of the Doctrine of Divine Immutability in the Ancient and Hellenic Period , Milton Wilcox

Theses/Dissertations from 2016 2016

The Statue that Houses the Temple: A Phenomenological Investigation of Western Embodiment Towards the Making of Heidegger's Missing Connection with the Greeks , Michael Arvanitopoulos

An Exploratory Analysis of Media Reporting of Police Involved Shootings in Florida , John L. Brown

Divine Temporality: Bonhoeffer's Theological Appropriation of Heidegger's Existential Analytic of Dasein , Nicholas Byle

Stoicism in Descartes, Pascal, and Spinoza: Examining Neostoicism’s Influence in the Seventeenth Century , Daniel Collette

Phenomenology and the Crisis of Contemporary Psychiatry: Contingency, Naturalism, and Classification , Anthony Vincent Fernandez

A Critique of Charitable Consciousness , Chioke Ianson

writing/trauma , Natasha Noel Liebig

Leibniz's More Fundamental Ontology: from Overshadowed Individuals to Metaphysical Atoms , Marin Lucio Mare

Violence and Disagreement: From the Commonsense View to Political Kinds of Violence and Violent Nonviolence , Gregory Richard Mccreery

Kant's Just War Theory , Steven Charles Starke

A Feminist Contestation of Ableist Assumptions: Implications for Biomedical Ethics, Disability Theory, and Phenomenology , Christine Marie Wieseler

Theses/Dissertations from 2015 2015

Heidegger and the Problem of Modern Moral Philosophy , Megan Emily Altman

The Encultured Mind: From Cognitive Science to Social Epistemology , David Alexander Eck

Weakness of Will: An Inquiry on Value , Michael Funke

Cogs in a Cosmic Machine: A Defense of Free Will Skepticism and its Ethical Implications , Sacha Greer

Thinking Nature, "Pierre Maupertuis and the Charge of Error Against Fermat and Leibniz" , Richard Samuel Lamborn

John Duns Scotus’s Metaphysics of Goodness: Adventures in 13th-Century Metaethics , Jeffrey W. Steele

A Gadamerian Analysis of Roman Catholic Hermeneutics: A Diachronic Analysis of Interpretations of Romans 1:17-2:17 , Steven Floyd Surrency

A Natural Case for Realism: Processes, Structures, and Laws , Andrew Michael Winters

Theses/Dissertations from 2014 2014

Leibniz's Theodicies , Joseph Michael Anderson

Aeschynē in Aristotle's Conception of Human Nature , Melissa Marie Coakley

Ressentiment, Violence, and Colonialism , Jose A. Haro

It's About Time: Dynamics of Inflationary Cosmology as the Source of the Asymmetry of Time , Emre Keskin

Time Wounds All Heels: Human Nature and the Rationality of Just Behavior , Timothy Glenn Slattery

Theses/Dissertations from 2013 2013

Nietzsche and Heidegger on the Cartesian Atomism of Thought , Steven Burgess

Embodying Social Practice: Dynamically Co-Constituting Social Agency , Brian W. Dunst

Subject of Conscience: On the Relation between Freedom and Discrimination in the Thought of Heidegger, Foucault, and Butler , Aret Karademir

Climate, Neo-Spinozism, and the Ecological Worldview , Nancy M. Kettle

Eschatology in a Secular Age: An Examination of the Use of Eschatology in the Philosophies of Heidegger, Berdyaev and Blumenberg , John R. Lup, Jr.

Navigation and Immersion of the American Identity in a Foreign Culture to Emergence as a Culturally Relative Ambassador , Lee H. Rosen

Theses/Dissertations from 2012 2012

A Philosophical Analysis of Intellectual Property: In Defense of Instrumentalism , Michael A. Kanning

A Commentary On Gottfried Wilhelm Leibniz's Discourse on Metaphysics #19 , Richard Lamborn Samuel Lamborn

Sellars in Context: An Analysis of Wilfrid Sellars's Early Works , Peter Jackson Olen

The New Materialism: Althusser, Badiou, and Zizek , Geoffrey Dennis Pfeifer

Structure and Agency: An Analysis of the Impact of Structure on Group Agents , Elizabeth Kaye Victor

Moral Friction, Moral Phenomenology, and the Improviser , Benjamin Scott Young

Theses/Dissertations from 2011 2011

The Virtuoso Human: A Virtue Ethics Model Based on Care , Frederick Joseph Bennett

The Existential Compromise in the History of the Philosophy of Death , Adam Buben

Philosophical Precursors to the Radical Enlightenment: Vignettes on the Struggle Between Philosophy and Theology From the Greeks to Leibniz With Special Emphasis on Spinoza , Anthony John Desantis

The Problem of Evil in Augustine's Confessions , Edward Matusek

The Persistence of Casuistry: a Neo-premodernist Approach to Moral Reasoning , Richard Arthur Mercadante

Theses/Dissertations from 2010 2010

Dewey's Pragmatism and the Great Community , Philip Schuyler Bishop

Unamuno's Concept of the Tragic , Ernesto O. Hernandez

Rethinking Ethical Naturalism: The Implications of Developmental Systems Theory , Jared J.. Kinggard

From Husserl and the Neo-Kantians to Art: Heidegger's Realist Historicist Answer to the Problem of the Origin of Meaning , William H. Koch

Queering Cognition: Extended Minds and Sociotechnologically Hybridized Gender , Michele Merritt

Hydric Life: A Nietzschean Reading of Postcolonial Communication , Elena F. Ruiz-Aho

Descartes' Bête Machine, the Leibnizian Correction and Religious Influence , John Voelpel

Aretē and Physics: The Lesson of Plato's Timaeus , John R. Wolfe

Theses/Dissertations from 2009 2009

Praxis and Theōria : Heidegger’s “Violent” Interpretation , Megan E. Altman

On the Concept of Evil: An Analysis of Genocide and State Sovereignty , Jason J. Campbell

The Role of Trust in Judgment , Christophe Sage Hudspeth

Truth And Judgment , Jeremy J. Kelly

The concept of action and responsibility in Heidegger's early thought , Christian Hans Pedersen

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Doctor of Philosophy Theses and Dissertations(PHD)

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PhD Thesis Towards an African philosophy of education

Related Papers

Comparative and Continental Philosophy

Shuchen Xiang (项舒晨)

Cartesianism is deified as the mythical beginnings of Modern Western Philosophy. This paper draws on the evaluations of the epistemology and colonial context of Cartesianism from Latin American philosophers to show how the Cartesian project of universalism has been to the detriment of non-Western cultures. In contrast to this exclusionist universalism, this paper provides an alternative model of universalism that is premised on the interaction between embodied particulars. It stresses how, under this Chinese conception of universalism as resulting from feeling (gan, 感) and response (ying, 应), the agent is expected to subdue her own ego and its desire to impose itself onto particulars. This imposition would be an obstruction that impedes the free flow of interactions between particulars and so acts an impediment to participating in the “universal.” The Chinese conception of universalism reconstructed here resonates with the self-reflexive understanding of Modernity of which the works Enrique Dussel speak. It also fleshes out Aimé Césaire’s conception of the universal as the deepening and coexistence of all particulars.

Victor Nweke

Campbell Shittu Momoh is widely known among his academic peers and protege as the first scholar in the world to obtain a PhD in African philosophy. In this essay, we show how Momoh blazes a trail as one of the foremost indigenous Nigerian professional philosophers that attempts to substantiate the possibility of doing African philosophy as a critical reflection of an individual on the historical and existential experiences of the African as documented in the oral and written intellectual heritage of Africa. This claim has its éclat encapsulation in Momoh’s theory of many-many truths. Generally, Momoh’s theory is a systematic repudiation of the fundamental propositions of the founding-fathers of modern philosophy that give credence to the view that philosophy is an unbiased quest for the truth, and the Eurocentric approach to philosophy is the only legitimate approach to the truth. Momoh’s position is that there is no absolute truth in the history of academic philosophy. What exists is the projection of a context-biased theory of truth to the status of the truth by leading philosophers. The idea of the truth or a method for the truth is inherently deceptive. In view of this, we argue that Momoh’s of many-many truths is an exemplar of postmodern thinking in African philosophy because its core propositions have a sort of family resemblance with the position of postmodern thinkers in philosophy. To ground the above contention, we adopt a fundamentally expository and argumentative approach. First, we present a lucid exposition of Momoh’s theory of many-many truths, and then proceed to explicate why the theory of many-many truths is an exemplar of postmodern thinking in African philosophy. We strengthen the plausibility of this argument by unveiling how the basic propositions of Momoh’s theory of many-many truths necessarily incorporate, corroborate and amplify the position of notable postmodern thinkers in philosophy and vice versa. Consequently, we proceed to conclude that Momoh’s theory of many-many truths is a prototype of postmodern thinking in African philosophy because it fundamentally repudiates the hegemonic projection of the Western philosophical tradition as the sole legitimate paradigm of philosophy and universal truth.

Ephraim T Gwaravanda

We argue that African philosophy scholars are sometimes blinded by Eurocentric tendencies in the practice of African philosophy, and that it is important to identify and overcome these problems. The research gap we intend to fill is that the route of self-examination, self-criticism and self-evaluation has been underexplored in the practice of African philosophy at universities in Africa. The self-understanding of African philosophy is necessary for the reconstruction of indigenous elements for the purpose of African development. Firstly, African philosophy is divided along Eurocentric lines of analytic and continental philosophy. We argue that such a dualism closes other approaches to African philosophy. Secondly, the practice of African philosophy is done in the language of the colonisers; however, concepts from indigenous African languages remain largely unexplored. Thirdly, the Eurocentric approach of making philosophy “universal” and “transcultural,” results in African scholars...

ERN: Africa (Development) (Topic)

Foluke Adebisi

Education in many African states is comparatively characterised by inadequate availability, accessibility, acceptability and adaptability of education. Nevertheless, evaluations focusing on lack of educational infrastructure and personnel usually ignore the contextual inadequacies of educational provision in the region and the inability of such education to equip its citizens to fit in with and benefit the societies they live in. This educational incompatibility has led to a significant level of unemployment/underemployment, underdevelopment and ‘brain-drain’, as well as some erosion of languages and cultures. The colonial experience reduced education to a tool of communication between the coloniser and the colonised. Emphasis on the individual and de-emphasis on community and culture resulted in ideological dissonance. Despite post-independence attempts to reverse this, vestiges of postcoloniality in contemporary education remain and perpetuate a myth of inferiority of indigenous k...

Asian Journal of Education and Social Studies

Emmanuel Lukong

The debates and anguish expressed by emerging Africentric thoughts such as (Tani, 2015), indicates the continuous negligence of culturally relevant curriculum which meets and fits the contextual needs of Africans. The spat in this conceptual yet analytical paper is that the advent of modern type western education has resulted in the drought of the importance of indigenous forms of knowledge in Cameroon in particular and Africa in general. The paper unfolds by highlighting some of the areas in which the modern Eurocentric philosophy of education has alienated and affected some of Africa’s indigenous education systems. Using the modernization paradigm as the framework, the paper’s contention is that following missionary excursions in Africa and the subsequent colonisation, modern forms of schooling were introduced and expanded phenomenally and with it came notions of cultural imperialism, which tended to denigrate many if not all forms of indigenous knowledge education systems. Some i...

Journal for Critical Education Policy Studies

Helena Sheehan

Ethno-philosophy, as a philosophical project, has had its fair share of criticism from some professional African philosophers, with Paulin Hountondji as an outstanding critic. Ethno-philosophy is believed to be deficient in criticality and analyticity, which are considered hallmarks of good philosophy anywhere. In this paper I engage Fainos Mangena, a tireless defender of ethno-philosophy, in a critical conversation. In making a case for the continuing relevance of ethno-philosophy, while acknowledging its shortcomings, I argue that the universalist critique of ethno-philosophy has exposed the philosophical poverty of this specific form of thought. I assert that the equation of ethno-philosophy with substantive African philosophy will lead to the emergence of an impoverished African philosophical tradition, notwithstanding the desirability of a unique African philosophy distinguishable from non-African philosophical traditions—in particular the Western philosophical tradition. I poi...

Philip Higgs

The liberation of Africa and its peoples from centuries of racially discriminatory colonial rule and domination has far-reaching implications for educational thought and practice. The transformation of educational discourse in Africa requires a philosophical framework that respects diversity, acknowledges lived experience and challenges the hegemony of Western forms of universal knowledge. In this article I reflect critically on whether African philosophy, as a system of African knowledge(s), can provide a useful philosophical framework for the construction of empowering knowledge that will enable communities in Africa to participate in their own educational development.

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Alternation - Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa

Lesley Le Grange

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Nurture your enthusiasm for education and pursue a Doctor of Philosophy in Education at Taylor's, where local and international applicants are welcomed. Our doctoral programme is tailored to foster independent thinking and cultivate expertise in your research interests.

As a doctoral student at Taylor's, you'll engage in advanced research, critical analysis, and scholarly inquiry in your chosen field. Our faculty members, renowned experts in various educational areas, will mentor you throughout. They provide valuable insights, support your research, and help you develop skills for impactful contributions to the field. The medium of instruction is English, ensuring a global learning environment and conducive research mode.

School Education

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Key Highlights of Doctor of Philosophy in Education

3 – 6 years 

4 – 8 years

Note:  All information is subject to change. Readers are responsible for verifying information that pertains to them by contacting the university.

Research Methodology

Students are required to pass the following modules (6 credit hours) in the first year of their candidature:

• Research Method for Social Science (Core Module)
• Qualitative Research Methods / Quantitative Research Methods

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Who should join this programme.

A PhD in Education will greatly benefit Educationists and Administrators who are in the global or Malaysian education field, and who are interested in conducting research, furthering their knowledge, or advancing their career prospects.

We offer two entry pathways for this PhD programme, normal mode and prior to publication mode. Our PhD by Prior Publication mode provides a unique pathway for you to achieve a Doctoral award based on your existing body of work. We recognise the value of your prior publications and include them as a significant part of your submission for the Doctoral award.

Normal Mode

• Masters in the related discipline

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• Passed Bachelor's degree with min. CGPA 3.67 and registered as a Masters candidate and passed related qualifying assessment

Other Equivalent Qualification

• Any other equivalent qualification recognised by the Malaysian Government or accepted by the Taylor's University Senate.
• Students without a qualification in the related fields or relevant working experience requires to undergo and pass a bridging module.

Any of the condition above would require student's research proposal to be approved.

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Accelerated PhD

Bachelor's degree candidates who are registered for master's degree programmes may apply to convert to the doctoral degree programmes subjected to the following conditions:

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• Any of the condition of the above would require student's research proposal to be approved.
• All information is subject to change. The above entry requirements serve as a guideline. Readers are responsible to verify the information by contacting the university's Admissions Department.

Prior Publication Mode

You will need to fulfill one of the below.

• Obtain a master's degree in the field or related fields accepted by the HEP Senate
• Obtain other qualifications equivalent to a master's degree recognised by the Government of Malaysia

Candidates without a related qualification in the field/s or working experience in the relevant fields must undergo appropriate prerequisite courses determined by the HEP

In addition to the above criteria, those who want to join Doctoral Degree by Retrospective or Prior Publication mode must include the below to the formal application:

• Minimum of 5 publications in alignment with the theme of the specialisation;
• An executive summary of the above publications establishing
• The theme that connects the published works to be submitted (up to 1,000 words);
• Contribution to knowledge in the field of the proposed area of study (up to 1,000 words)
• A list of scholarly published work;
• Curriculum Vitae (CV)

For international candidates, evidence of English Language Proficiency as determined by the intake standards approved by the Senate

A Selection Committee must be established to review the formal application for PhD by Retrospective or Prior Publication and recommend to the Senate to obtain approval.

Criteria for published works

• Published work must encompass high-quality journals, monographs, books, research-based chapters in books, electronic publications which have not been used to obtain other awards or deemed a part of those awards.
• The publications must be published within a period not exceeding ten (10) years from the date of submission.
• For the five (5) nominated publications, the candidate must be the principal author with the contributions of others clearly defined.

Note : All information is subject to change. Readers are responsible for verifying information that pertains to them by contacting the university.

When you've successfully completed this Doctor of Philosophy in Education programme, you could advance to any of these exciting careers in design management and design innovation, including:

• Academic Advisor 
• Curriculum/Learning Designer 
• Department Head
• Educational Consultant 
• Programme Director

How long is the candidature?

The minimum duration of candidature is 6 months and must not exceed 2 years.

What are the criteria for the award of the degree?

The minimum requirement for the award of the degree is to:

• Pass thesis examination and viva-voce/ oral examination.
• Confirmation of meeting minimum candidature period (from the first day of intake commencement to confirmation of satisfactory amendment of thesis/dissertation by examiners).

How will progression tracking be done?

Progression tracking is done by monitoring of research progress periodically through:

• Regular consultation with the supervisors (supervisor-supervisee log);
• Progress report; and Seminars (research seminar, thesis completion seminar).

Dr Jasmine Jain, Programme Director

This programme combines advanced pedagogical theory with hands-on teaching experience. Graduates are well-prepared for impactful careers in education, supported by the programme's expert faculty and comprehensive curriculum.

Embarking on your journey towards a Doctor of Philosohpy in Education represents an exhilarating advancement in your educational and professional career. We are here to guide you through the application process, ensuring it is as seamless and straightforward as possible. To discover more about the procedure and the documents required, please visit our Admissions website for further information.

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Doctor of Philosophy (PhD) in Education

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Shadi Heidarifar, PhD, MA

Assistant Professor in Bioethics

• PhD – Philosophy, University of Florida
• MA – Philosophy, University of Western Ontario
• BA – Philosophy, University of Tehran

Dr. Shadi Heidarifar joined the Roseman University College of Medicine (RUCOM) in the Fall of 2024 as the Assistant Professor in Bioethics in the College of Medicine and a Graduate Faculty in the College of Graduate Studies. She has won multiple awards, grants, and fellowships for her graduate research, including the Association for Academic Women’s Emerging Scholar Award and CLAS Dissertation Fellowship at the University of Florida and the Educating Character Initiative Professional Development Grant at Wake Forest University. She focuses on student-centered learning, promoting intellectual and moral growth. With the Educating Character Initiative Grant, she is developing a non-Western AI ethics curriculum for non-humanities students.

Dr. Heidarifar research focuses on taking a virtue approach to social ontology and epistemology. As an extension of this theoretical framework, she focuses on gendered and ethnoracialized social structures in her empirically informed project, especially in education, healthcare, and technology. Her research is reflected in her upcoming book project, Exceptional Women [tentative title], where she focuses on all-or-nothing attitudes to women’s healthcare, its result, false consciousness as a structural epistemic vice, and how the healthcare professionals’ unique epistemic situatedness can either help overcome false consciousness or further reinforce it depending on the type of education they receive.

Teaching Areas and research interests:

• Feminist Bioethics
• Women’s Healthcare
• Ethics of Technology
• Data Ethics
• Data Feminism
• Virtue Ethics
• Virtue Epistemology
• Character Education
• Feminist Philosophy

Select Peer-Reviewed Publications:

• Heidarifar S. From gender segregation to epistemic segregation: a case study of the school system in Iran. J Philos Educ . 2023;57(4-5):901-922. doi:10.1093/jopedu/qhad068

Last updated: 08/27/2024