Date of Award
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
Bruce Uhrmacher, Ph.D.
Ikeda, Philosophically inspired schools, School authenticity, Soka, Steiner, Waldorf
This study explores school authenticity (SA) by conducting research at three philosophically inspired schools. The study investigates consciousness to identity, integrity to that identity, and ascertains characteristics of authenticity across settings through an investigation of the school's congruence between the philosophy and the school ecology. Two frameworks are utilized to explore school congruence. The first framework addresses establishment of identity--the school's attention to and congruence between the philosophy and their identified core educational principles. The second investigates integrity by exploring adherence to identity--in other words, the school's attention to and congruence between educational principles and the school ecology. I explore SA through observation, interviews, and document review, utilizing educational connoisseurship and criticism as the qualitative method.
Copyright is held by the author. User is responsible for all copyright compliance.
Received from ProQuest
Reiser, Melanie, "Living Divided No More: An Exploration of Authenticity in Philosophically Inspired Schools" (2016). Electronic Theses and Dissertations. 1109.
Education, Educational Philosophy