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| doctor of philosophy in education: Pedagogics of Liberation Enrique D. Dussel, 2019 Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation - and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel's THE PEDAGOGICS OF LIBERATION: A Latin American Philosophy of Education, the first English translation of Dussel's thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dussel's ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s. Drawing heavily from the ethical philosophy of Emmanuel Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher-student, politician-citizen, doctor-patient, philosopher-nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be lo Mismo. This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. Pedagogics should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel's pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general. ENRIQUE DUSSEL was born in 1934 in the town of La Paz, in the region of Mendoza, Argentina. He first came to Mexico in 1975 as a political exile and is currently a Mexican citizen, Professor in the Department of Philosophy at the Iztapalapa campus of the Universidad Aut�noma Metropolitana (Autonomous Metropolitan University, UAM), and also teaches courses at the Universidad Nacional Aut�noma de M�xico (National Autonomous University of Mexico, UNAM). He has an undergraduate degree in Philosophy (from the Universidad Nacional de Cuyo/National University of Cuyo in Mendoza, Argentina), a Doctorate from the Complutense University of Madrid, a Doctorate in History from the Sorbonne in Paris, and an undergraduate degree in Theology obtained through studies in Paris and M�nster. |
| doctor of philosophy in education: Philosophy of Education' 2006 Ed. Cecilio D. Duka, 2006 |
| doctor of philosophy in education: Education and Schmid's Art of Living Christoph Teschers, 2017-07-14 Instead of simply following the current neoliberal mantra of proclaiming economic growth as the single most important factor for maintaining well-being, Education and Schmid’s Art of Living revisits the idea of an education focused on personal development and the well-being of human beings. Drawing on philosophical ideas concerning the good life and recent research in positive psychology, Teschers argues in favour of shifting the focus in education and schooling towards a beautiful life and an art of living for today's students. Containing a thorough discussion of the ideas of contemporary German philosopher Wilhelm Schmid, this book considers the possible implications of developing a more humanistic and life-centred approach to educational policy, research and practice, showing that Schmid’s concept of Lebenskunst provides a firm philosophical basis for this endeavour. Among others, this book draws on analytical and continental traditions to challenge current views and assumptions in regard to education and the role of schooling for contemporary societies. As a result, Teschers’ work is sure to spark a debate about the direction of educational policy and practice in the 21st century. Education and Schmid’s Art of Living is essential reading for academics and students with an interest in education. Given the importance of such topics as the relationship between education and society, teacher education and how best to structure schools and learning environments, Teschers’ work will appeal to academics and students in a diverse range of fields, including education, philosophy, sociology and psychology. |
| doctor of philosophy in education: Philosophy with Children and Teacher Education Arie Kizel, 2022-11-29 This rich collection of essays offers a broad array of perspectives from prominent international ‘philosophy for/with children’ (P4wC) scholars and practitioners regarding the interface between P4wC and teacher education and training curricula. The book considers the deep and varied points of contact that exist between the pedagogical and philosophical principles of the philosophical community of inquiry and teacher education and training programs. It is designed to help improve education systems worldwide as they seek to shift their attention towards the student, student inter-relations, and student-other relations and foster independent high-order, critical, creative, and caring thinking within democratic, pluralistic societies. It proposes an innovative, creative way of approaching teacher education and training—a central subject in today’s educational world. Offering diverse perspectives on integrating progressive educational philosophy and contemporary pedagogy, Philosophy with Children and Teacher Education is a must-read for all those studying philosophy for/with children and researching in this area. |
| doctor of philosophy in education: General Register University of Michigan, 1951 Announcements for the following year included in some vols. |
| doctor of philosophy in education: Catalogue of the University of Michigan University of Michigan, 1949 Announcements for the following year included in some vols. |
| doctor of philosophy in education: Official Gazette Philippines, 2007 |
| doctor of philosophy in education: The Ethics of Teaching Michael A. Boylan, 2017-05-15 Education is at a crossroads. While bureaucrats and teachers fight over the best way to structure and deliver education to students, much of the friction generated relates to the different conceptions of what education is about in the first place. The crisis in education is therefore of key importance and demands careful attention in order to formulate the best possible response. But before policies can be formulated, there needs to be a clear agreement on what education should be about. To this end, this collection of previously published essays facilitates just such discussion. The anthology is designed to give a snapshot of the seminal work in the philosophy of education and the input of ethical issues upon that work. It provides an authoritative tour of the profession and pivotal issues that confront it, written from a variety of international and critical perspectives. |
| doctor of philosophy in education: Studies of State Departments of Education Alina Marie Lindegren, Edith Anna Lathrop, Frederick James Kelly, Henry Ridgely Evans, Lulu B Anderson, United States. Office of Education, Benjamin William Frazier, John Hamilton McNeely, Ward W Keesecker, Ella Burgess Ratcliffe, 1940 |
| doctor of philosophy in education: Bibliography of Research Studies in Education , 1935 |
| doctor of philosophy in education: University of Michigan Official Publication , 1947 |
| doctor of philosophy in education: Education for the Professions United States. Office of Education, 1955 |
| doctor of philosophy in education: Encyclopedia of Educational Philosophy and Theory Michael A. Peters, 2017-09-18 This encyclopaedia is a dynamic reference and study place for students, teachers, researchers and professionals in the field of education, philosophy and social sciences, offering both short and long entries on topics of theoretical and practical interest in educational theory and philosophy by authoritative world scholars representing the full ambit of education as a rapidly expanding global field of knowledge and expertise. This is an encyclopaedia that is truly global and while focused mainly on the Western tradition is also respectful and representative of other knowledge traditions. It professes to understand the globalization of knowledge. It is unique in the sense that it is based on theoretical orientations and approaches to the main concepts and theories in education, drawing on the range of disciplines in the social sciences. The encyclopaedia privileges the theory of practice, recognizing that education as a discipline and activity is mainly a set of professional practices that inherently involves questions of power and expertise for the transmission, socialization and critical debate of competing norms and values. |
| doctor of philosophy in education: The German Universities Friedrich Paulsen, 1895 |
| doctor of philosophy in education: Educational Systems of Africa Martena Tenney Sasnett, Inez Hopkins Sepmeyer, 1967 Monograph outlining the educational system of each African country - includes information on primary education, secondary education, higher education, vocational training, teacher training, technical education, etc. In respect of examinations, certificates and degrees, curriculum, hours per week for each subject, matriculation requirements, etc. Bibliography pp. 1510 to 1550, maps, references and statistical tables. |
| doctor of philosophy in education: Philosophy of Education in Historical Perspective Adrian M. Dupuis, Robin L. Gordon, 2010-03-23 Education students are continually asked to reflect upon their own philosophy of education and how it relates to their teaching practice. Philosophy of Education in Historical Perspective: Third Edition focuses on major educational philosophies that have had an impact on Western education and helps the reader to make sense of past and current trends and to place them in a historical context. This third edition is updated to correspond with the increasingly swift changes that have been taking place in education. As we move forward into the twenty-first century, it is hard to recall that only twenty years ago, computers were not part of standard classroom equipment. This widely-accessible edition will update the second with another look at postmodernism as it has continued to develop in the past fifty years. |
| doctor of philosophy in education: Philosophy, a School of Freedom Unesco, 2007 Originally published in French as La Philosophie, une Ecole de la Liberte. Enseignement de la philosophie et apprentissage du philosopher : Etat des lieux et regards pour l'avenir. - This study is dedicated to all those who engaged themselves, with vigour and conviction, in the defence of the teaching of philosophy a fertile guarantor of liberty and autonomy. This publication is also dedicated to the young spirits of today, bound to become the active citizens of tomorrow. |
| doctor of philosophy in education: Philosophy of Education , 2018 |
| doctor of philosophy in education: Tragedy, Philosophy, and Political Education in Plato's Laws Ryan Krieger Balot, Professor of Political Science and Classics Ryan K Balot, 2024 Previous scholars and writers have either celebrated the idealism in Plato's Laws or denounced its totalitarianism. Ryan K. Balot, by contrast, refuses to interpret the dialogue as a political blueprint, whether admirable or misguided. Instead, he shows that it constitutes Plato's greatest philosophical investigation of political life. In this transformative re-appraisal, Balot reveals that Plato's goal was to cultivate a tragic attitude toward our political passions, commitments, and aspirations. |
| doctor of philosophy in education: Supplemental Appropriation and Rescission Bill, 1981: Departments of Labor, Health and Human Services, Education, and related agencies United States. Congress. House. Committee on Appropriations, 1981 |
| doctor of philosophy in education: Make Money Teaching Online Danielle Babb, PhD, Jim Mirabella, DBA, 2011-01-06 Did you know you could teach from home and earn a six-figure salary? Thousands of people make a great living teaching online courses from home, and the more classes they teach the more they earn! If you want into this exciting profession, this guide will show you how to get started, find great jobs, and earn more than you thought possible. |
| doctor of philosophy in education: Doctoral Degree Programs in Law Kenneth K. Mwenda, 2021-11-05 This book offers a critical and insightful study of various doctoral programs in law, focusing on the English-speaking world. That the structures of doctoral degree programs in law differ between the United States and much of the Commonwealth are an issue that requires no debate. What is missing in the discourse, however, is a narrative on how these programs are structured and how they compare. This book attempts to fill that gap. A key objective of the study is to provide an international and comparative analysis of the efficacy of the American- and British-styled models of law doctorates. In so doing, it provides a conceptual and theoretical framework for the development of effective doctoral programs in law, contending that the defining characteristic of a doctorate is that it recognizes an independent contribution to the subject rather than the completion of taught coursework, however, advanced. The book goes on to examine the concept of a higher doctorate in law as a possible means of strengthening the concept of a law doctorate in legal academia. This book was written against the backdrop of the recently adopted Global Convention on the Recognition of Qualifications concerning higher education. It was adopted by the UNESCO General Conference in Paris on November 25, 2019, making it the first United Nations treaty on higher education with a global scope. The target audience of the book includes scholars in higher education; scholars in legal education; law school deans and administrators; law professors and students; Ministries of Higher Education in countries around the globe; accrediting agencies for doctoral studies; bar admission and legal education societies; and UNESCO and other international organizations. |
| doctor of philosophy in education: American Universities and Colleges Praeger Publishers, 2010-04-16 For well over a half century, American Universities and Colleges has been the most comprehensive and highly respected directory of four-year institutions of higher education in the United States. A two-volume set that Choice magazine hailed as a most important resource in its November 2006 issue, this revised edition features the most up-to-date statistical data available to guide students in making a smart yet practical decision in choosing the university or college of their dreams. In addition, the set serves as an indispensable reference source for parents, college advisors, educators, and public, academic, and high school librarians. These two volumes provide extensive information on 1,900 institutions of higher education, including all accredited colleges and universities that offer at least the baccalaureate degree. This essential resource offers pertinent, statistical data on such topics as tuition, room and board; admission requirements; financial aid; enrollments; student life; library holdings; accelerated and study abroad programs; departments and teaching staff; buildings and grounds; and degrees conferred. Volume two of the set provides four indexes, including an institutional Index, a subject accreditation index, a levels of degrees offered index, and a tabular index of summary data by state. These helpful indexes allow readers to find information easily and to make comparisons among institutions effectively. Also contained within the text are charts and tables that provide easy access to comparative data on relevant topics. |
| doctor of philosophy in education: Self-Determined Learning Stewart Hase, Chris Kenyon, 2013-09-26 Heutagogy, or self-determined learning, redefines how we understand learning and provides some exciting opportunities for educators. It is a novel approach to educational practice, drawing on familiar concepts such as constructivism, capability, andragogy and complexity theory. Heutagogy is also supported by a substantial and growing body of neuroscience research. Self-Determined Learning explores how heutagogy was derived, and what this approach to learning involves, drawing on recent research and practical applications. The editors draw together contributions from educators and practitioners in different fields, illustrating how the approach can been used and the benefits its use has produced. The subjects discussed include: the nature of learning, heutagogy in the classroom, flexible curriculum, assessment, e-learning, reflective learning, action learning and research, and heutagogy in professional practice settings. |
| doctor of philosophy in education: Second International Handbook of Urban Education William T. Pink, George W. Noblit, 2017-01-06 This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education. Each chapter reflects contemporary cutting-edge issues in urban education as defined by their local context. One important theme that runs throughout this handbook is how urban is defined, and under what conditions the marginalized are served by the schools they attend. Schooling continues to hold a special place both as a means to achieve social mobility and as a mechanism for supporting the economy of nations. This second handbook focuses on factors such as social stratification, segmentation, segregation, racialization, urbanization, class formation and maintenance, and patriarchy. The central concern is to explore how equity plays out for those traditionally marginalized in urban schools in different locations around the globe. Researchers will find an analysis framework that will make the current practice and outcomes of urban education, and their alternatives, more transparent, and in turn this will lead to solutions that can help improve the life-options for students historically underserved by urban schools. |
| doctor of philosophy in education: Handbook of Universities Ashish Kumar, 2006 The Most Authentic Source Of Information On Higher Education In India The Handbook Of Universities, Deemed Universities, Colleges, Private Universities And Prominent Educational & Research Institutions Provides Much Needed Information On Degree And Diploma Awarding Universities And Institutions Of National Importance That Impart General, Technical And Professional Education In India. Although Another Directory Of Similar Nature Is Available In The Market, The Distinct Feature Of The Present Handbook, That Makes It One Of Its Kind, Is That It Also Includes Entries And Details Of The Private Universities Functioning Across The Country.In This Handbook, The Universities Have Been Listed In An Alphabetical Order. This Facilitates Easy Location Of Their Names. In Addition To The Brief History Of These Universities, The Present Handbook Provides The Names Of Their Vice-Chancellor, Professors And Readers As Well As Their Faculties And Departments. It Also Acquaints The Readers With The Various Courses Of Studies Offered By Each University.It Is Hoped That The Handbook In Its Present Form, Will Prove Immensely Helpful To The Aspiring Students In Choosing The Best Educational Institution For Their Career Enhancement. In Addition, It Will Also Prove Very Useful For The Publishers In Mailing Their Publicity Materials. Even The Suppliers Of Equipment And Services Required By These Educational Institutions Will Find It Highly Valuable. |
| doctor of philosophy in education: Transformational Professional Learning Deborah M. Netolicky, 2019-08-09 Emerging from an education world that sees professional learning as a tool to positively shape teaching practice in order to improve student learning, Transformational Professional Learning elucidates professional learning that is transformational for teachers, school leaders, and schools. Written from the unique ‘pracademic’ perspective of an author who is herself a practising teacher, school leader, and researcher, this book articulates the why and the what of professional learning. It acts as a bridge between research and practice by weaving scholarly literature together with the lived experience of the author and with the voices of those working in schools. It covers topics from conferences, coaching, and collaboration, to teacher standards and leadership of professional learning. This book questions the ways in which professional learning is often wielded in educational settings and shows where teachers, school leaders, system leaders, and researchers can best invest their time and resources in order to support and develop the individuals, teams, and cultures in schools. It will be of great interest to teachers, leaders within schools, staff responsible for professional learning in school contexts, professional learning consultants, professional learning providers, and education researchers. |
| doctor of philosophy in education: Real World Psychology Catherine A. Sanderson, Karen R. Huffman, 2019-12-24 Real World Psychology balances comprehensive coverage of the key concepts in introductory psychology with a concise presentation style and engages students with current and interesting research that explores these concepts in real-life contexts. Real World Psychology features the incomparable author team of Karen Huffman (Palomar College) and Catherine Sanderson (Amherst College) who create an outstanding text that is appealing to students and instructors at a wide range of academic institutions. The new edition has been thoroughly updated and features a new focus on Scientific Thinking and Practical Applications underscoring the fact that connecting the principles of psychological science to everyday life is critical to student engagement, and ultimately key to their success – not only in the introductory psychology course, but in whatever their chosen field of study and in everyday life. Students will leave the course with an appreciation of how a basic, yet scientific understanding of human behavior can benefit them in their studies, in their personal lives, and in their professional endeavors. |
| doctor of philosophy in education: Proceedings of the International Conference on Education, Humanities, and Management (ICEHUM 2022) Yaoping Liu, Saichol Chujuarjeen, 2023-04-25 This is an open access book. This event is co-organized by the Institute of Science Innovation and Culture (ISIC) and Research and Development Institute (RDI), Rajamangala University of Technology Krungthep, Thailand. This year’s ICEHUM 2022 was held online and onsite on 26 November 2022. The theme of this conference is “Leading and Being Sustainable in the COVID-19 New Normal“. This conference aspires to bring to light new standards, models, and reference guides that will help humanity rise above the challenges of COVID-19, leading men and women to embrace the new normal, no longer uncertain but living a sustainable existence. |
| doctor of philosophy in education: Encyclopedia of Christian Education George Thomas Kurian, Mark A. Lamport, 2015-05-07 Christianity regards teaching as one of the most foundational and critically sustaining ministries of the Church. As a result, Christian education remains one of the largest and oldest continuously functioning educational systems in the world, comprising both formal day schools and higher education institutions as well as informal church study groups and parachurch ministries in more than 140 countries. In The Encyclopedia of Christian Education, contributors explore the many facets of Christian education in terms of its impact on curriculum, literacy, teacher training, outcomes, and professional standards. This encyclopedia is the first reference work devoted exclusively to chronicling the unique history of Christian education across the globe, illustrating how Christian educators pioneered such educational institutions and reforms as universal literacy, home schooling, Sunday schools, women’s education, graded schools, compulsory education of the deaf and blind, and kindergarten. With an editorial advisory board of more than 30 distinguished scholars and five consulting editors, TheEncyclopedia of Christian Education contains more than 1,200 entries by 400 contributors from 75 countries. These volumes covers a vast range of topics from Christian education: History spanning from the church’s founding through the Middle Ages to the modern day Denominational and institutional profiles Intellectual traditions in Christian education Biblical and theological frameworks, curricula, missions, adolescent and higher education, theological training, and Christian pedagogy Biographies of distinguished Christian educators This work is ideal for scholars of both the history of Christianity and education, as well as researchers and students of contemporary Christianity and modern religious education. |
| doctor of philosophy in education: Comprehensive Dissertation Index , 1984 |
| doctor of philosophy in education: Earned Degrees Conferred by Higher Educational Institutions National Center for Educational Statistics, 1977 |
| doctor of philosophy in education: Graduate Study in Universities and Colleges in the United States Walton Colcord John, 1935 |
| doctor of philosophy in education: 2012-2013 UNCG Graduate School Bulletin , |
| doctor of philosophy in education: Graduate Education James Hartman Blessing, 1961 |
| doctor of philosophy in education: Democracy and Education John Dewey, 2012-04-27 DIVThe distinguished educator and philosopher discusses his revolutionary vision of education, stressing growth, experience, and activity as factors that promote a democratic character in students and lead to the advancement of self and society. /div |
| doctor of philosophy in education: 2015 U.S. Higher Education Faculty Awards, Vol. 2 Faculty Awards, 2022-09-01 Created by professors for professors, the Faculty Awards compendium is the first and only university awards program in the United States based on faculty peer evaluations. The Faculty Awards series recognizes and rewards outstanding faculty members at colleges and universities across the United States. |
| doctor of philosophy in education: School Life , 1933 |
| doctor of philosophy in education: Pisa And Pirls: The Effects Of Culture And School Environment Kay Cheng Soh, 2018-12-31 International comparative studies of student achievement have caught the attention of governments, policy-makers, school leaders and educational researchers globally. They have become benchmarks of education for countries in the world and provide a broad perspective for countries to evaluate their education achievement. However, culture and school environment are two critical factors affecting educational achievement that deserve careful consideration and re-interpretation. This book brings light to these conceptual and methodological issues.The 14 articles in this book deal with various aspects of the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS), including cultural and social environments, principals' roles and views, achievements in Reading, Science, and Mathematics, and the trustworthiness of international comparisons. The articles use PISA and PIRLS data to present new insights and interpretations of international surveys. These insights will help educators, administrators, and policy-makers understand the working mechanisms of their school systems and the relationships between students' achievement and the culture and school environment they are in.This book is a companion volume to the author's earlier publication — PISA: Issues and Effects in Singapore, East Asia, and the World (World Scientific, 2017). |
| doctor of philosophy in education: Emerging Directions in Doctoral Education Patrick Blessinger, Denise Stockley, 2016-03-30 This volume examines how universities and colleges around the world are developing innovative ways to provide doctoral education, including new theories and models of doctoral education and the impact of changes in government and/or accreditation policy on practices in doctoral education. |
Doctor of Philosophy in Education - Harvard Graduate School of …
Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to …
Doctoral Degree Programs - Harvard Graduate School of Education
The Doctor of Philosophy in Education (Ph.D.), offered jointly with the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, provides unrestricted access to faculty and resources …
Doctor of Education Leadership - Harvard Graduate School of …
The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level …
Doctor of Philosophy in Education Faculty
The Faculty of the Ph.D. in education come from the Harvard Graduate School of Education, the Faculty of Arts and Sciences (FAS), Harvard Divinity School (HDS), the Harvard Kennedy …
Homepage | Harvard Graduate School of Education
Doctor of Philosophy in Education Training cutting-edge researchers who work across disciplines, generate knowledge, and translate discoveries into transformative policy and practice. …
Doctoral Programs | Harvard Graduate School of Education
Master’s in Education (Ed.M.) Doctor of Education Leadership (Ed.L.D.) Doctor of Philosophy in Education (Ph.D.)
Doctor of Philosophy in Education Student Directory
Devika Agrawal is a philosopher and anthropologist of education, focusing on the anti-colonial alternative education movement of India that continues to flourish. More specifically, she looks …
Degrees and Programs - Harvard Graduate School of Education
Through a rich suite of courses and co-curricular experiences, a degree from HGSE prepares you to make a difference in education today — at all levels and across all roles. Explore our …
Faculty - Harvard Graduate School of Education
Faculty at the Harvard Graduate School of Education are among the most innovative thinkers in education — with specialties and expertise that uniquely connect across research, policy, and …
Answering the Question: Why the Ed.L.D.? - Harvard Graduate …
May 22, 2012 · Now in its second year, this new degree, the Doctor of Education Leadership, or Ed.L.D., is steeped in practice like a J.D. or M.D. It includes a brand new, innovative …
Doctor of Philosophy in Education - Harvard Graduate School of …
Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to …
Doctoral Degree Programs - Harvard Graduate School of Education
The Doctor of Philosophy in Education (Ph.D.), offered jointly with the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, provides unrestricted access to faculty and resources …
Doctor of Education Leadership - Harvard Graduate School of …
The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level …
Doctor of Philosophy in Education Faculty
The Faculty of the Ph.D. in education come from the Harvard Graduate School of Education, the Faculty of Arts and Sciences (FAS), Harvard Divinity School (HDS), the Harvard Kennedy …
Homepage | Harvard Graduate School of Education
Doctor of Philosophy in Education Training cutting-edge researchers who work across disciplines, generate knowledge, and translate discoveries into transformative policy and practice. …
Doctoral Programs | Harvard Graduate School of Education
Master’s in Education (Ed.M.) Doctor of Education Leadership (Ed.L.D.) Doctor of Philosophy in Education (Ph.D.)
Doctor of Philosophy in Education Student Directory
Devika Agrawal is a philosopher and anthropologist of education, focusing on the anti-colonial alternative education movement of India that continues to flourish. More specifically, she looks …
Degrees and Programs - Harvard Graduate School of Education
Through a rich suite of courses and co-curricular experiences, a degree from HGSE prepares you to make a difference in education today — at all levels and across all roles. Explore our …
Faculty - Harvard Graduate School of Education
Faculty at the Harvard Graduate School of Education are among the most innovative thinkers in education — with specialties and expertise that uniquely connect across research, policy, and …
Answering the Question: Why the Ed.L.D.? - Harvard Graduate …
May 22, 2012 · Now in its second year, this new degree, the Doctor of Education Leadership, or Ed.L.D., is steeped in practice like a J.D. or M.D. It includes a brand new, innovative …
