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Page, Ralph C. Pilcher, Sally Hartzell 2011-05-07T13:35:17Z 2011-05-07T13:35:17Z 10000-01-01 1994 On the one hand, this paper is an exploration of the suitability of John Dewey's theories for critiquing educational reform, particularly the component of teacher empowerment. At another level, the paper tells the story of empowerment reform in the United States, primarily through Dewey's lens, to better understand the perspectives of national reformers, administrative theorists, and union leaders, individuals often thought to represent discursive poles. Through an ends/means analysis, the paper identifies legitimating principles in the teacher empowerment discourse and focuses upon what counts and what should count as moral discourse, aims, and action. The paper argues that Dewey's epistemologies of moral democratic action and reasoned inquiry reveal major flaws and omissions in the diverse reform perspectives which have prevented reformers from realizing their legitimating aims with any kind of substantial progress or efficacy, not to mention aims which sincerely call for the equality and betterment of all citizens. In the end, the paper proposes a conceptual framework through Dewey's theoretical lens which not only expands empowerment rhetoric to include, along with teachers, community members, parents, administrators, and students, but which also argues the necessity of such an expanded discourse to discover tolerance for difference, universalizing ethics, and moral aims, capable of rationally problematizing and resolving the educational and social conflicts of its participants. Made available in DSpace on 2011-05-07T13:35:17Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9503297.pdf: 8594942 bytes, checksum: ed177a904aceb3d220acc0229c3b5abf (MD5) Previous issue date: 1994 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:56:38Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:26:30-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission ETDs are only available to UIUC Users without author permission U of I Only AAI9503297 (UMI)AAI9503297 http://hdl.handle.net/2142/22294 eng Copyright 1994 Pilcher, Sally Hartzell Education, Philosophy of The ends and means of empowerment and John Dewey: Examining the possibilities and consequences of a liberatory rhetoric text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.