title: Ideal personhood through the ages: Tracing the genealogy of the modern concepts of wellbeing

authors: Joshanloo, Mohsen

subjects: authenticity

abstract: This inquiry traces the recent history of modern conceptualizations of personhood and wellbeing. It explores a general transition from traditional frameworks emphasizing social embeddedness, external obligations, and cosmic meaning to modern views privileging self-determination, authenticity, and self-expression. The inquiry shows that contemporary conceptions of wellbeing have emerged in Western cultures through the gradual accumulation of influences, including the Enlightenment ethos, liberal ideals, romanticism, existentialism, countercultural movements, and modern psychology. The important role of ‘authenticity’ is examined as a central value in contemporary wellbeing discourse, aligning with the modern conception of personhood. It is argued that contemporary perspectives tend to position the ideal of authentic self-fulfillment as an overarching paradigm that integrates self-determination, self-discovery, willful self-authoring, and creative identity expression. It is also argued that the widespread public support of the authentic self-actualization model in the contemporary era is partly due to the success of humanistic and positive psychology. This model’s prevalence is particularly notable in regions where the modern concepts of personhood prevail, i.e., in Western cultures and, to a somewhat lesser extent, within affluent non-Western cultures. By shedding light on the Western origins of modern concepts of wellbeing, this inquiry challenges their assumed universality.

text: Ideal personhood through the ages: Tracing the genealogy of the modern concepts of wellbeing This inquiry traces the recent history of modern conceptualizations of personhood and wellbeing. It explores a general transition from traditional frameworks emphasizing social embeddedness, external obligations, and cosmic meaning to modern views privileging self-determination, authenticity, and self-expression. The inquiry shows that contemporary conceptions of wellbeing have emerged in Western cultures through the gradual accumulation of influences, including the Enlightenment ethos, liberal ideals, romanticism, existentialism, countercultural movements, and modern psychology. The important role of ‘authenticity’ is examined as a central value in contemporary wellbeing discourse, aligning with the modern conception of personhood. It is argued that contemporary perspectives tend to position the ideal of authentic self-fulfillment as an overarching paradigm that integrates self-determination, self-discovery, willful self-authoring, and creative identity expression. It is also argued that the widespread public support of the authentic self-actualization model in the contemporary era is partly due to the success of humanistic and positive psychology. This model’s prevalence is particularly notable in regions where the modern concepts of personhood prevail, i.e., in Western cultures and, to a somewhat lesser extent, within affluent non-Western cultures. By shedding light on the Western origins of modern concepts of wellbeing, this inquiry challenges their assumed universality.

year: 2024

title: Laptops for teachers: An evaluation of the TELA scheme in schools (Years 1 to 3)

authors: Cowie, Bronwen

subjects: Laptop for Teachers Scheme

abstract: The purpose of this evaluation is to investigate the impacts of the Laptops for Teachers Scheme: TELA (referred to from here as the TELA scheme) on teachers’ work over a period of three years (2006, 2007, 2008) and to record emerging changes in laptop use.  This evaluation report presents findings from the three annual cycles of national focus groups and questionnaires with Years 1 to 3 teachers in New  Zealand primary schools.
In this evaluation, two methods of data collection were used: first, three focus groups were held with teachers in face-to-face meetings and second, a questionnaire was sent to teachers in a range of schools. The focus groups allowed teachers to talk about changes in their use of the laptop over the three years. Focus groups were held in the Taranaki, Wellington and Marlborough areas. The questionnaire asked teachers about various aspects of their laptops experience, including school support for laptops, professional development, their use of laptops at home and in school, and their goals for future use. In this final report, questionnaire results are presented together with the results from the focus groups held over three years.

text: Laptops for teachers: An evaluation of the TELA scheme in schools (Years 1 to 3) The purpose of this evaluation is to investigate the impacts of the Laptops for Teachers Scheme: TELA (referred to from here as the TELA scheme) on teachers’ work over a period of three years (2006, 2007, 2008) and to record emerging changes in laptop use.  This evaluation report presents findings from the three annual cycles of national focus groups and questionnaires with Years 1 to 3 teachers in New  Zealand primary schools.
In this evaluation, two methods of data collection were used: first, three focus groups were held with teachers in face-to-face meetings and second, a questionnaire was sent to teachers in a range of schools. The focus groups allowed teachers to talk about changes in their use of the laptop over the three years. Focus groups were held in the Taranaki, Wellington and Marlborough areas. The questionnaire asked teachers about various aspects of their laptops experience, including school support for laptops, professional development, their use of laptops at home and in school, and their goals for future use. In this final report, questionnaire results are presented together with the results from the focus groups held over three years.

year: 2010

title: Ko au te whenua, te whenua ko au  – I am the land, the land is me: An autoethnographic investigation of a secondary school teacher’s experience seeking to enrich learning in outdoor  education for Māori students.

authors: Townsend, Jane Emma

subjects: place-responsive

abstract: This thesis is my story as an outdoor educator, as a researcher, and a co-participant reflecting on my own actions and experiences as well as those of my students. In this autoethnography I share my revelations and tensions in my role as an outdoor education teacher seeking to enrich the experiences of Māori students.  Māori culture and history have largely been ignored in the outdoor education classrooms and environments of Aotearoa New Zealand. After teaching the subject for ten years I didn’t perceive that I was perpetuating the same invisibility in my own outdoor education course. Over this time a number of questions that had fermented at the back of my mind came to the fore; ‘why are so few Māori students opting to take outdoor education as a senior secondary school subject?’ and ‘how can I make the subject of outdoor education more desirable and appealing to Māori?’ A place-responsive approach incorporates and values traditional ways of learning through the notion of place and the stories attached to them. The cultural context of learning about and through place has the potential to provide learning opportunities that are relevant and meaningful to all learners but particularly Māori. Place-responsive pedagogies allow outdoor educators to create an environment where language, knowledge, culture and values are normal, valid and legitimate – contexts where Māori students can be themselves. Through this research I have found that the implementation of a place responsive approach has had significant implications for Year twelve outdoor education at Mount Maunganui College. The improvement in Māori student achievement and numbers selecting the subject have  been affirming.

Ko au te whenua, te whenua ko au – I am the land, the land is me

text: Ko au te whenua, te whenua ko au  – I am the land, the land is me: An autoethnographic investigation of a secondary school teacher’s experience seeking to enrich learning in outdoor  education for Māori students. This thesis is my story as an outdoor educator, as a researcher, and a co-participant reflecting on my own actions and experiences as well as those of my students. In this autoethnography I share my revelations and tensions in my role as an outdoor education teacher seeking to enrich the experiences of Māori students.  Māori culture and history have largely been ignored in the outdoor education classrooms and environments of Aotearoa New Zealand. After teaching the subject for ten years I didn’t perceive that I was perpetuating the same invisibility in my own outdoor education course. Over this time a number of questions that had fermented at the back of my mind came to the fore; ‘why are so few Māori students opting to take outdoor education as a senior secondary school subject?’ and ‘how can I make the subject of outdoor education more desirable and appealing to Māori?’ A place-responsive approach incorporates and values traditional ways of learning through the notion of place and the stories attached to them. The cultural context of learning about and through place has the potential to provide learning opportunities that are relevant and meaningful to all learners but particularly Māori. Place-responsive pedagogies allow outdoor educators to create an environment where language, knowledge, culture and values are normal, valid and legitimate – contexts where Māori students can be themselves. Through this research I have found that the implementation of a place responsive approach has had significant implications for Year twelve outdoor education at Mount Maunganui College. The improvement in Māori student achievement and numbers selecting the subject have  been affirming.

Ko au te whenua, te whenua ko au – I am the land, the land is me

year: 2014