ERIC Number: ED108815
Record Type: Non-Journal
Publication Date: 1973-May
Reference Count: N/A
From Existence to Essence: A Conceptual Model for an Appalachian Studies Curriculum.
Best, Billy F.
Comprised of 4 chapters, this dissertation explores the existential premise "existence precedes essence" as applicable to development of a conceptual model for an Appalachian studies curriculum. Entitled "Personal Considerations: Pedagogy of a Hillbilly", the 1st chapter details the conflicts between the Appalachian institution of the extended family and that of the public schools. Chapter 2 reviews and comments upon the differing interpretations of Appalachian history and culture. Divided into 5 components, the 3rd chapter presents the following philosophical considerations: (1) existence as a self (conception as the beginning of existence); (2) the self as formed and structured through interaction with institutions, individuals, and systems; (3) the self discovers itself (theological, psychological, and philosophical aspects of self discovery/rebirth); (4) the self defines itself (free will); and (5) the self transcends itself (conscious acts within a cultural setting of the self defining individual). Dealing with the practicalities of applying the "From Existence to Essence" model to ethnic groups in general and Appalachians in particular, Chapter 4 is divided into the following 3 components: (1) institutional reform; (2) recall (suggestions for helping those victimized by miseducation); and (3) curriculum reform. (Author/JC)
Descriptors: Conceptual Schemes, Cultural Awareness, Curriculum Development, Doctoral Dissertations, Educational Philosophy, Educational Responsibility, Elementary Secondary Education, Ethnic Groups, Existentialism, Institutional Role, Interaction, Models, Personality Development, Philosophy, Rural Areas, Self Actualization, Self Concept
Inter-Library Loan from University of West Virginia
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A