This guide focuses on the dissertation work as a step-by-step process and details the structure and the content of dissertation chapters. Unique to this edition is its conception of the dissertation in optimistic, realistic, and symbolic terms, which altogether provide theoretical basis and practical advice to students who are beginning their dissertation process. The guide features the personal accounts of doctoral students who have gone through the experience, which makes this edition stand out among other similar books on the market. Dissertation is the work of a laborer, a craftsman, and an artist. Long hours of hard labor with our hands and head go into developing ideas, planning, and implementing research projects such as dissertations. But what ultimately drives our academic pursuits and, therefore makes them successful and enjoyable is inspiration that sets our hearts on fire and makes it impossible not to venture on the journey. The uncharted territories of the dissertation process - life events and happenings - make the path toward the highest academic degree attainment both exciting and challenging. Just like life itself with its unplanned and unpredictable twists and turns, the dissertation journey requires strength of character and an unwavering faith in one's self and in the ultimate value of the pursuit of knowledge. So, why merely survive? Let's enjoy the dissertation journey! The guide is intended primarily for doctoral students pursuing dissertations in social sciences, as well as for faculty who teach doctoral-level research courses and seminars and supervise doctoral dissertations.

What is research and who is a researcher? Why engage in research and what can be its value? How do we come to know what lies beyond our horizons? Paradigms of Research for the 21st Century opens the door for wondering about these and other questions pertaining to the nature and process of educational research. It offers an insightful and detailed account of Western and non-Western philosophical traditions and perspectives on reality, knowledge, and values that have been responsive to past and present developments of educational research in North America. These accounts form a paradigm - a system of inquiry, a model, or a way of knowing. Empirical-analytic, pragmatic, interpretive, critical, poststructuralist, and transcendental paradigms are distinguished as an alternative to a quantitative-qualitative typology of paradigms in educational research. This book can be used for introductory and advanced research methods courses at the master's and doctoral levels.

This guide focuses on the dissertation work as a step-by-step process and details the structure and the content of dissertation chapters. Unique to this edition is its conception of the dissertation in optimistic, realistic, and symbolic terms, which altogether provide theoretical basis and practical advice to students who are beginning their dissertation process. The guide features the personal accounts of doctoral students who have gone through the experience, which makes this edition stand out among other similar books on the market. Dissertation is the work of a laborer, a craftsman, and an artist. Long hours of hard labor with our hands and head go into developing ideas, planning, and implementing research projects such as dissertations. But what ultimately drives our academic pursuits and, therefore makes them successful and enjoyable is inspiration that sets our hearts on fire and makes it impossible not to venture on the journey. The uncharted territories of the dissertation process - life events and happenings - make the path toward the highest academic degree attainment both exciting and challenging. Just like life itself with its unplanned and unpredictable twists and turns, the dissertation journey requires strength of character and an unwavering faith in one's self and in the ultimate value of the pursuit of knowledge. So, why merely survive? Let's enjoy the dissertation journey! The guide is intended primarily for doctoral students pursuing dissertations in social sciences, as well as for faculty who teach doctoral-level research courses and seminars and supervise doctoral dissertations.

What is research and who is a researcher? Why engage in research and what can be its value? How do we come to know what lies beyond our horizons? Paradigms of Research for the 21st Century opens the door for wondering about these and other questions pertaining to the nature and process of educational research. It offers an insightful and detailed account of Western and non-Western philosophical traditions and perspectives on reality, knowledge, and values that have been responsive to past and present developments of educational research in North America. These accounts form a paradigm - a system of inquiry, a model, or a way of knowing. Empirical-analytic, pragmatic, interpretive, critical, poststructuralist, and transcendental paradigms are distinguished as an alternative to a quantitative-qualitative typology of paradigms in educational research. This book can be used for introductory and advanced research methods courses at the master's and doctoral levels.

This research outlines philosophical perspectives on the problems of personal identity with the relevance to adult education. An argumentative discourse revolving around the nature of self includes scientific materialism, traditional metaphysics, and esotericism. An emphasis of this discourse is on the concept of self as subjectivity. A descriptive analysis of the phenomenon of "I" is used to corroborate the existing arguments on the nature of self. These arguments are tested through personal experiences of individual learners-students enrolled in the College of Education at one of the Midwestern American universities. Phenomenological analysis of the data revealed four essential structures of self: "My everyday self," "I am Sorge," "'I' as a transcendental subject," and "I am Unio Mystica." These four structures comprise the model of personal identity. The study demonstrates the existence of direct relations between the ontology of a human subject and teleological concerns in adult education. The way a person/ adult understands herself or himself preconditions a person's perspective on education.

This research focuses on the concepts of female freedom, independence, liberty, and a feminine ideal within Western-European, American, and Ukrainian traditions. The study explores the works of Friedan, Elshtain, Steinem, de Beauvoir, Kobrynska, Kobylianska, and Ukrainka. While Western women-centered thinkers prioritized economic, social, and political issues with regard to woman's position in the public and private realms, Ukrainian female writers, in contrast, drew extensively from their national stories, ancient and modern. Christianity and spiritual ideals had a much stronger influence on Ukrainian writers than political or economic theories. "Feminists despite themselves," these Ukrainian authors embodied the characters that they created in their radical and transformational beliefs and actions. Both traditions share similar concerns with the dilemmas facing contemporary women in their respective societies. Common dangers and costs threaten woman's full liberation under a global market economy where male privilege remains entrenched. Without full participation of women in decision-making processes, democracy for women can be eroded in the West and stifled in Ukraine.