Philosophy

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Explorations in the Preparation of Pre Service Efl Teachers: A Learning Centred Approach
(Addis Ababa University, 1993-05) Banteyerga, Hailom; Norrish, Johnson (PhD); Hicks, R.B. (PhD)
A learning centred approach to the training of EFL teachers at pre service level was tested for appropriateness and efficiency in bringing about desirable attitudinal and behavioural changes. A general framework was reconstructed to reflect the development of knowledge of teaching constituting background knowledge. existing practices of teaching and exploring new practices of teaching. A cross sectional survey study was made covering a population of 38 respondents of four categories: trainees who followed the revised syllabus of the ILS. trainees who followed the old syllabus of the ILS. university lecturers teaching English and school teachers teaching English. The purposes of this study were (i) to get a reasonable picture of the status quo and (U) to pilot the efficiency and precision of the questionnaire designed to collect data. The questionnaire included items that reflect teachers' perceptions of effective teaching. attitudes to the profession and perceptions of classroom communication in terms of Fanselow's categories. Data collected was treated by using the variability test and Means of preferences were computed to see value attachments. The cross sectional study suggested that teacher variability in the preferences of language teaching practices and their underlying principles is determined by lack of practical experience. Teachers' perceptions showed statistically significant agreement in those practices and principles that reflect their teaching (for the practitioners) and classroom learning (for the trainees) experiences. The Means computed to show value attachments. however. suggested the existence of favourable intentions in teachers to be competent in their professional practices. Thus. a teacher training methodology focusing on practice and reflection was reconstructed to promote the development of knowledge of teaching in trainees. The effect of the methodology was tested by conducting an experiment for four months with eleven trainees of EFL of the ILS. Statistical data was collected using the core questionnaire at pre and post project. Qualitative data was collected using diaries. video recordings of teaching practices and project evaluations made by participants. The variability and sign tests were used to treat statistical data. Descriptions of qualitative data were made for reflection on the process. The effect of reflective practical experience on reducing variability by helping trainees to get access to the knowledge base of teaching is supported. The longitudinal study suggested that (i) as teachers' teaching repertoire increases. their shared perceptions of practices and principles of promoting effective teaching increase; (ii) as teachers' understanding of themselves and their practices increase their abilities to optimise the interaction of classroom variables increase and (iii) as a corollary effective teaching is neither teacher nor learner centred. but a process realised when a teacher is able to bring himself/herself. the students and the teaching aids in use into optimum interaction. In the longitudinal study reflections made by trainees and observations made during the four months suggested that if teachers are helped to discover themselves and understand their practices. they can tackle classroom problems such as class size. poor motivation of students. poor materials and the like. In order to help trainees to get in control of their capacities. the training methodology has to consider trainees' background knowledge as a starting point.Trainees come to the training programme with established beliefs, values and expectations. Reflection on these topics prepares them to accommodate new modes of thinking. A descriptive and participatory approach is observed to be an appropriate technique to break defensive barriers and to create a social climate of trust among trainees themselves on the one hand, between the trainer and trainees. on the other. The longitudinal study suggested that as trainees continue to develop self confidence, they also embark on exploring and experimenting with new techniques and practices to increase their teaching repertoire. The management of the process is critical and the role of the teacher trainer is decisive. The exploratory stage marks a significant behavioural and attitudinal change towards becoming a professional teacher. The process of learning to teach and teaching to learn is enhanced. Thus. it is called A Learning Centred Approach. Since this is also an exploratory study, the validity of observations made and statistical measurements used has to be confirmed by colleagues interested in second language teacher education. It is hoped that issues raised throughout this work will provoke thought, inquiry. and future research.
The Implications of Decentralization for Educational Planning in A Transition From A Centralized to a Federal State: The Case of Ethiopia
(Addis Ababa University, 1999) Negash, Tadesse(PhD); Weidman, John C. (PhD)
The Current Decentralization Process in Ethiopia the Case of Oromia Region
(AAU, 2001-05) Belay, Hailu; Spread, Patrick(PhD)
Decentralization is believed to improve development activities by allowing lower levels of government bodies and the people at large to participate in development planning and implementation. Of course, such participatory development through decentralization can be realized if important preconditions such as political commitment, availability of and access to resources, capacity of implementing agencies and the like are adequately met. The on-going decentralization process in Ethiopia has introduced a major change in the political, economic and social systems of the country. The new decentralization process, effected since 1991 , is organized under federal form of government whereby the country has been divided into nine regional governments and one city administration under the umbrella of the Federal Government. The regions are delimited mainly based on historical, linguistic and ethnic considerations. This study is aimed at investigating the process of decentralization in the country. It is conducted mainly on a case study technique where one region, Oromia Region, is randomly selected from among the regions in the country. The research provides a brief description of the conceptual framework of decentralization, then the data collected and its analysis. Finally it presents conclusions arrived at. Both quantitative and qualitative data collection methods were used. Interviews were conducted with 25 key informants-individuals assumed to have particular knowledge on the issue of decentralization. Group discussions and survey questionnaires with 14 participants were also included in the research. Oromia Region is the largest of all in terms of territorial size and population. It has a relatively strong institutional and manpower situation as compared to other regions. However, close scrutiny of regional activities reveals that there is a lot to be done. Although authority and powers seem to be decentralized, the extent of decentralization below regional levels, to the zonal, woreda and kebele levels is limited. Moreover, the decentralization process in the Oromia region is challenged by many problems such as low revenue basis, very low administrative and manpower capacity and poor inter-organizational arrangements and relationships. There is a large vertical imbalance between the revenue raising powers and expenditure responsibilities of the Oromia Region. Therefore, every year, more than 70 percent of the budget of the region is granted by the Federal Government in the form of unconditional subsidy. This means that in Ethiopia, expenditure responsibilities have tended to be centralized in favor of the Federal Government.
Electrochemical and Optical Studies of Electronically Conducting Polymers for Use in Electronic Devices
(Addis Ababa University, 2006-05) Admassie, Shimelis; Solomon, Theodros (PhD); Yohannes, Teketel (PhD)
The electrochemical and optical properties of a series of low band gap alternating polyfluorene copolymers and polythiophene derivatives with quinoxaline units were characterized optically and electrochemically for use in polymer solar cells. The polymers have band gaps ranging from 2.1-0.8 eV. A structure-property correlation, which sheds light on the design of efficient devices, was observed. Oxadiazole-containing polymers were also optically and electrochemically characterized for polymer/polymer blend devices. Most of the polymers gave good electrochemical reversible reduction behavior with very high ionization potential (> 6.1 eV) and very high electron affinities (3.5-3.6 eV). A series of alkoxyphenyl-substituted fluorene units together with different amounts of a hole-transporting triphenylamine-substituted fluorene units designed for light-emitting devices were characterized. All polymers show high photoluminescence efficiency and light emission in the blue spectral region. Electrochemical studies shows more pronounced reversible behaviour and hence, improved holetransport, as the ratio of the hole-transporting unit is increased. The electroluminescence quantum efficiencies of the devices increase six times going from P10 to P11. Compared with P11, polymers P12 and P13 show lower efficiencies in devices. These findings indicate the presence of an optimal polymer composition, where balance between the charge-carrier mobilities has been reached. Anthrancene and benzothiadiazole containing polyfluorene copolymers (P14-P16) were also characterized. Polymers P15 and P16 show high photoluminescence efficiency while polymer P15 does not show any significant light emission up to 8.0 V. The results also show the need for balance of electron and hole injection and transport in polymer light emitting diodes. The photovoltaic properties of devices made using a highly conducting polymer electrode, from vapor-phase polymerized poly(3,4-ethylenedioxy)thiophene (VPP PEDOT) on glass substrate as an anode and a polyfluorene copolymer, APFO-3, mixed with PCBM as the active layer. The device performance was compared with that of devices made with PEDOT-PSS on glass substrates. The device performance of solar cells constructed from the VPP PEDOT made on a flexible and transparent substrate as a cathode material and ITO/ PEDOT:PSS films supported on glass substrates as anode were characterized. The devices have shown good electrical and optical responses. The electrochromic polymer PEDOT-PSS spin coated on ITO/glass was patterned with soft lithographic method in order to diffract the incident light, and thereby modify absorption of light by the film to improve the electrochromic efficiency of the polymer. The absorbance peak at around 610 nm was found to be much higher in the patterned PEDOT-PSS film than the one observed in the unpatterned film. Values of coloration efficiencies varying from 107 to 174 cm2/C were obtained for three different unpatterned PEDOT-PSS films, where as for three different patterned PEDOT-PSS films higher values ranging from 204 to 371 cm2/C were found. These increased values of the electrochromic efficiencies are attributed to diffraction. The electrochromic behaviours of some polythiophenes were also investigated in bilayer system. The solvatochromic and thermochromic behaviors of phenyl-substituted polythiophenes were studied. The pristine polymers, upon dissolution in chloroform, exhibited blueshifted absorption. The solid films of the polymers showed significant blue-shifted as well as red-shifted absorptions when heated. While the addition of methanol to the chloroform solutions of the polymers caused dramatic chromic changes and development of red-shifted spectra for many of the polymers investigated, the symmetrically phenyl-substituted and sterically hindered polymer (polymer P1) does not show significant changes. These chromic behaviors have been examined in terms of substituent effects and attempt has been made to explain these effects by calculating the energy barrier for rotation to a planar structure using the HF SCF method and 3-21G* basis set
The 15th Century Hayq Tradition of the Pauline Epistles, A Philological Analysis
(Addis Ababa University, 2007-10) Demissie, Yosef; Marrassini, Paulo(Professor)
This thesis concerns the study of the 15th c. Hayq’s manuscript of St. Paul Epistles. The manuscript consists of the 14 Epistles. Among these, the Epistle of Romans is selected. The reason why this manuscript is selected is that it has not been studied and edited and there is no published work or thesis on it. The focus of the study is on the latter corrections and emendations of the ms. The researcher believes that this ms, apart from its antiquity, has very rich value for the study of New Testament Philology; and also, may be used as material for the critical edition of Romans. The method used for the study is a philological analysis along with a comparative method. The two texts, which are taken for comparison are the edition work of Tedros Abraha and the modern published text. All verses of the texts were translated literally and were compared for their similarities and differences with critical observations. Regarding similarities, the entire chapters of Romans of the three texts deal with similar concepts. Concerning their differences, the ms of Hayq has sometimes independent characteristics, which were added by the first copyist. The latter corrections took place by the second copyist on the basis of these new readings. The corrections are made through the whole folios of the ms in different ways; but they have problems with meaning and grammar. The model, which is taken for the corrections, is the printed text or the ms that has similar readings with the printed text. The family and group of the ms are identified in the 14 mss edition of Tedros Abraha. The general assessment of the corrections shows that the new readings appeared with the first copyist and the second copyist recognized that these new readings are different from the common readings, which are accepted by the Church. So, he carried out the corrections, but he spoiled these valuable and precious manuscripts
Post-Colonialism and Mainstream Anglophone African Novel [ca.1970-2000]: A Comparative Approch
(Addis Ababa University, 2008-06) Mengistu, Melakneh; Kifle, Yimer(PhD)
The production, mediation and critical reception of Modem African Literature was bound with the Eurocentric framework until the emergence of the post-colonial theory which fully crystallized in the 1980s. Since the appearance of The Empire Writes Back (1989) which ushered in a typological revision of critical theory, however, dogmatic universalism has been subverted in a bid for paradigm shift from a monolithic critical theory to polyphonic canons. All the more, the Orientalists' defiance of the Eurocentric standard of literatures has triggered introspective indigenous authors to reclaim their history, language and culture. Bearing such assumption in mind, this study was designed to determine tne post-colonial trajectories as reflected in mainstream Anglophone African novel (ca. 1970 -2000). Structurally, the study is organized into four parts and eight chapters. In the Preliminary chapters (1-3), an attempt has been made to shed light on the matrices of and the major issues in the study of Modem African Literature together with the theoretical framework. The Second Part, where the bulk of the work is concentrated, deals with a contrapuntal reading of selected East, West and southern African post-colonial novels in that order under three independent chapters (4-6). The post-colonial obsessions such as tyranny, exile, resistance and representation, endemic xenophobia, underdevelopment, economic dependency, rampant corruption dominance of patriarchal ideology, ordeals of the intellectual and sycophancy of the clergy have been captured vividly in the novels cited. These malpractices are coupled with other variations of oppression like the race-class metamorphosis, militarism, political atrophy and neo-colonialist patronage prevalent in the referent countries. The contemporary works reflect the spirit of the generation of 'angry young men' who are critical of the status quo and determined to put the record straight as aggressively as possible. The perpetuation of such an anomalous phenomenon is primarily attributed to internal colonization, the ineptitude of African demagogues and mass/intellectual resignation rather than British colonialism per se. In spite of the gloom, however, the cosmic vision of these novelists is one of optimism that heralds the probability of a conditional change for the better, however, late. The Third Part (Chapter Seven) dwells upon a comparative analysis of these novels with a view to determining their thematic convergence and stylistic parallelism which traverse nations and regions across mainstream Anglophone Africa. The comparative approach, thus, reveals that all the novels in question except Disgrace (1999) invariably partake thematic and stylistic intertextuality as an expression of political resistance and cultural renaissance. While the subject matter of Anglophone African Literature has commanded unanimity, the question of decolorising its medium of expression still engenders emotive debates between the adherents of appropriation and abrogation of English. After all, the dominance of English-some times described chauvinistically as-The Chosen TongueMoore (1969), has already impacted upon the African cultural productions. Consequently Anglophone African novelists who grapple with the language politics have ventured to decenter RS-EngJish in favor of 'english' which involves editorial intrusions and deviations from the normative usage. Thus, one of the most outstanding achievements of the Post-colonial dialogue with or an act of writing back to the Imperial Center (Britain) is the empowerment of an alternative textual strategy without recourse to the traditional prescriptive rules. The Fourth Part, which draws upon its antecedents and recapitulates the findings of the study, is followed by its implications for post-colonial African writers, curriculum designers and Eurocentric literary critics. The major implications underpin the maintenance of Aristotle's "Golden Mean" and avoidance of extremes, which is believed to be compatible with the age ofmulti-culturalism and globalisation. Thus, the third generation of Anglophone African novelists (ca. 1970 - 2000) has evolved an eclectic approach to the criticism of Modern African Literature in order to accommodate its peculiarities such as thematic 'parochialism' and cultural hybridity due to the accidents of history
Economic Burden of Schizophrenia and Bipolar Disorders in Ethiopia
(Addis Ababa University, 2008-07-22) Zergaw, Ababi; Hailemariam, Damen(PhD)
In Ethiopia, economic burden of schizophrenia and bipolar disorders was a virgin area of research untapped for the last many decades. On the other hand sporadic epidemiological studies indicate that mental health problems are major public health concern in the country. However, despite high magnitude of the problems, the extent and the longitudinal time change of family and caregiver burden due to schizophrenia and bipolar disorders is unknown. Therefore, this dissertation has tried to give answers to the following research questions: What is the extent of economic burden of schizophrenia and bipolar disorders in Ethiopia? How does burden change overtime in families of patients with schizophrenia and bipolar disorders? Are families with a member with schizophrenia and bipolar disorder face different disease burden compared to families with physical disorders? To answer these research questions one year longitudinal prospective study with economic and family caregiver burden measurements on families of 249 schizophrenia, 190 bipolar, 55 diabetes, hypertension and asthma patients and 659 families who are with other sickness in the community was carried out. Population average generalized estimating equation and time series generalized least squares analyses were used to estimate the extent and the change over time of burden in the families of patients with schizophrenia and bipolar disorders.Using the prevalence based and the human capital approach, economic burden estimations at societal level were also made. As a result in the analysis of six waves of data, families of patients with schizophrenia were found to experience persistent burden for about eighty-three percent of the year. The change in family burden due to time was statistically significant with a mean family burden score of 3.10 (z = -20.86, P>|z|= 0.001). In terms of caregiver characteristics, female caregivers, caregivers in farming occupation, whose monthly living expenses were very little, who had paid more out-ofpocket for mental health services, who were angry at the patient, who were worried about the patient, who were over involved in controlling the patient, and who had lost more days of work were found to be more burdened. Overall in 2005, the total burden of schizophrenia to families in Ethiopia ranged approximately between $2.12 million to $9.97 million. As observed in families of patients with schizophrenia, in a comparative analysis, bipolar patient family caregivers were also found to be more burdened for about 8 to 10 months of the year than family caregivers of patients with diabetes, hypertension and asthma and sick controls in the community. The average difference in family caregiver burden score between bipolar and diabetes, hypertension and asthma patient family caregivers was 4.36 (z = -8.75, P>|z|= 0.001); while the difference due to time between the two groups was 3.42 (z= -4.27, P>|z|= 0.001). Similarly, the average difference in family caregiver burden score between family caregivers of bipolar patient and sick controls in the community was 3.7 (z= -4.88, P>|z| 0.001). In terms of longitudinal caregiver burden difference, bipolar patients family caregivers were found to be more burdened than family caregivers of sick controls in the community with a burden score difference of 2.97 (z= -5.17, P>|z|= 0.001). Over the year, patients with bipolar disorder lost a mean of 93.52 cumulative days of work. Consequently, in the year 2005, bipolar disorder patents living in a community under clinical follow-up lost 112.8 million days of work. In sum the total economic burden of schizophrenia and bipolar disorders in Ethiopia ranged approximately $378.62 to $469.47 million. Out of this total economic burden the direct cost was found to be 1.25 percent to 3.66 percent of the country’s public health expenditure in the year 2005. This amount of burden is very huge for poor countries like Ethiopia. It is a hidden economic loss. Generally the figure shows that the country’s health care system should try to reduce the high level of hidden sufferings of families and caregivers so as to keep the level of burden low. Future studies need to focus more on how to devise feasible intervention strategies to lessen economic and family burden due to schizophrenia and bipolar disorders Key words: schizophrenia; bipolar disorder; caregiver burden; family burden; economic burden; panel data; population average generalized estimating equation; time-series generalized least squares, Ethiopia
Examination of the Levels and Determinant Factors of Fertility and Contraceptive use in Northwest Ethiopia: With Special Reference to the Application of the Bongaarts’ Model
(Addis Ababa University, 2009-02) Degu, Getu; Worku, Alemayehu(PhD)
Background: Nearly two million people are added to the population of Ethiopia each year. It is the second most populous country in Africa (next to Nigeria) and usually quoted as one of the demographic giants on the African continent. It has now become clear that uncontrolled fertility has adversely influenced the socio-economic, demographic and environmental situations of Ethiopia. Rapid population growth has hampered its development making the eradication of extreme poverty and hunger difficult. The country has experienced many man made and natural disasters. This undesirable situation is further aggravated by rapid population growth. In spite of the rapid population growth in Ethiopia in General and in the Amhara region (especially in the two Gondar Zones) in particular the contraceptive prevalence rates are reported to be low. Objectives: A number of distinct objectives that addressed several issues which ultimately led to the examination of fertility and the use of family planning methods were employed. Efforts were made to estimate the fertility rates and quantify the contribution of each of the proximate determinants of fertility that bring fertility below its biological maximum in North and South Gondar Zones of Northwest Ethiopia. It was also aimed at identifying the factors influencing fertility and investigating the perception of the study subjects towards rapid population growth. Moreover, efforts were made to closely explore the current practices and future intentions of the study subjects towards contraception. Methods: The study had two components. The first one was a quantitative study which involved 3512 women aged 15 to 49 years. The second component was a qualitative study which consisted of five focus group discussions and ten key informant interviews
Kuhnian Model of Scientific Revolutions: Applicability in Critical Social Theory
(Addis Ababa University, 2010) Gebremariam, Sirak
The conceptions of paradigms and paradigm shifts are central to Kuhn’s thesis in the structure of scientific revolutions. Thomas Kuhn discusses intensively these ideas in his book, The Structure of Scientific Revolutions. Putting these ideas as overarching principles, he talks about the situation where the world changes for scientists when paradigms change. Kuhn says at times of revolutions or paradigm changes, scientists see new and different things when looking with familiar instruments in places they have looked before. These brought into social context, a newer form of understanding in critical social theories can be adapted
Jurgen Habermas: Modernity as processes of Rationalization
(Addis Ababa University, 2010-06) Yassab, Animut; Smith, Daniel (PhD)
The Metaphors of Emotion in English and Amharic: Taking off from the runway of the Sapir-Whorf Hypothesis
(Addis Ababa University, 2010-06) Taddese, Takkele; Kembo Sure, Edward(PhD)
The core subject of this thesis is The Sapir-Whorf Hypothesis. The main focus of the problem is that the Hypothesis overlooks the fact that language is the product of the cognitive power and that different languages externalize the product of that cognitive power through their native languages. It further overlooks the fact that language is manipulable. This study is therefore directed at showing the supremacy of the mind over language, and that language reflects thought and cannot be understood as influencing thought. Moreover. the Hypothesis upholds the view that some languages can be inferior to others in the expression of concepts expressible in certain other languages. This view may also be unacceptable. My own main argument of the thesis also rests on the theory that thought, which emanates from the power of the cognitive faculty, precedes the creation of language. Language is thus shown to be the embodiment of thought. To help me verify that language is the embodiment of thought, I was able to come by new terms such as Fomits (phonetic matters), and Semits (sememic matters). I believe that these are the core constituents of Language. It is pointed out further that, when compared with de Saussur's linguistic Sign, the Signifier, and the Signified (de Saussure, 1966 pp. 11 f, 65f. lllf) the use of Fomits and Semits can demystify the essence of language. Since this idea mainly focuses on the relationship between language and thought, the views of other scholars are brought in to get a much wider conception of this relationship and this is treated extensively in the background. The comparative method is then used to show that any given language may not be inferior to any other and that it may not also influence thought. The metaphors of emotion of Amharic and English are used for the purpose of the comparison. The data of the English metaphors, as well as the theory of metaphor, are taken from K6vecses (2000, 2004). The Amharic data is collected by Alo Mulusew Asrate. He is not only a native speaker of Amharic but has also a lot of experience in teaching it at the Elementary, High School, and the University levels. The reliability of the data was tested on native speakers of some faculty members of the University . . Supported by literature review, my own New Hypothesis, which is made to replace the Sapir-Whorf Hypothesis, and based on my theoretical framework, the metaphors of English and Amharic are compared to prove that even the weak version or the Sapir-Wharf Hypothesis is wrong. The thesis thus shows that what is universally possessed by humans is the knowledge of associating Semits with Fomits to represent concrete and abstract referents. As shown in the body of the thesis, what Semits are associated with what Fomits are freely determined by the cognitive faculties of different native speakers. So, Fomits vary from language to language. Based on this, a conclusion is then made showing that the experiences, natural and social environments, frames of reference and the powers of cognition of the native speakers of different languages determine what Semits are encapsulated into what Fomits and that language-the Semil- encapsulated-Fomitdoes not influence thougbt. Key words The Sapir-Wholj Hypothesis, the Fon-native Process, the Manipulative Process, Fomits, Semits, the New Hypothesis, metaphors and rnetonymies of emotion
The Critique of Modernity in Post-colonial African Situation
(Addis Ababa University, 2010-06) Kenenisa, Fikadu; Gutema, Bekele (PhD)
A Critical Inquiry into the Sartrean Ontology of the Look as a Source of Inter-subjective Conflicts
(Addis Ababa University, 2010-06) Bekele, Hannibal; Sartre, J. P. (PhD)
Action Research Practices in Teaching English as aForeign Language in Ethiopian Universities: Implications for Quality Language Teaching
(Addis Ababa University, 2010-07) Jebessa, Firdissa; Kebede, Seime (PhD); Bogale, Berhaltu(PhD)
This study intended to investigate the extent to which EFL teachers in Ethiopian public universities know and practice act jon research to bring change and betterment of their practices and the quality of student learning. To this end, EFL teachers' action research knowledge, practice, change, environment; and perceived roles of action research for quality teaching have been addressed. lnasmuch as the English language is the medium of inSlnlction at uni versit ies in Ethiopia, and action research is catalyst for enhancing quality teaching and learning; linking and addressing the two epitomize the pragmatic assumption that it is whatever actually happens in the classroom that really makes a difference to the quality of student learning. The assumption is lUlderpinned by the perspective of reflective rationality, which supports the notion of empowering and committing the frontline implementers -teachers. in addressing the issue. a blend of both qualitative and quantitative methods was used following dominantly descriptive approach (at the reconnaissance stage), somewhat descriptive and more of exploratory approach (at the pilot stage), and both exploratory and explanatory approaches (during the main study). Data fo r the reconnaissance were collected through a questionnaire from 25 language instructors at AAU. The pilot study data were collected through questionnaires from 33 instructors and 104 students at Hawassa and Jimma Universities; through focused group discussions (FODs) with six EFL teachers at the two universities; and through interviews with three people at the Ministry of Education (MoE). Data fo r the main study were generated through questionnaires from 57 teachers and 214 students at Addis Ababa University (AAU), Bahir Dar University (BDU), and Haranlaya Univrsity (HarU); through interviews with eight persons (two each from the three universities and from MoE); and through FODs with 20 persons (7 each at AAU and BDU, and 6 at 1-larU)_ Whereas the data collected during the reconnaissance and the pilot study were analyzed by interspersing the qualitative data with the quantitative data, during the main study the analyses and interpretations were made separately both for the quantitative and the qualitative data. By way of mixing the results of the two in the Discussions Chapter, two purposes were achieved: producing more comprehensive answers to tbe research questions than they might appear separately, and triangulating the different data or results for va lidation purpose. Apart from this, a validation group of 7 EFL teachers at AAU participated in scrutinizing the research work right from the start and mai nly at cri tical stages (at proposal. pi lot, and main study). It has, therefore, been learnt that even though EFL teachers claimed to have high theoretical knowledge and medium practical skills of action research, their actual practice of it was little. Similarly. whereas the teachers' knowledge of action research coincidedwith the perspectives of reflective rationality as opposed to that of technical rationality (see Chapter Three Table 2), their laci/ knowing was the lowest rated in comparison with their reflection-on-action (Raa) and reflection-in-action (Ria). Similarly, whereas the power of action research for change and betterment was highly valued (pragmatic validity), a number of internal and external environmental facto rs have limited EFL teachers' practice of it. Equally in the journey of the research work, some doubts and debates had inspired me for further readings, explorations, and lessons. As a result. I have revitalized my earlier beliefs and perspectives that action research has got credibility, visibility, recognition, rigor and acceptance. My earlier over expectation of the practices of action research by EFL teachers, nonetheless, were abated. Equally, it has been learnt that the
Kant’s Categorical Imperative as the Foundation of World Peace
(Addis Ababa University, 2010-07) Ebabu, Yeshewas; Dewo, Tenna(PhD)
Philosophical Foundations of Human Rights
(Addis Ababa University, 2011-02) Seid, Shikur; Smith, Daniel (PhD)
The multi-faceted processes of globalization have been associated with the increasing interconnectedness of the world or the creation of a global village. These processes are, however, full of ambiguities in that they challenge human freedom, dignity, rule of law and democratic self-determination. Especially, economic globalization creates what Pheng Chea calls the “inhuman conditions’ that describe the defective features of human existence due to commodification, technology and totalitarian domination. In this condition of human existence, cosmopolitanism is being advocated as a practical consciousness of universal humanism and as a political project to regulate the dehumanizing effects of economic globalization. The thesis explores and analyzes Jurgen Habermas’ conception of the cosmopolitan condition as constitutionally structured multi-level global governance without global government geared towards the global realization of peace, human rights, and democracy. Habermas upholds the enlightenment ideals of rationality, freedom, human rights and democracy based on the notion of communicative reason implicit in everyday use of language. Hence, Habermas defends the universality of the constitutional state subject to procedural discourse. The democratic ideal at the level of a state is to bring the political and economic system under the will of the people articulated in discourse. The global realization of human rights and democracy is conceived as the control of supranational and transnational governance by the will of world citizens developed in national and transnational public spheres. I argue that Habermas’ democratic theory seems to be unrealistic in existing liberal democracies where the autonomy of political discourse and public sphere is challenged by political and economic forces. Analogously, Habermas’ cosmopolitan project is problematic in that the development of cosmopolitan consciousness and global public sphere is compromised by economic globalization. In as much as national and transnational public spheres depend on uneven global economic structure; it is unlikely that Habermas’ project will realize the goal of overcoming global economic and social inequalities. I argue that the development of popular based nationalism in the postcolonial south can make the state serve the interest of the majority of the people and also challenge economic globalization
An Inquiry Concerning the Pragmatism of Charles Sander Peirce
(Addis Ababa University, 2011-05) Zeinu, Mohammed; Smith, Daniel (PhD)
Oral Corrective Feedback: An Exploratory Case Study of the Interplay between Teachers’ Beliefs, Classroom Practices, and Rationales
(Addis Ababa University, 2011-05) Anteneh, Animaw; Regassa, Taye (PhD)
There is compelling evidence to indicate that the English proficiency of pre-service trainees at the English Department of the Addis Ababa University is plummeting. They join university with such poor English that it is almost impossible to raise it to the required level during the three years they stay here to complete their studies for a bachelor’s degree. It is these graduates of the Department that are deployed in the high schools as well as colleges and universities of the country as English teachers. There are obviously several reasons why the trainees join higher learning institutions with very little English. The objective of this study was to look more closely into a specific factor in the way teachers in high schools teach the language. More specifically, it aimed to explore the manner in which four high school teachers in public schools in Addis Ababa treated their students’ oral errors in the English classroom. Twenty-three lessons were video-recorded in their natural setting before the teachers were interviewed to indirectly elicit their beliefs on the topic of oral corrective feedback. After the in-depth interview with each teacher, the corrective feedback episodes in the recorded data were identified and classified using a slightly modified model of Lyster and Ranta (1997); some of these episodes were, then, shown to the respective teachers to help them recall and reflect on what exactly happened and why they reacted to their students’ errors the way they did. Their rationales were subsequently audio-recorded and transcribed. Moreover, four teacher trainers from the English Department of the Addis Ababa University were interviewed with the intent of finding out how these teachers had been trained to deal with students’ oral errors in the first place. The material these trainers used in relation to the topic at hand was also scrutinized to corroborate the information gathered from both the teachers and the trainers. Analyses of the data showed that the trainees did not have a firm theoretical ground on which they based their actions. Rather, they reacted to their students’ errors based on what they intuitively felt was right or they treated errors the way their own teachers treated their errors when they were students themselves. They also tended to avoid correcting their students’ errors possibly due to lack of mastery of the language they are supposed to teach. It was also found that the trainers were not up-to-date with the current literature on the issue and had very divergent views. The material they used was found to be scanty and lacking in coherence. It is, therefore, recommended that trainees’ English proficiency be an important criterion before they are admitted into the teaching profession, that trainers keep themselves abreast of the current developments in the area and upgrade the material they are using for the training, and that shortterm trainings be organized for English teachers at all levels to help them raise the level of their proficiency in English in general as well as to expose them to more recent theories of language learning/teaching so that they can experiment with newer ways of dealing with students’ oral errors
An Expository Discussion on Wiredu’s Epistemology and his Critical Suggestion on Some Epistemological Matters
(Addis Ababa University, 2011-06) Midagdu, Kifle; Smith, Daniel (PhD)
Cultural Hybridization or Cultural Homogenization: The Resistance of the Others
(Addis Ababa University, 2011-06) Mengistu, Wegene; Gutema, Bekele (PhD)

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