Closing Methodological Divides: Toward Democratic Educational Research

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Springer Science & Business Media, Mar 31, 2003 - Education - 155 pages
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The issues I treat in this book—qualitative versus quantitative methods, facts versus values, science versus politics, subjectivity versus objectivity, postm- ernism versus pragmatism, to name a few—are at the core of a lively, sometimes divisive, conversation that has been unfolding in the theory and practice of e- cational research for some time. These issues fall squarely within the province of philosophy, and thus philosophical investigation has an especially useful contribution to make. But these issues are by no means the exclusive province of philosophy; they are ones in which a diverse group of educational theorists have had a keen interest and about which they have had important things to say. The conversation I hope to join—and to move forward—is this broad and inclusive one. Philosophy of education is at its best when it dives headlong into the fray. The book borrows liberally from my previously published work, but is far from a simple compilation. The ideas developed in Chapter 7, “On the Threat of Epistemological Bias,” are new. The ideas developed in Chapter 9, “Toward Democratic Educational Research,” are a significant extension of the application of similar ideas to evaluation research. The ideas developed in Chapter 4, “The Persistence of the Fact/Value Dogma,” are in a form and at a level of detail not published before. Finally, Chapter 1, “Introduction and Overview,” weaves together my thinking on a large array of issues on educational research methodology that had only been loosely connected before.
 

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Contents

INTRODUCTION AND OVERVIEW
1
POSITIVISM AND THE OLD DIVIDES
13
TWO DOGMAS OF EDUCATIONAL RESEARCH
15
THE QUANTITATIVE QUALITATIVE DOGMA THE INCOMPATIBILITY THESIS AND THE PRAGMATIC ALTERNATIVE
29
THE PERSISTENCE OF THE FACTVALUE DOGMA A CHARACTERIZATION AND CRITIQUE OF THE RECEIVED VIEW
47
INTERPRETIVISM AND THE NEW DIVIDES
63
THE INTERPRETIVE TURN
65
THE CONSTRUCTIVIST TURN
81
ON THE THREAT OF EPISTEMOLOGICAL BIAS
95
ETHICAL AND POLITICAL FRAMEWORKS
111
THE INTERPRETIVE TURN AND RESEARCH ETHICS
113
TOWARD DEMOCRATIC EDUCATIONAL RESEARCH
133
References
145
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About the author (2003)

Harry Brighouse is Professor of Philosophy and Affiliate Professor of Educational Policy Studies at University of Wisconsin, Madison, USA.

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