Postpositivism and Educational Research
This volume presents in a forthright and lively way, an account of the philosophical position generally identified as 'Postpositivistic' that undergirds much of mainstream research in education and the related social sciences. The discussion throughout is informed by recent developments in philosophy of science. Authors D. C. Phillips and Nicholas C. Burbules cite a number of interesting examples from the educational research and evaluation literature to illustrate the value of a scientific approach. Many educational researchers aspire to carry out rigorous or disciplined inquiry aimed at producing accurate (and generally 'truthful') accounts of educational phenomena and the causal psychological or social processes that lay behind them. However, many recent critics have argued that it is a mistake to believe that research can yield theories, or advance claims that are true, objective, and value-neutral. In other words, that researchers always work within frameworks that embody important (and often questionable) assumptions about values and the nature of human knowledge. This book argues that, while there is much to be learned from recent critiques, traditional scientific values and assumptions are not outmoded. The authors show students how to implement and benefit from the scientific method in ways that take into account recent critiques.
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accepted answer argue argument assumptions behavior beliefs Benny Benny's bias biased Binet Burbules causal chapter classroom competent inquiry consequences course criteria criticism Denis Descartes Dewey discussion educational research empiricism empiricist ence epistemological epistemologies Erlwanger evidence example explain fact factors false foundationalism foundationalist Hans Reichenbach hermeneutical human action hypothesis ideal identified important individuals inductive influence internal interpretation involved issue Karl Popper knowledge claim Kohlberg's stage label Lee and Smith logical positivism logical positivist Mario Bunge matter meaning metanarrative methods microlevel natural sciences Nick's nonfoundationalist objectivity observational ovum perspective phenomena Phillips philosophers philosophy of science physical position positivism postpositivism postpositivists problems produce psychology questions reality reason Reichenbach role sciences and educational scientific scientists seems sense situation Skinner social science teacher theory things tion true truth understand validity value neutrality W. H. Auden warranted
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