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|a 9780306479847
|9 978-0-306-47984-7
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|a 10.1007/0-306-47984-2
|2 doi
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|a Howe, Kenneth R.
|e author.
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|a Closing Methodological Divides
|b Toward Democratic Educational Research /
|c by Kenneth R. Howe.
|h [electronic resource] :
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|a Dordrecht :
|b Springer Netherlands,
|c 2002.
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|a X, 157 p.
|b online resource.
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|a text
|b txt
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|a computer
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|a text file
|b PDF
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|a Philosophy and Education,
|v 11
|x 0923-9065 ;
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|a and Overview -- Positivism and the Old Divides -- Two Dogmas of Educational Research -- The Quantitative Qualitative Dogma, the Incompatibility Thesis, and the Pragmatic Alternative -- The Persistence of the Fact/Value Dogma: A Characterization and Critique of the ỚSReceived ViewỚ<U+00fd> -- Interpretivism and the New Divides -- The Interpretive Turn -- The Constructivist Turn -- On the Threat of Epistemological Bias -- Ethical and Political Frameworks -- The Interpretive Turn and Research Ethics -- Toward Democratic Educational Research.
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|a The issues I treat in this bookỚ qualitative versus quantitative methods, facts versus values, science versus politics, subjectivity versus objectivity, postm- ernism versus pragmatism, to name a fewỚ 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 joinỚ and to move forwardỚ 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, ỚSOn the Threat of Epistemological Bias,Ớ<U+00fd> are new. The ideas developed in Chapter 9, ỚSToward Democratic Educational Research,Ớ<U+00fd> are a significant extension of the application of similar ideas to evaluation research. The ideas developed in Chapter 4, ỚSThe Persistence of the Fact/Value Dogma,Ớ<U+00fd> are in a form and at a level of detail not published before. Finally, Chapter 1, ỚSIntroduction and Overview,Ớ<U+00fd> 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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|a Philosophy.
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|a Philosophy and social sciences.
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|a Philosophy.
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|a Philosophy of Education.
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|a SpringerLink (Online service)
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|t Springer eBooks
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|i Printed edition:
|z 9781402011641
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|a Philosophy and Education,
|v 11
|x 0923-9065 ;
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|u https://ezaccess.library.uitm.edu.my/login?url=http://dx.doi.org/10.1007/0-306-47984-2
|z View fulltext via EzAccess
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|a Humanities, Social Sciences and Law (Springer-11648)
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