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2007, ISBN: 9781402066788
This volume offers a critical examination of the growing pressure to apply scientific principles as a means to improve education. The authors trace the ideology of scientism to the early … Meer...
bij Orellfuessli.ch
2007, ISBN: 9781402066788
This volume offers a critical examination of the growing pressure to apply scientific principles as a means to improve education. The authors trace the ideology of scientism to the early … Meer...
ISBN: 9781402066788
We presently live in an era dominated by scientism, an ideology that believes that science (and its rationalist foundation in modern epistemology) has an undeniable primacy over all other… Meer...
bij Orellfuessli.ch
2007, ISBN: 9781402066788
This volume offers a critical examination of the mounting pressure placed on educators to apply scientific principles to improve education. By revealing many of the epistemological proble… Meer...
2007, ISBN: 9781402066788
Empirical Research as Neo-Liberal Ideology, eBooks, eBook Download (PDF), 2007, [PU: Springer Netherland], Springer Netherland, 2007
Bibliografische gegevens van het best passende boek
auteur: | |
Titel: | |
ISBN: |
Gedetalleerde informatie over het boek. - Scientism and Education
EAN (ISBN-13): 9781402066788
ISBN (ISBN-10): 1402066783
Verschijningsjaar: 2007
Uitgever: Springer Netherland
134 Bladzijden
Taal: eng/Englisch
Boek bevindt zich in het datenbestand sinds 2008-09-13T22:57:53+02:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2022-10-24T13:24:02+02:00 (Amsterdam)
ISBN/EAN: 9781402066788
ISBN - alternatieve schrijfwijzen:
1-4020-6678-3, 978-1-4020-6678-8
alternatieve schrijfwijzen en verwante zoekwoorden:
Auteur van het boek: nase, emery, hyslop
Gegevens van de uitgever
Auteur: Emery J. Hyslop-Margison
Titel: Scientism and Education - Empirical Research as Neo-Liberal Ideology
Uitgeverij: Springer; Springer Netherland
134 Bladzijden
Verschijningsjaar: 2007-10-27
Dordrecht; NL
Taal: Engels
99,00 € (DE)
EA; E107; eBook; Nonbooks, PBS / Pädagogik/Bildungswesen; Bildungswesen: Organisation und Verwaltung; Verstehen; Education research; Epistemology; Ideology; Neo-liberalism; Philosophy of social science; education; educational research; epistemological problem; knowledge; learning; quality; reason; science; university; C; Administration, Organization and Leadership; Educational Policy and Politics; Educational Philosophy; Philosophy of the Social Sciences; Epistemology; Organization and Leadership; Educational Policy and Politics; Educational Philosophy; Philosophy of the Social Sciences; Epistemology; Education; Bildungsstrategien und -politik; Pädagogik: Theorie und Philosophie; Soziale und politische Philosophie; Philosophie: Epistemologie und Erkenntnistheorie; BB
Foreword. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii 1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.1 Chapter Preview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2. Education Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 2.2 The History of Empirical Research in Education . . . . . . . . . . . . . . . 11 2.3 The Major Principles of Positivism . . . . . . . . . . . . . . . . . . . . . . . . . . 20 2.4 Postpositivism: A Break from Scientism? . . . . . . . . . . . . . . . . . . . . . 30 2.5 Some Philosophical Criticisms of LPE . . . . . . . . . . . . . . . . . . . . . . . 33 2.6 Current Context of Scientism and Education. . . . . . . . . . . . . . . . . . . 34 2.7 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 3. Epistemological Problems in Social Science Research . . . . . . . . . . . . . 37 3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 3.2 Critiques of Contemporary Social Science . . . . . . . . . . . . . . . . . . . . 37 3.3 Structuralism: Implications for Education . . . . . . . . . . . . . . . . . . . . . 41 3.4 Conceptual Frameworks Shape Research . . . . . . . . . . . . . . . . . . . . . 46 3.5 Kuhn’s Scientific Paradigms . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 49 3.6 Popper and the Concept of Falsification . . . . . . . . . . . . . . . . . . . . . . 53 3.7 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 4. Empirical Research in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 4.2 Quality Education and Assessment Practices . . . . . . . . . . . . . . . . . . 60 4.3 The Problem of Researcher Bias . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 4.4 Conceptual Confusion and Construct Validity. . . . . . . . . . . . . . . . . . 74 4.5 The Problem of Generalizability . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 4.6 Same Evidence Leads to Different Conclusions . . . . . . . . . . . . . . . . 81 4.7 The Direct Reference Theory of Language . . . . . . . . . . . . . . . . . . . . 83 4.8 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 5. Education Research as Analytic Truths . . . . . . . . . . . . . . . . . . . . . . . . . 87 5.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 5.2 Conceptual Confusion and Logical Tautology. . . . . . . . . . . . . . . . . . 88 5.3 The Case of Citizenship Education . . . . . . . . . . . . . . . . . . . . . . . . . . 92 5.4 Empirical Research and Teaching Methods. . . . . . . . . . . . . . . . . . . . 96 5.5 The Analytic Nature of Best Practice Claims . . . . . . . . . . . . . . . . . . 101 5.6 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 6. Empirical Research as Neo-liberal Ideology . . . . . . . . . . . . . . . . . . . . . 105 6.1 IAndere boeken die eventueel grote overeenkomsten met dit boek kunnen hebben:
Laatste soortgelijke boek:
9789048115761 Scientism and Education (Hyslop-Margison, Emery J.; Naseem, Ayaz)
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