
2010, ISBN: 9048176972
[EAN: 9789048176977], Neubuch, [SC: 0.0], [PU: Springer Netherlands], SEARCH; EPISTEMOLOGY; NEO-LIBERALISM; PHILOSOPHYOFSOCIALSCIENCE; EDUCATIONALRESEARCH; EPISTEMOLOGICALPROBLEM; KNOWLEDGE; LEARNING; QUALITY; REASON; SCIENCE; UNIVERSITY, Druck auf Anfrage Neuware - 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 problems confronted by the social sciences, including education, the authors undermine the prevailing view that a science of education is possible or desirable. Instead it proposes alternative practices to strengthen democratic learning practices. 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 faith Auguste Comte placed in science and the scientific method as a panacea to all human problem solving. By revealing many of the epistemological problems confronted by the social sciences, including education, the authors undermine the prevailing view that a science of education is possible or desirable. Besides revealing the epistemological problems associated with education research, they suggest that the instrumentalism and micro level responsibility related to scientism in education constitute a manipulative ideological smokescreen to distract public attention away from the structural inequities that generate disparate academic outcomes among students in industrialized democracies. The book deals a severe blow to the belief that science is a suitable lens through which to view or strengthen educational practice. 'One begins this book with the skeptical belief that it can t be right. The task of reading, then, is to locate where Hyslop-Margison goes wrong to reach his radical and disturbing conclusions. At the very least, even the most skeptical will have to recognize that the unsayable that current educational research has proven largely fruitless for discernable reasons is certainly plausible. He brilliantly brings an issue that has been considered too eccentric to contemplate into the heart of current educational discourse. Everyone concerned with educational research researchers and those policy-makers, administrators, and other educational workers who draw on the products of educational research should read this important book carefully.'Kieran Egan, Faculty of Education, Simon Fraser University 152 pp. Englisch, Books
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2010, ISBN: 9789048176977
gebonden uitgave
[ED: Softcover], [PU: Springer Netherlands], 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 problems confronted by the social sciences, including education, the authors undermine the prevailing view that a science of education is possible or desirable. Instead it proposes alternative practices to strengthen democratic learning practices. 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 faith Auguste Comte placed in science and the scientific method as a panacea to all human problem solving. By revealing many of the epistemological problems confronted by the social sciences, including education, the authors undermine the prevailing view that a science of education is possible or desirable. Besides revealing the epistemological problems associated with education research, they suggest that the instrumentalism and micro level responsibility related to scientism in education constitute a manipulative ideological smokescreen to distract public attention away from the structural inequities that generate disparate academic outcomes among students in industrialized democracies. The book deals a severe blow to the belief that science is a suitable lens through which to view or strengthen educational practice. "One begins this book with the skeptical belief that it can t be right. The task of reading, then, is to locate where Hyslop-Margison goes wrong to reach his radical and disturbing conclusions. At the very least, even the most skeptical will have to recognize that the unsayable that current educational research has proven largely fruitless for discernable reasons is certainly plausible. He brilliantly brings an issue that has been considered too eccentric to contemplate into the heart of current educational discourse. Everyone concerned with educational research researchers and those policy-makers, administrators, and other educational workers who draw on the products of educational research should read this important book carefully." Kieran Egan, Faculty of Education, Simon Fraser University Softcover reprint of hardcover 1st ed. 2007. 2010. xviii, 134 S. 235 mm Versandfertig in 6-10 Tagen, DE, [SC: 0.00], Neuware, gewerbliches Angebot, Offene Rechnung (Vorkasse vorbehalten)
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2010, ISBN: 9789048176977
gebonden uitgave
Erscheinungsdatum: 19.10.2010, Medium: Taschenbuch, Einband: Kartoniert / Broschiert, Titel: Scientism and Education, Titelzusatz: Empirical Research as Neo-Liberal Ideology, Auflage: Softcover reprint of hardcover 1st ed. 2007, Autor: Hyslop-Margison, Emery J. // Naseem, Ayaz, Verlag: Springer Netherlands // Springer Netherland, Sprache: Englisch, Schlagworte: Pädagogik: Theorie und Philosophie // Bildungsstrategien und // politik // Bildungswesen: Organisation und Verwaltung // Soziale und politische Philosophie, Rubrik: Bildungswesen (Schule // Hochschule), Seiten: 152, Informationen: Paperback, Gewicht: 242 gr, Verkäufer: averdo Sachbücher
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2010, ISBN: 9789048176977
Mitwirkende: Naseem, Ayaz, Springer, Taschenbuch, Auflage: Softcover reprint of hardcover 1st ed. 2007, 152 Seiten, Publiziert: 2010-10-19T00:00:01Z, Produktgruppe: Buch, 1 kg, Erkenntnistheorie, Philosophie, Sozialwissenschaft, Kategorien, Bücher, Verwaltung, Pädagogik, Fachbücher, Erziehungsphilosophie, Bildungspolitik, Politik nach Bereichen, Politik & Geschichte, Springer, 2010
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2010, ISBN: 9789048176977
Mitwirkende: Naseem, Ayaz, Springer, Taschenbuch, Auflage: Softcover reprint of hardcover 1st ed. 2007, 152 Seiten, Publiziert: 2010-10-19T00:00:01Z, Produktgruppe: Buch, 1 kg, Erkenntnistheorie, Philosophie, Sozialwissenschaft, Kategorien, Bücher, Verwaltung, Pädagogik, Fachbücher, Erziehungsphilosophie, Bildungspolitik, Politik nach Bereichen, Politik & Geschichte, Springer, 2010
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2010, ISBN: 9048176972
[EAN: 9789048176977], Neubuch, [SC: 0.0], [PU: Springer Netherlands], SEARCH; EPISTEMOLOGY; NEO-LIBERALISM; PHILOSOPHYOFSOCIALSCIENCE; EDUCATIONALRESEARCH; EPISTEMOLOGICALPROBLEM; KNOWLED… Meer...
2010, ISBN: 9789048176977
gebonden uitgave
[ED: Softcover], [PU: Springer Netherlands], This volume offers a critical examination of the mounting pressure placed on educators to apply scientific principles to improve education. By… Meer...

2010
ISBN: 9789048176977
gebonden uitgave
Erscheinungsdatum: 19.10.2010, Medium: Taschenbuch, Einband: Kartoniert / Broschiert, Titel: Scientism and Education, Titelzusatz: Empirical Research as Neo-Liberal Ideology, Auflage: Sof… Meer...

2010, ISBN: 9789048176977
Mitwirkende: Naseem, Ayaz, Springer, Taschenbuch, Auflage: Softcover reprint of hardcover 1st ed. 2007, 152 Seiten, Publiziert: 2010-10-19T00:00:01Z, Produktgruppe: Buch, 1 kg, Erkenntnis… Meer...

2010, ISBN: 9789048176977
Mitwirkende: Naseem, Ayaz, Springer, Taschenbuch, Auflage: Softcover reprint of hardcover 1st ed. 2007, 152 Seiten, Publiziert: 2010-10-19T00:00:01Z, Produktgruppe: Buch, 1 kg, Erkenntnis… Meer...
Gedetalleerde informatie over het boek. - Scientism and Education: Empirical Research as Neo-Liberal Ideology
EAN (ISBN-13): 9789048176977
ISBN (ISBN-10): 9048176972
Gebonden uitgave
pocket book
Verschijningsjaar: 2010
Uitgever: Springer
152 Bladzijden
Gewicht: 0,240 kg
Taal: eng/Englisch
Boek bevindt zich in het datenbestand sinds 2012-11-21T03:23:45+01:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2022-03-22T16:20:45+01:00 (Amsterdam)
ISBN/EAN: 9789048176977
ISBN - alternatieve schrijfwijzen:
90-481-7697-2, 978-90-481-7697-7
Gegevens van de uitgever
Auteur: Emery J. Hyslop-Margison; Ayaz Naseem
Titel: Scientism and Education - Empirical Research as Neo-Liberal Ideology
Uitgeverij: Springer; Springer Netherland
134 Bladzijden
Verschijningsjaar: 2010-10-19
Dordrecht; NL
Gedrukt / Gemaakt in
Gewicht: 0,454 kg
Taal: Engels
144,44 € (DE)
148,49 € (AT)
159,50 CHF (CH)
POD
XVIII, 134 p.
BC; Previously published in hardcover; Hardcover, Softcover / 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; B; 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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