Scientism and Education: Empirical Research as Neo-Liberal Ideology

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(134 Seiten)
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ISBN-13:
9781402066771
Einband:
Buch
Erscheinungsdatum:
01.10.2007
Seiten:
134
Autor:
Emery J. Hyslop-Margison
Gewicht:
366 g
Format:
245x167x20 mm
Sprache:
Englisch
Beschreibung:

An accessible and trenchant critique of current research practice in education
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 I
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

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