Education, epistemology and critical realism
- Scott, David, 1951-
- London ; New York : Routledge, 2010.
- Physical description
- 146 p. ; 25 cm.
LB14.7 .S385 2010
- Unknown LB14.7 .S385 2010
- Includes bibliographical references (p. -140) and indexes.
- @contents: 1. Introduction and Initial Thoughts 2. Critical Realism and Empirical Research Methods in Education 3. Resolving the Quantitative-Qualitative Divide 4. Epistemic Relativism, Ontological Realism, and the Possibility of Judgemental Rationality 5. Educational Judgements: Epistemic, Parasitic and External Criteria 6. Judgemental Rationality 7. Empirical Indicators and Causal Narratives 8. Structure and Agency - Key Ontological Concepts 9. Educational Critique 10. Arbitrary and Non-Arbitrary Knowledge.
- (source: Nielsen Book Data)
- Publisher's Summary
- This book addresses fundamental questions in relation to education and its epistemology. The position taken by the author is critical realist; and thus throughout the relationship between education and critical realism is foregrounded. Themes and issues that surface at different times in the book are: a critical realist view of education research; a resolution of the quantitative/qualitative divide; criteria for judging the worth of educational texts and practices; differences between scientific and critical realisms; empirical research methods in education; structure-agency relationships; pragmatist views of educational research; foundations and paradigmatic differences; and educational critique and transformation.
(source: Nielsen Book Data)
- Publication date
- David Scott.
- New studies in critical realism and education