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Postpositivism and Educational Research (Philos, Burbules.+
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ApproximatelyS$ 53.23
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eBay item number:313618839082
Item specifics
- Condition
- Brand New: A new, unread, unused book in perfect condition with no missing or damaged pages. See all condition definitionsopens in a new window or tab
- Title
- Postpositivism and Educational Research (Philosophy, Theory, and
- Artist
- Not Specified
- ISBN
- 9780847691227
About this product
Product Identifiers
Publisher
Rowman & Littlefield Publishers, Incorporated
ISBN-10
0847691225
ISBN-13
9780847691227
eBay Product ID (ePID)
1658344
Product Key Features
Number of Pages
112 Pages
Language
English
Publication Name
Postpositivism and Educational Research
Subject
Research, Movements / Rationalism
Publication Year
2000
Type
Textbook
Subject Area
Philosophy, Education
Series
Philosophy, Theory, and Educational Research Ser.
Format
Trade Paperback
Dimensions
Item Height
0.3 in
Item Weight
6.2 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Trade
LCCN
99-049770
Reviews
"At last an engaging and well-reasoned defense of scientific rationality. This is a powerful antidote to the myriad critics who disparage or dismiss the social sciences." --David C. Berliner, Regents' Professor Emeritus, Arizona State University "This book is a must-read for all who are concerned with the mission and nature of educational research." --Gavriel Salomon, University of Haifa, Israel "Phillips and Burbules, two leading philosophers of education, have produced a much needed examination of just how far the possibility for social science has been undercut by critiques intended to undercut the credibility of scientific knowledge. Their clearly written book will help educational researchers understand how effective, disciplined research is possible in a post-positivist world. The authors systematically examine the problems created by the fallibility of knowledge, the inevitable value-ladenness of research, and the existence of varying perspectives, showing how the pursuit of truth can remain a reasonable activity. The book should be required reading for those learning to do educational research, filling the gap between how-to books on research method and post-positivist accounts that embrace, or at least flirt with, relativism. By blending careful argument with concrete examples, Phillips and Burbules help students recognize the limits of research without abandoning the quest for warranted claims to knowledge." --Robert E. Floden, Michigan State University, Phillips and Burbules, two leading philosophers of education, have produced a much needed examination of just how far the possibility for social science has been undercut by critiques intended to undercut the credibility of scientific knowledge. Their clearly written book will help educational researchers understand how effective, disciplined research is possible in a post-positivist world. The authors systematically examine the problems created by the fallibility of knowledge, the inevitable value-ladenness of research, and the existence of varying perspectives, showing how the pursuit of truth can remain a reasonable activity. The book should be required reading for those learning to do educational research, filling the gap between how-to books on research method and post-positivist accounts that embrace, or at least flirt with, relativism. By blending careful argument with concrete examples, Phillips and Burbules help students recognize the limits of research without abandoning the quest for warranted claims to knowledge., At last an engaging and well-reasoned defense of scientific rationality. This is a powerful antidote to the myriad critics who disparage or dismiss the social sciences., This book is a must-read for all who are concerned with the mission and nature of educational research.
Dewey Edition
21
Illustrated
Yes
Dewey Decimal
370/.7/2
Table Of Content
Chapter 1 What is Postpositivism? Chapter 2 Philosophical Commitments of Postpositivist Researchers Chapter 3 Objectivity, Relativity, and Value Neutrality Chapter 4 Can, and Should, Educational Inquiry be Scientific?
Synopsis
This volume presents in a forthright and lively way, an account of the philosophical position generally identified as 'Postpositivistic' that undergirds much of mainstream research in education and the related social sciences. The discussion throughout is informed by recent developments in philosophy of science. Authors D. C. Phillips and Nicholas C. Burbules cite a number of interesting examples from the educational research and evaluation literature to illustrate the value of a scientific approach. Many educational researchers aspire to carry out rigorous or disciplined inquiry aimed at producing accurate (and generally 'truthful') accounts of educational phenomena and the causal psychological or social processes that lay behind them. However, many recent critics have argued that it is a mistake to believe that research can yield theories, or advance claims that are true, objective, and value-neutral. In other words, that researchers always work within frameworks that embody important (and often questionable) assumptions about values and the nature of human knowledge. This book argues that, while there is much to be learned from recent critiques, traditional scientific values and assumptions are not outmoded. The authors show students how to implement and benefit from the scientific method in ways that take into account recent critiques., This volume presents in a forthright and lively way, an account of the philosophical position generally identified as 'Postpositivistic' that undergirds much of mainstream research in education and the related social sciences. The discussion throughout is informed by recent developments in philosophy of science. This book argues that, while there is much to be learned from recent critiques regarding truth in research, traditional scientific values and assumptions are not outmoded., This volume presents in a forthright and lively way, an account of the philosophical position generally identified as 'Postpositivistic' that undergirds much of mainstream research in education and the related social sciences. The discussion throughout is informed by recent developments in philosophy of science. Authors D. C. Phillips and Nicholas C. Burbules cite a number of interesting examples from the educational research and evaluation literature to illustrate the value of a scientific approach. Many educational researchers aspire to carry out rigorous or disciplined inquiry aimed at producing accurate (and generally 'truthful') accounts of educational phenomena and the causal psychological or social processes that lay behind them. However, many recent critics have argued that it is a mistake to believe that research can yield theories, or advance claims that are true, objective, and value-neutral. In other words, that researchers always work within frameworks that embody important (and often questionable) assumptions about values and the nature of human knowledge. This book argues that , while there is much to be learned from recent critiques, traditional scientific values and assumptions are not outmoded. The authors show students how to implement and benefit from the scientific method in ways that take into account recent critiques.
LC Classification Number
LB1028.P46 2000
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- d***a (257)- Feedback left by buyer.Past monthVerified purchaseBook in good condition, fair price and quick shipping.
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Popular categories from this store
Seller feedback (544,636)
- d***a (257)- Feedback left by buyer.Past monthVerified purchaseBook in good condition, fair price and quick shipping.
- 8***o (896)- Feedback left by buyer.Past monthVerified purchaseAs described. Quick shipping, secure packaging. A great addition to my collection. Recommend!
- m***o (4974)- Feedback left by buyer.Past monthVerified purchaseReceived as described, shipped promptly. Thank you!