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Phillips, D. C./ Burbules, Nicholas C. 作者

Rowman & Littlefield Pub Inc

译者

2000-3 出版日期

112 页数

$ 22.54 价格

Pap

丛书系列

9780847691227 图书编码

Postpositivism and Educational Research 在线电子书图书标签: Postpositivism

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发表于2025-02-11

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Postpositivism and Educational Research 在线电子书 epub 下载 mobi 下载 pdf 下载 txt 下载 2025

Postpositivism and Educational Research 在线电子书 pdf 下载 txt下载 epub 下载 mobi 下载 2025

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Why are people so obsessed with value-neutral science?

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to identify myself is far beyond to get through those pertinent notion of philosophical paradigms since the existence of mutiple beliefs.

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to identify myself is far beyond to get through those pertinent notion of philosophical paradigms since the existence of mutiple beliefs.

评分☆☆☆☆☆

Why are people so obsessed with value-neutral science?

评分☆☆☆☆☆

to identify myself is far beyond to get through those pertinent notion of philosophical paradigms since the existence of mutiple beliefs.

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Postpositivism and Educational Research 在线电子书 pdf 下载 txt下载 epub 下载 mobi 在线电子书下载

Postpositivism and Educational Research 在线电子书图书描述

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.

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