The Point of Scientificity, the Fall of the Epistemological Dominos, and the End of the Field of Educational Administration
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Studies in Philosophy and Education 21 (2):109-136 (2002)
The point of scientificity, or pos,represents a place in history whereeducational administration was founded as ascience. A pos creates a field of memoryand a field of studies. A pos isepistemologically sustained in its claim forscientific status by a line of demarcation orlod. A lod is supported by truthclaims based on various forms ofcorrespondence. As these forms have beeninterrogated and abandoned, correspondence hasgiven way to coherentism and finally to testsof falsification. As falsification has shownto contain serious flaws when compared to theactual history of scientific discoveries, theentire project of a distinct and unitaryfield known as educational administration isseriously cast into doubt. Contemporaryexaminations in educational administrationdiscourse show that even when the lod hasbeen undermined by epistemological shifts, theinitial pos has remained to supportclaims regarding the project of a ``science ofleadership.'' The analysis contained in thisarticle show, however, that when claims of thelod are demonstrably unsustainable, theinitial pos must be similarly abandoned. With that collapse the concept of a fieldis likewise effaced. The epistemologicalalternative is to envision fields ofstudy which do not require a lod, excepton a longitudinal basis to ascertain whether aresearch program shaped and sustained by it isprogressive or regressive. In short, there areno aprori meta-criteria to separate sciencefrom non-science in educationaladministration
|Keywords||educational administration epistemology field conceptions line of demarcation paradigm point of scientificity research program|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
C. W. Evers (2000). Doing Educational Administration: A Theory of Administrative Practice. Pergamon.
Frances K. Kochan (2002). Hope and Possibility: Advancing an Argument for a Habermasian Perspective in Educational Administration. Studies in Philosophy and Education 21 (2):137-155.
Paul Smeyers (2008). On the Epistemological Basis of Large-Scale Population Studies and Their Educational Use. Journal of Philosophy of Education 42 (s1):63-86.
Eugénie Angèle Samier & Richard J. Bates (eds.) (2006). Aesthetic Dimensions of Educational Administration & Leadership. Routledge.
Wilfred Carr (2006). Education Without Theory. British Journal of Educational Studies 54 (2):136 - 159.
James F. Rogers (1958). Some Implications of Educational Philosophy for Educational Administration. Educational Theory 8 (1):23-26.
Bill Green & Chris Bigum (1993). Governing Chaos: Postmodern Science, Information Technology and Educational Administration. Educational Philosophy and Theory 25 (2):79–103.
Hans Günter Dosch, Volkhard F. Müller & Norman Sieroka, Quantum Field Theory, its Concepts Viewed From a Semiotic Perspective.
T. R. Bone (1982). Educational Administration. British Journal of Educational Studies 30 (1):32 - 42.
Mikael Janvid (2010). Empirical Indefeasibility and Nonfactuality. Croatian Journal of Philosophy 10 (3):183-197.
Jocelyne Bourgon (2011). A New Synthesis of Public Administration: Serving in the 21st Century. School of Policy Studies, Queen's University.
Jan Bengtsson (2013). Embodied Experience in Educational Practice and Research. Studies in Philosophy and Education 32 (1):39-53.
H. Gordon Hullfish (1958). A Theoretical Consideration of Educational Administration. Educational Theory 8 (2):65-75.
Wally Morrow (1994). Entitlement and Achievement in Education. Studies in Philosophy and Education 13 (1):33-47.
Added to index2010-09-02
Total downloads4 ( #368,438 of 1,696,495 )
Recent downloads (6 months)1 ( #342,645 of 1,696,495 )
How can I increase my downloads?