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  1. A View From Somewhere: Explaining the Paradigms of Educational Research.Hanan A. Alexander - 2006 - Journal of Philosophy of Education 40 (2):205–221.
    In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...)
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  • A Moral Experience Feedback Loop: Modeling a System of Moral Self-Cultivation in Everyday Life.Stephen A. Sherblom - 2015 - Journal of Moral Education 44 (3):364-381.
    This systems thinking model illustrates a common feedback loop by which people engage the moral world and continually reshape their moral sensibility. The model highlights seven processes that collectively form this feedback loop: beginning with one’s current moral sensibility which shapes processes of perception, deliberation, decision-making, embodying action, reflection on self-evaluation and other’s responses, and consolidation into one’s moral sensibility of the lessons learned. Improvements on previous models of moral engagement include recognizing moral sensibility as the grounding for moral engagement, (...)
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  • On the Epistemology of Narrative Research in Education.Galit Caduri - 2013 - Journal of Philosophy of Education 47 (1):37-52.
    The purpose of this article is to explore the epistemological foundations of narrative research in education. In particular, I seek to explain how one can obtain knowledge, given its origin in teachers' subjective experiences. The problem with rhetorical and aesthetic criteria that narrative researchers use to warrant their knowledge claims is not that they don't meet a correspondence criterion of truth as post-positivists contend, but rather that they fail to connect teachers' ethical views with their practice. Since narrative research is (...)
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  • What is Common About Common Schooling? Rational Autonomy and Moral Agency in Liberal Democratic Education.Hanan Alexander - 2007 - Journal of Philosophy of Education 41 (4):609–624.