The strict analysis and the open discussion

Journal of Philosophy of Education 43 (3):325-338 (2009)
  Copy   BIBTEX

Abstract

A crucial challenge in terms of research methods in philosophy of education is that of combining philosophical ways of analyzing and arguing, with the dialogical and pluralist way of thinking needed in educational research. In this article I describe how I dealt with this challenge in my research project focusing on educational implications of the positions defended in the debate on constructivism and realism between Israel Scheffler and Nelson Goodman. The key to my methodological approach is an emphasis on the role of a thoroughgoing process of analysis and synthesis. I see this process as the prerequisite for profound philosophical dialogue on education.

Links

PhilArchive



    Upload a copy of this work     Papers currently archived: 76,140

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Analytics

Added to PP
2009-07-26

Downloads
19 (#588,866)

6 months
1 (#447,993)

Historical graph of downloads
How can I increase my downloads?

Citations of this work

Virtue Epistemology and the Philosophy of Education.James Macallister - 2012 - Journal of Philosophy of Education 46 (2):251-270.

Add more citations

References found in this work

Ways of Worldmaking.Nelson Goodman - 1978 - Harvester Press.
Renewing Philosophy.Hilary Putnam - 1992 - Harvard University Press.
Of Mind and Other Matters.Nelson Goodman - 1984 - Cambridge: Harvard University Press.
Ways of Worldmaking.J. M. Moravcsik - 1978 - Journal of Aesthetics and Art Criticism 37 (4):483-485.

View all 22 references / Add more references