The strict analysis and the open discussion
Journal of Philosophy of Education 43 (3):325-338 (2009)
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.DOI
10.1111/j.1467-9752.2009.00696.x
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Citations of this work
Virtue Epistemology and the Philosophy of Education.James Macallister - 2012 - Journal of Philosophy of Education 46 (2):251-270.
What Are We Looking For?—Pro Critical Realism in Text Interpretation.Pauli Siljander - 2011 - Journal of Philosophy of Education 45 (3):493-510.
References found in this work
Ways of Worldmaking.J. M. Moravcsik - 1978 - Journal of Aesthetics and Art Criticism 37 (4):483-485.