Results for 'education research'

994 found
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  1.  14
    Off-time higher education as a risk factor in identity formation.War Konrad Educational Research Institute, Radosław Kaczan & Małgorzata Rękosiewicz - 2013 - Polish Psychological Bulletin 44 (3):299-309.
    One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of (...)
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  2.  2
    Mathematics Education Research on Mathematical Practice.Keith Weber & Matthew Inglis - 2024 - In Bharath Sriraman (ed.), Handbook of the History and Philosophy of Mathematical Practice. Cham: Springer. pp. 2637-2663.
    In the mathematics education research literature, there is a growing body of scholarship on how mathematicians practice their craft. The purpose of this chapter is to survey some of this literature and explain how it can contribute to the philosophy of mathematical practice. We first describe how mathematics educators use empirical methodologies to investigate the behaviors of mathematicians and argue that findings from these studies can inform the philosophy of mathematical practice. We then illustrate this by summarizing (...) on mathematicians’ understandings and mathematicians’ proof reading. (shrink)
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  3.  22
    The Postmodern University?: Contested Visions of Higher Education in Society.Anthony Smith, Frank Webster & Society for Research Into Higher Education - 1997 - Open University Press.
    Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.
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  4. Education in the Inquiring Society an Introduction to the Philosophy of Education.Margaret Mackie & Australian Council for Educational Research - 1966 - Australian Council for Educational Research.
     
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  5.  7
    Education research: the basics.Michael Hammond - 2020 - New York: Routledge, Taylor & Francis Group. Edited by J. J. Wellington.
    Concise, engaging and accessible, Education Research: The Basics discusses key ideas about the nature and purpose of education research: what it can and cannot achieve, how it has been used over the years and where and how it has had an impact. Providing crucial background for understanding key thinkers in the field such as Plato, Dewey, Montessori and Freire, each chapter represents a way of understanding the goals and methods of research conducted in the field (...)
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  6.  20
    Decolonizing Educational Research: From Ownership to Answerability.Leigh Patel - 2015 - Routledge.
    _Decolonizing Educational Research_ examines the ways through which coloniality manifests in contexts of knowledge and meaning making, specifically within educational research and formal schooling. Purposefully situated beyond popular deconstructionist theory and anthropocentric perspectives, the book investigates the longstanding traditions of oppression, racism, and white supremacy that are systemically reseated and reinforced by learning and social interaction. Through these meaningful explorations into the unfixed and often interrupted narratives of culture, history, place, and identity, a bold, timely, and hopeful vision emerges (...)
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  7. Educational research undone: the postmodern embrace.Ian Stronach - 1997 - Philadelphia: Open University Press. Edited by Margaret MacLure.
    The authors draw on literary theory, anthropology and sociology in order to construct alternative ways of reading and writing educational research, and come to terms with postmodernism and deconstruction.
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  8.  16
    Educational Research as a Form of Democratic Rationality.John Elliott - 2006 - Journal of Philosophy of Education 40 (2):169-185.
    Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.This paper claims that it (...)
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  9.  46
    Educational research as a form of democratic rationality.John Elliott - 2006 - Journal of Philosophy of Education 40 (2):169–185.
    Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.This paper claims that it (...)
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  10.  14
    Thinking in education research: applying philosophy and theory.Nick Peim - 2018 - New York: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc.
    Thinking in Education Research examines the resources available from philosophy and theory that can be practically applied to any educational research project. Nick Peim argues that the current well-established divide between theory and the empirical in research methods is unhelpful to students. Instead, Thinking in Education Research looks at major lines of thinking in modern European philosophy, from Kant to Freud and Derrida to Malabou, and how they provide a rich resource for every stage (...)
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  11.  15
    Educational Research: A Reply to Professor Pring.Patrick Ainley - 2000 - British Journal of Educational Studies 48 (3):309 - 314.
    Professor Richard Pring's BJES Vol. 48, No. 1 editorial shares a widespread unease regarding government centralisation of state-funded research (not only on education). Unfortunately the editorial compromises with this trend by suggesting it is obvious to academic experts where research should be so concentrated. Instead, an alternative model of research is advocated to counter so far as is possible the tendency towards centralisation.
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  12.  6
    Understanding education and educational research.Paul Smeyers - 2014 - Cambridge, UK: Cambridge University Press. Edited by Richard Smith.
    Educational research is widely believed to be essentially empirical, consisting mainly of collecting and analysing data, with randomised control trials as the 'gold standard'. This book argues that good educational research is often philosophical in nature. Offering a critical overview of the current state of educational research, the authors argue that there are two factors in particular that distort it. One is that throughout the world it is expected to serve the interests of the state in securing (...)
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  13.  14
    Educational researchers’ ethical responsibilities and human subjects’ ethical awareness: implications for research ethics education in China.Thomas Sheeran, Yuping Zhou & Jinyan Huang - 2021 - Ethics and Behavior 31 (5):321-334.
    ABSTRACT Using a five-point Likert scale survey and a follow-up open-ended questionnaire, this study examined Chinese participants’ perceptions of their ethical responsibilities as educational researchers as well as their ethical awareness as human subjects. The participants were 418 faculty and graduate students from two specific Chinese schools, where the first two educational research ethics committees were recently established in Chinese higher education. Results indicate that participants demonstrate basic understanding of their ethical responsibilities as educational researchers and develop their (...)
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  14.  19
    Educational Research and Inquiry: Qualitative and Quantitative Approaches. Edited by D. Hartas.Karen Lowing - 2011 - British Journal of Educational Studies 59 (3):350-351.
    (2011). Educational Research and Inquiry: Qualitative and Quantitative Approaches. Edited by D. Hartas. British Journal of Educational Studies: Vol. 59, Research capacity building, pp. 350-351.
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  15.  54
    Phenomenology and phenomenography in educational research: A critique.Steven A. Stolz - 2020 - Educational Philosophy and Theory 52 (10):1077-1096.
    The use of phenomenology and phenomenography as a method in the educational research literature has risen in popularity, particularly by researchers who are interested in understanding and generati...
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  16.  15
    Educational research as science?Darrell Patrick Rowbottom - unknown
    What makes educational research scientific? And should we be worried whether it is? This chapter approaches these questions from a philosophical perspective, while also introducing some relevant work from twentieth-century philosophy of science. It discusses scientific method, confirmation, the distinction between theory and observation, the aim of science, and the relative merits of qualitative and quantitative approaches.
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  17.  33
    Educational Research: The Importance of the Humanities.Richard Smith - 2015 - Educational Theory 65 (6):739-754.
    It is one sign of the lack of understanding of the value of the humanities, to educational research and inquiry as well as to our world more widely, that such justifications of them as are offered frequently take a crudely instrumental form. The humanities are welcomed insofar as they are beneficial to the economy, for example, or play a therapeutic role in people's physical or mental well-being. In higher education in the UK, they are marginalized for similar reasons, (...)
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  18.  15
    Educational Research and the Practical Judgement of Policy Makers.David Bridges, Paul Smeyers & Richard Smith - 2008 - Journal of Philosophy of Education 42 (supplement):5-14.
    This publication arises in a context in which policy makers and educational researchers are increasingly vocal in their demands that educational policy and prac.
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  19.  13
    Preparing Educational Researchers: The Role of Self‐Doubt.Deborah Kerdeman - 2015 - Educational Theory 65 (6):719-738.
    Educational scholars concur that research preparation courses should engage doctoral students with methodological differences and epistemological controversies. Mary Metz and Nancy Lesko recently published articles describing how courses guided by this aim engender self-doubt for students. Neither scholar is entirely convinced that self-doubt is educationally productive. Drawing on Hans-Georg Gadamer's notion of Bildung, Deborah Kerdeman reframes the view of self-doubt that Metz and Lesko assume and shows why self-doubt can be transformative. Gadamer's argument regarding self-doubt challenges constructivist views of (...)
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  20.  31
    Can educational research be scientific?Wilfred Carr - 1983 - Journal of Philosophy of Education 17 (1):35–43.
    Wilfred Carr; Can Educational Research be Scientific?, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 35–43, https://doi.org/10.1111.
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  21.  9
    Educational Research in Europe Today and Tomorrow.Keith Watson, Eve Malmquist & Hans U. Grundin - 1978 - British Journal of Educational Studies 26 (1):104.
  22.  40
    Educational research, governmentality and the construction of the cosmopolitan citizen.Naomi Hodgson - 2009 - Ethics and Education 4 (2):177-187.
    The turn to cosmopolitanism in educational research on citizenship education is indicative of a wider discourse of cosmopolitanism evident throughout social and cultural policy. This discourse represents a more 'light-hearted' use of the term than the philosophical tradition offers. This discourse should not be dismissed, however, but, instead, attention should be paid to who the citizen is that is addressed by such language. An analysis informed by Foucault's concept of governmentality draws attention to the way in which the (...)
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  23.  39
    Is Educational Research Any Use?John Gingell & Christopher Winch - 2006 - Studies in Philosophy and Education 25 (1):77-91.
    We begin by examining the widespread scepticism about the value of empirical educational research that is found within sections of the philosophy of education community. We argue that this scepticism, in its strongest form, is incoherent as it suggests that there are no educational facts susceptible of discovery. On the other hand, if there are such facts, then commonsense is not an adequate way of accessing them, due to its own contested and variable nature. We go on to (...)
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  24.  14
    Educational Research Culture and Capacity Building: The Case of Addis Ababa University.Barbara Ridley - 2011 - British Journal of Educational Studies 59 (3):285-302.
    This paper draws on several projects over sixteen years which attempted to develop capacity in educational research at Addis Ababa University. It identifies what might be considered indicators of a thriving research environment as defined from a UK perspective, not simply the necessary skills and infrastructure requirements but also what might be considered 'academic' or 'intellectual' virtues. Having outlined specific project activities, our responses and mutual learning, the paper goes on to consider how such qualities might relate to (...)
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  25.  23
    Educational research and reform: Some implications for the professional identity of early years teachers.Iram Siraj-Blatchford - 1993 - British Journal of Educational Studies 41 (4):393-408.
    This paper examines the way in which recent criticisms of the work of primary school teachers in Britain, most notably those entailed in and following the publication of the so-called 'Three Wise Men's Report', have attempted to redefine the professional identity of early years teachers. The paper objects to the manner in which their critiques have been formulated and calls upon educational researchers to adopt a less reverential attitude to government proposals for the reform of primary education in general (...)
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  26.  25
    Video ethics in educational research involving children: Literature review and critical discussion.Michael A. Peters, E. Jayne White, Tina Besley, Kirsten Locke, Bridgette Redder, Rene Novak, Andrew Gibbons, John O’Neill, Marek Tesar & Sean Sturm - 2021 - Educational Philosophy and Theory 53 (9):863-880.
    Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy that was established in 2016. The paper is the result of a collective writing process over a period (...)
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  27.  12
    Qualitative Educational Research in Action: Doing and Reflecting.Tom A. O'Donoghue & Keith Punch (eds.) - 2003 - Routledge.
    Qualitative research is a key form of research in education; the findings of such projects frequently play a central role in shaping policy and practice. First time qualitative researchers require clear and practical guidance from the outset. However, given the diversity of both subject matter and methodological approaches encompassed by qualitative research, such guidance is not always easily come by. _Qualitative Educational Research in Action: Doing and Reflecting_ is a collection of ten first-hand accounts by (...)
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  28.  21
    Using social theory in educational research: a practical guide.Mark Dressman - 2008 - London: Taylor & Francis Group.
    This title introduces the major schools of social theory, their basic concepts, and their general applicability to educational issues.
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  29.  14
    Proteus Rising: Re-Imagining Educational Research.Richard Smith - 2008 - Journal of Philosophy of Education 42 (supplement):183-198.
    The idea that educational research should be ‘scientific’, and ideally based on randomised control trials, is in danger of becoming hegemonic. In the face of this it seems important to ask what other kinds of educational research can be respectable in their own different terms. We might also note that the demand for research to be ‘scientific’ is characteristically modernist, and thus arguably local and temporary. It is then tempting to consider what non-modernist approaches might look like. (...)
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  30.  56
    Educational research and the practical judgement of policy makers.David Bridges, Paul Smeyers & Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):5-14.
    This publication arises in a context in which policy makers and educational researchers are increasingly vocal in their demands that educational policy and prac.
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  31. The 'false dualism' of educational research.Richard Pring - 2000 - Journal of Philosophy of Education 34 (2):247–260.
    Educational research is being subject to damaging criticism from both outside and within the research community. The external critics are impatient of research which does not give evidence‐based answers to the questions they ask. The internal critics condemn the very research which seeks to provide those answers. These differences are reflected in the rigid distinction between quantitative and qualitative research. This paper questions the philosophical positions on which such a distinction relies.
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  32.  21
    Video ethics in educational research involving children: Literature review and critical discussion.Michael A. Peters, E. Jayne White, Tina Besley, Kirsten Locke, Bridgette Redder, Rene Novak, Andrew Gibbons, John O’Neill, Marek Tesar & Sean Sturm - 2021 - Educational Philosophy and Theory 53 (9):863-880.
    Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research (such as photovoice and video) especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy (Brill) that was established in 2016. The paper is the result of a (...)
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  33.  48
    Realism and educational research: new perspectives and possibilities.David Scott - 2000 - New York: Falmer Press.
    Much education research takes place under a convenient but spurious assumption that there is a common purpose to education research, and a common epistemology. This book takes a clear-sighted and perceptive look at the underlying truths of education research, and in refining our understanding of the subject paves the way to improving our methods and practice. It addresses the theoretical conceptual elements educational discourses that inform most debates about educational research, including: education (...)
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  34.  8
    Educational Research and Philosophy between Aisthesis_ and _Téchne: A Dialogue with the Philosopher Pietro Montani.Cristina Coccimiglio - 2022 - ENCYCLOPAIDEIA 26 (63):95-101.
    This article stems from a dialogue with the philosopher Pietro Montani, starting from his studies in the field of aesthetics and the philosophy of technique and from the significance of some analyzes that prompt a critical debate also with the philosophy of education. The dialogue with the international scientific community and with the theories of authors such as Vygotskij, Benjamin, Kant, Lo Piparo, Gallese, Garroni, Stiegler, Ricoeur (to mention only the authors treated in this interview) makes these reflections extremely (...)
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  35.  21
    Accountability and Relevance in Educational Research.Christopher Winch - 2001 - Journal of Philosophy of Education 35 (3):443-459.
    Educational research has been criticised recently for being poorly conceived, self-indulgent and of little practical use. These allegations are discussed via an overview of the various functions of educational research: the production of knowledge about education, the formulation of educational policy, the promotion of improvements in educational practice, the promotion of radical change in society. The responsibilities of educational researchers are then discussed: proper attention to the functions of educational research, accountability for monies spent, recognition of (...)
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  36.  23
    The ‘False Dualism’ of Educational Research.Richard Pring - 2000 - Journal of Philosophy of Education 34 (2):247-260.
    Educational research is being subject to damaging criticism from both outside and within the research community. The external critics are impatient of research which does not give evidence-based answers to the questions they ask. The internal critics condemn the very research which seeks to provide those answers. These differences are reflected in the rigid distinction between quantitative and qualitative research. This paper questions the philosophical positions on which such a distinction relies.
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  37.  6
    Curriculum, Pedagogy and Educational Research: The Work of Lawrence Stenhouse.John Elliott & Nigel Norris (eds.) - 2012 - New York: Routledge.
    Lawrence Stenhouse was one of the most distinguished, original and influential educationalists of his generation. His theories about curriculum, curriculum development, pedagogy, teacher research, and research as a basis for teaching remain compelling and fresh and continue to be a counterpoint to instrumental and technocratic thinking in education. In this book, renowned educationalists describe Stenhouseâe(tm)s contribution to education, explore the contemporary relevance of his thinking and bring his work and legacy to the attention of a wide (...)
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  38. Empirical educational research : charting philosophical disagreements in an undisciplined field.D. C. Phillips - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
     
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  39.  7
    Complexity and Educational Research: A Critical Reflection.Lesley Kuhn - 2008 - In Mark Mason (ed.), Complexity Theory and the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 169–180.
    This chapter contains sections titled: Introduction Comments about the Nature of Research Complexity Complexity and Educational Research Complexity in Educational Research: Caveats References.
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  40. Philosophy of educational research.Harry S. Broudy - 1973 - New York,: Wiley. Edited by Robert Hugh Ennis & Leonard I. Krimerman.
  41.  33
    Against methodocentrism in educational research.John A. Weaver & Nathan Snaza - 2017 - Educational Philosophy and Theory 49 (11):1055-1065.
    This essay defines and critiques ‘methodocentrism’, the belief that predetermined research methods are the determining factor in the validity and importance of educational research. By examining research in science studies and posthumanism, the authors explain how this methodocentrism disenables research from taking account of problems and non-human actants that are presumed to be of no importance or value in existing social science research methodologies, both qualitative and quantitative. Building from a critique of these methods as (...)
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  42. The Ethics of educational research.Robert G. Burgess (ed.) - 1989 - New York: Falmer Press.
    Ethics and Educational Research: An Introduction Robert G. Burgess Ethical questions are the subject of interdisciplinary discussions and debates. ...
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  43.  7
    Rebundling higher educational research, teaching and service.Erik Blair - 2018 - Confero Essays on Education Philosophy and Politics 6 (1):35-54.
    Higher educational research has been bashed for its aloofness and isolation as individuals question its impact and its worth. This essay aims to highlight how the unbundling of academia, where research has become separate from teaching and service, has left a reduced conception of educational identity in the higher education sector. In becoming isolated, research has become an easier target. Instead, it is proposed that rebundling the three core aspects of higher education - research, (...)
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  44.  5
    Rebundling higher educational research, teaching and service.Erik Blair - 2018 - Confero Essays on Education Philosophy and Politics 6 (1):35-54.
    Higher educational research has been bashed for its aloofness and isolation as individuals question its impact and its worth. This essay aims to highlight how the unbundling of academia, where research has become separate from teaching and service, has left a reduced conception of educational identity in the higher education sector. In becoming isolated, research has become an easier target. Instead, it is proposed that rebundling the three core aspects of higher education - research, (...)
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  45.  13
    Philosophy, methodology and educational research.David Bridges & Richard Smith (eds.) - 2007 - Malden, MA: Blackwell.
    This book evaluates the increasingly wide variety of intellectual resources for research methods and methodologies and investigates what constitutes good educational research. Written by a distinguished international group of philosophers of education Questions what sorts of research can usefully inform policy and practice, and what inferences can be drawn from different kinds of research Demonstrates the critical engagement of philosophers of education with the wider educational research community and illustrates the benefits that can (...)
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  46. Foucault, educational research and the issue of autonomy.Mark Olssen - 2005 - Educational Philosophy and Theory 37 (3):365–387.
    This article seeks to demonstrate a particular application of Foucault's philosophical approach to a particular issue in education: that of personal autonomy. The paper surveys and extends the approach taken by James Marshall in his book Michel Foucault: Personal autonomy and education. After surveying Marshall's writing on the issue I extend Marshall's approach, critically analysing the work of Rob Reich and Meira Levinson, two contemporary philosophers who advocate models of personal autonomy as the basis for a liberal (...). (shrink)
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  47.  20
    Philosophy and Theory in Educational Research: Writing in the Margin.Amanda Fulford & Naomi Hodgson (eds.) - 2016 - New York, NY: Routledge.
    _Philosophy and Theory in Educational Research: Writing in the Margin_ explores the practise of reading and writing in philosophy of education and education theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility for educational research. Drawing on their own research, theoretical and philosophical sources, the authors investigate the important issue of what it means to read (...)
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  48.  5
    Philosophy and educational research.John Wilson - 1972 - Windsor,: National Foundation for Educational Research in England and Wales.
  49.  24
    Christian Action Research and Education (CARE): declaration on human genetics and other new technologies in medicine.Action Research Christian - 2003 - Human Reproduction and Genetic Ethics 9 (1):6.
  50. Reclaiming Metaphysical Truth for Educational Research.Robert Archer - 2002 - British Journal of Educational Studies 50 (3):339 - 362.
    It is not uncommon in educational research and social science in general either to eschew the word truth or to put it in scare quotes in order to signify scepticism about it. After the initial wave of relativism in the philosophy of natural science, a second wave has developed in social science with the rise of postmodernism and poststructuralism. The tendency here is to relativise truth or to bracket out questions of truth. In contradistinction, this paper revindicates the metaphysical (...)
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