The reflective practitioner: How professionals think in action : Donald A. Schon, Basic Books, New York, 1983

https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Preface to the Second Edition Part 1: Philosophical Bearings 1. Aims and Strategy 2. The Underlabourer Conception of Philosophy 3. Philosophy and Science 4. The Philosopher's Concern with Language 5. Conceptual and Empirical Enquiries 6. The Pivotal Role of Epistemology in Philosophy 7. Epistemology and the Understanding of Society 8. Rules: Wittgenstein's Analysis 9. Some Misunderstandings of Wittgenstein Part 2: The Nature of Meaningful Behaviour 1. Philosophy and Sociology 2. Meaningful Behaviour 3. Activities and Precepts 4. Rules and Habits 5. Reflectiveness Part 3: The Social Studies as Science 1. J.S. Mill's 'Logic of the Moral Sciences' 2. Differences in Degree and Differences in Kind 3. Motives and Causes 4. Motives, Dispositions and Reasons 5. The Investigation of Regularities 6. Understanding Social Institutions 7. Prediction in the Social Studies Part 4: The Mind and Society 1. Pareto: Logical and Non-Logical Conduct 2. Pareto: Residues and Derivations 3. Max Weber: Verstehen and Causal Explanation 4. Max Weber: Meaningful Action and Social Action Part 5: Concepts and Actions 1. The Internality of Social Relations 2. Discursive and Non-Discursive 'Ideas' 3. The Social Sciences and History 4. Concluding Remark

The Idea of a Social Science and its Relation to Philosophy.

Not withstanding some discomfort with the application of the language of skills in such terms as ‘interpersonal skills˚s ‘problem-solving skills˚s or ‘management skills˚s, at least part of what is being put forward under this rhetoric should be taken seriously. This is the concern that students should not merely be able to make choices intellectually but be able additionally to pursue them practically by acting in and upon a competitive social world. The paper teases out some of the different concerns underlying the notions of cross-curricular, generic, core and transferable skills and relates these to traditional principles of curriculum selection by reference to what is in some sense most fundamental or generally applicable. Cross-curricular skills are discussed in terms of their relationship to cognitive domains, and transferable skills in relationship to social domains. In either case the notion of transfer has to be parasitic upon some theory of discrete domains. It is argued that it is not ...

Transferable skills: A philosophical perspective

This chapter examines criticisms made by or on behalf of ‘disempowered’ groups against outsider research into their experience: that outsiders cannot properly understand and represent their experience and are exploitative and disrespectful, and that having outsiders articulate your views for you is intrinsically disempowering. I argue that ‘outsider research’ can contribute to the better understanding of the researcher, of the community engaged in the research and of the wider community. Nevertheless the claim ‘nothing about us without us’ expresses an ethical and epistemological truth in educational research: as a statement about the kind of relationship which should obtain between researcher and participants.

The Ethics of Outsider Research

From teaching to learning

This article observes the apparent determination of some educational researchers to distance themselves from any claim to the truth of their published work and poses the question: is educational research concerned in some sense with the truth in relation to the matter which is the focus of its enquiry or is it not? It argues that either it is so concerned or it probably collapses into incoherence. It explores, first the relationship between propositions (of the kind found abundantly in educational research reports) and truth claims, before exploring five classical theories of truth. Truth, it is pointed out is itself not a monolithic concept and it is possible to deny some notions of truth without necessarily denying all. It goes on to illustrate the way in which different theories of truth are associated with different paradigms of educational research and finally explores in more detail the senses in which truth claims persist in two influential pieces of writing (Guba & Lincoln's Fourth Generation Evaluation and Stronach & MacLure's expressly postmodernist approach to educational research in Educational Research Undone) even as their authors wrestle to deny it.

https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1080/0141192990250503

Educational Research: pursuit of truth or flight into fancy?

1. Introduction: David Bridges and Richard Smith. 2. The Myth of 'Scientific Method' in Contemporary Educational Research: Darrell Rowbottom and Sarah Aiston. 3. As if by Machinery: the Levelling of Educational Research: Richard Smith. 4. 'A demented form of the familiar': Postmodernism and Educational Research: Maggie MacLure. 5. The Disciplines and Discipline of Educational Research: David Bridges. 6. Consistency, Understanding and Truth in Educational Research: Andrew Davis. 7. No Harm Done: The Implications for Educational Research of the Rejection of Truth: Stefan Ramaekers. 8. The Quantitative-Qualitative Distinction and the Null Hypothesis Significance Testing Procedure: Nimal Ratnesar and Jim Mackenzie. 9. A View from Somewhere: Explaining the Paradigms of Educational Research: Hanan Alexander. 10. Philosophy, Methodology and Action Research: Wilfred Carr. 11. Educational Research as a Form of Democratic Rationality: John Elliott. 12. Philosophical Research and Educational Action Research: Marianna Papastephanou. 13. Why Generalisability is not Generalisable: Lynn Fendler. 14. On Generalising from Single Case Studies: Epistemological Reflections: Colin W. Evers and Echo H. Wu. 15. Epistemological Issues in Phenomenological Research: How Authoritative are People's Accounts of their own Perceptions?: Bas Levering. 16. Reasons and Causes in Educational Research: Overcoming Dichotomies and Other Conceptual Confusions: Paul Smeyers. 17. Philosophy's Contribution to Social Science Research on Education: Martin Hammersley. 18. US Graduate Study in Education Research: From Methodology to Potential Totalization: Lynda Stone. 19. Shovelling Smoke? The Experience of Being a Philosopher on a Research Training Programme: Judith Suissa. 20. Induction into Educational Research Networks: The Striated and the Smooth: Naomi Hodgson and Paul Standish. 21. The Contested Nature of Empirical Educational Research (and Why Philosophy of Education Offers Little Help): D.C. Phillips. 22. On the Limits of Empirical Educational Research, Beyond the Fantasy: A Rejoinder to D.C. Phillips: Paul Smeyers.

Philosophy, methodology, and educational research

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