Becoming Critical: Education, Knowledge, and Action Research"Life is hard for Anne and her father under Cromwell's harsh rule, which has reduced them from wealth to poverty. With one friend fearing for his life and another apparently lost to her, a man she hates sees her as a way of fulfilling all his ambitions. Will she have to surrender to him or lose everything?"--EBL. |
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Page 77
... aims . For a point constantly stressed by educational philosophers is that educational aims are not descriptions of some desirable end state that can serve as criteria for assessing some extrinsically related ' means ' . Rather , they ...
... aims . For a point constantly stressed by educational philosophers is that educational aims are not descriptions of some desirable end state that can serve as criteria for assessing some extrinsically related ' means ' . Rather , they ...
Page 78
... aims and the means employed to achieve them , ' What is the educational aim ? ' and ' How can this aim be achieved most effectively ? ' are not separate questions parallel to a fact - value distinction . Because the end largely ...
... aims and the means employed to achieve them , ' What is the educational aim ? ' and ' How can this aim be achieved most effectively ? ' are not separate questions parallel to a fact - value distinction . Because the end largely ...
Page 93
... aims to serve such readers . It aims to educate : to deepen insight and to enliven commitment . Its work is the transformation of consciousness , the differentiation of modes of awareness and the enlightenment of action . It expects ...
... aims to serve such readers . It aims to educate : to deepen insight and to enliven commitment . Its work is the transformation of consciousness , the differentiation of modes of awareness and the enlightenment of action . It expects ...
Contents
Teachers Researchers and Curriculum | 7 |
The Natural Scientific View of Educational | 51 |
The Interpretive View of Educational Theory | 83 |
Copyright | |
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Other editions - View all
Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Limited preview - 2003 |
Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Limited preview - 2003 |
Common terms and phrases
achieve activity actors aims approach to educational argued beliefs Chapter classroom collaborative commitment communities of action concepts concerned constraints context critical educational science critical social science critical theory curriculum research Deakin University discourse educa educational action research educational practice educational problems educational research educational situations educational theory emancipatory action research enquiry epistemology example explanandum explanations framework Frankfurt School Geelong Habermas Habermas's hermeneutic historical human ideas ideology improvement individuals institutions interest interpretive approach involved Kegan Paul KEMMIS kind knowledge learning London means methods nature objective observations paradigm participants particular perspective philosophy Philosophy of Education phronesis political positivism positivist praxis produced professional purpose questions rational reflection relationship requires role Routledge and Kegan scientific self-reflection sense social reality society sociology of education strategies structure task teachers teaching technical theoretical theorists theory and practice tional tions transform truth values view of educational