Becoming Critical: Education, Knowledge, and Action ResearchProduced for units ECT432, ECT732, EAE430, ECT632 (Action research in curriculum) offered by the Faculty of Education in Deakin University's Open Campus Program. |
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Page 60
... Positivism , reflected its close affinity to the basic ' attitude ' which Carnap and others believed would win the future ' . This attitude , this style of thinking ' , is now known simply as Positivism . The purpose of next section is ...
... Positivism , reflected its close affinity to the basic ' attitude ' which Carnap and others believed would win the future ' . This attitude , this style of thinking ' , is now known simply as Positivism . The purpose of next section is ...
Page 61
... Positivism ' is not a systematically elaborated doctrine . Rather , as Carnap suggested , it is the name usually ... positivism its original appeal . However , as the promise of intellectual freedom and practical improvement has ...
... Positivism ' is not a systematically elaborated doctrine . Rather , as Carnap suggested , it is the name usually ... positivism its original appeal . However , as the promise of intellectual freedom and practical improvement has ...
Page 71
... Positivism Even the most cursory glance at the relevant theoretical literature immediately reveals how , in recent times , positivism has been subject to severe critical scrutiny and debate.31 Although it would be impos- sible to ...
... Positivism Even the most cursory glance at the relevant theoretical literature immediately reveals how , in recent times , positivism has been subject to severe critical scrutiny and debate.31 Although it would be impos- sible to ...
Contents
Further Reading | 7 |
55555 | 51 |
The Positivist Approach to the Problem of Theory and Practice | 61 |
Copyright | |
9 other sections not shown
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 claims 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 kind knowledge language learning London means methods nature objective observations paradigm participants particular perspective philosophy Philosophy of Education philosophy of science phronesis political positivism positivist praxis produced professional purpose questions rational reflection relationship requires role Routledge and Kegan scientific self-reflection sense social reality society strategies structure task teachers teaching technical theoretical theorists theory and practice tional tions transform values view of educational