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. |
From inside the book
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Page 40
... sense of comparative experience , to discover local or immediate constraints on action by understanding the contexts ... sense that they become negativistic or complain- ing , but in the sense that they gather their intellectual ...
... sense of comparative experience , to discover local or immediate constraints on action by understanding the contexts ... sense that they become negativistic or complain- ing , but in the sense that they gather their intellectual ...
Page 118
... sense that it generates theories that can be grasped and utilized by practitioners in terms of their own concepts and theories ; ' scientific ' in the sense that these theories provide a coherent challenge to the beliefs and assumptions ...
... sense that it generates theories that can be grasped and utilized by practitioners in terms of their own concepts and theories ; ' scientific ' in the sense that these theories provide a coherent challenge to the beliefs and assumptions ...
Page 128
... sense : an argument for common sense realism and against the common sense theory of knowl- edge ' , in Objective Knowledge : An Evolutionary Approach , Oxford , Clarendon Press . 11 See , especially , POPPER , K.R. ( 1966 ) , The Open ...
... sense : an argument for common sense realism and against the common sense theory of knowl- edge ' , in Objective Knowledge : An Evolutionary Approach , Oxford , Clarendon Press . 11 See , especially , POPPER , K.R. ( 1966 ) , The Open ...
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