Literaturnachweis - Detailanzeige
| Autor/in | Paulston, Rolland G. |
|---|---|
| Titel | Comparing Ways of Knowing across Inquiry Communities: Implications for Comparative Education. |
| Quelle | (1991), (26 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Comparative Analysis; Comparative Education; Educational Sociology; Epistemology; Higher Education; Inquiry; International Education; Literature Reviews; Social Science Research |
| Abstract | Exemplar texts of major intellectual communities in comparative education and social science discourse are examined in order to identify and compare defining characteristics in ways of knowing, credible knowledge, favored problems, metaphors, terms, and the like. The following communities are compared: positivist; dialectical materialist; critical theorist; interactionist; interpretivist; and poststructuralist/postmodernist. Convergent trends across communities are also identified by noting recent adaptations and new communities including, but not limited to, the following: (1) critical realist/neo-positivist; (2) feminist; (3) neo-functionalist; (4) neo-marxist; and (5) postmodern pragmatist. It is argued that, given the wide spectrum of ways of knowing and the growing pluralism in the social sciences, several recent attempts to reduce epistemological diversity in comparative education are noteworthy (i.e., the call for creation of a positivist orthodoxy, and its mirror image call for a holistic/interpretive orthodoxy). Because epistemology is most usefully viewed as a tool to deal with reality, scholars in comparative education may want to consider an ecumenical orientation that favors heterogenicity, open textuality, and tolerance for different ways of knowing. Three figures illustrate the discussion. A 210-item list of references is included. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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