The Strict Analysis and the Open Discussion

Autor/in	Holma, Katariina
Titel	The Strict Analysis and the Open Discussion
Quelle	In: Journal of Philosophy of Education, 43 (2009) 3, S.325-338 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.1467-9752.2009.00696.x
Schlagwörter	Constructivism (Learning); Educational Research; Research Methodology; Research Projects; Discussion; Epistemology; Educational Philosophy + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Forschungsvorhaben; Diskussion; Erkenntnistheorie; Bildungsphilosophie; Erziehungsphilosophie
Abstract	A crucial challenge in terms of research methods in philosophy of education is that of combining philosophical ways of analyzing and arguing, with the dialogical and pluralist way of thinking needed in educational research. In this article I describe how I dealt with this challenge in my research project focusing on educational implications of the positions defended in the debate on constructivism and realism between Israel Scheffler and Nelson Goodman. The key to my methodological approach is an emphasis on the role of a thoroughgoing process of analysis and synthesis. I see this process as the prerequisite for profound philosophical dialogue on education. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10