Theorizing Education and Educational Research

Autor/in	Thompson, Christiane
Titel	Theorizing Education and Educational Research
Quelle	In: Studies in Philosophy and Education, 31 (2012) 3, S.239-250 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-012-9290-y
Schlagwörter	Educational Theories; Educational Research; Philosophy; Methods + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Bildungsforschung; Pädagogische Forschung; Philosophie; Method; Methode
Abstract	In this paper, I address the question of how a philosophically enriched view of method might inform both educational theory and educational research. The first part of the paper elaborates recent discussions on "philosophical method" in the educational-philosophical discourse. These discussions point toward the importance of analyzing the conceptual or "categorical" frameworks of educational processes. The second part of the paper discusses Martin Heidegger's work "Being and Time" to capture fully the challenges that a philosophical method faces in investigations of subjectivity: The focus lies on Heidegger's strategy to situate his philosophical work as a descriptive undertaking and simultaneously as a categorical outline of human existentiality ("Dasein"). This work serves to reflect a philosophical as well as empirical attitude or conduct in the final part of the paper, which briefly introduces "categorical research" with some examples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10