Skip to main content
SpringerLink
Log in
Book cover

Closing Methodological Divides

Toward Democratic Educational Research

  • Book
  • © 2002

Overview

Authors:
  1. Kenneth R. Howe

    1. University of Colorado, Boulder, USA

    View author publications

    You can also search for this author in PubMed   Google Scholar

Part of the book series: Philosophy and Education (PHED, volume 11)

  • 1189 Accesses

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (9 chapters)

  1. Front Matter

    Pages i-x
    Download chapter PDF

  2. Introduction and Overview

    Pages 1-11

  4. Interpretivism and the New Divides

    1. The Interpretive Turn

      Pages 65-79

    2. The Constructivist Turn

      Pages 81-94

    3. On the Threat of Epistemological Bias

      Pages 95-110

  5. Ethical and Political Frameworks

    1. The Interpretive Turn and Research Ethics

      Pages 113-131

    2. Toward Democratic Educational Research

      Pages 133-144

  6. Back Matter

    Pages 145-165
    Download chapter PDF
Back to top

Keywords

About this book

The issues I treat in this book—qualitative versus quantitative methods, facts versus values, science versus politics, subjectivity versus objectivity, postm- ernism versus pragmatism, to name a few—are at the core of a lively, sometimes divisive, conversation that has been unfolding in the theory and practice of e- cational research for some time. These issues fall squarely within the province of philosophy, and thus philosophical investigation has an especially useful contribution to make. But these issues are by no means the exclusive province of philosophy; they are ones in which a diverse group of educational theorists have had a keen interest and about which they have had important things to say. The conversation I hope to join—and to move forward—is this broad and inclusive one. Philosophy of education is at its best when it dives headlong into the fray. The book borrows liberally from my previously published work, but is far from a simple compilation. The ideas developed in Chapter 7, “On the Threat of Epistemological Bias,” are new. The ideas developed in Chapter 9, “Toward Democratic Educational Research,” are a significant extension of the application of similar ideas to evaluation research. The ideas developed in Chapter 4, “The Persistence of the Fact/Value Dogma,” are in a form and at a level of detail not published before. Finally, Chapter 1, “Introduction and Overview,” weaves together my thinking on a large array of issues on educational research methodology that had only been loosely connected before.

Authors and Affiliations

  • University of Colorado, Boulder, USA

    Kenneth R. Howe

Bibliographic Information

  • Book Title: Closing Methodological Divides

  • Book Subtitle: Toward Democratic Educational Research

  • Authors: Kenneth R. Howe

  • Series Title: Philosophy and Education

  • DOI: https://doi.org/10.1007/0-306-47984-2

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media Dordrecht 2002

  • Hardcover ISBN: 978-1-4020-1164-1Published: 31 March 2003

  • Softcover ISBN: 978-1-4020-1226-6Published: 31 March 2003

  • eBook ISBN: 978-0-306-47984-7Published: 18 April 2006

  • Series ISSN: 0923-9065

  • Edition Number: 1

  • Number of Pages: X, 157

  • Topics: Philosophy of Education

Publish with us

Policies and ethics

Back to top

Search

Navigation