The Death of Theory in Educational Research
نویسنده
چکیده
The technological and social success of the natural sciences—particularly the physical sciences, biology and geology—during the 19th and 20th centuries has led to an intriguing consequence: the expansion of rules, modes of discourse and philosophical perspectives from the natural sciences into other discourses and forms of life. Academic psychology’s long love affair with the modernist program and with highly generalised rules of cause and effect modelled on the physical sciences (Polkinghorne, 1992) is perhaps the strongest example of this in the ‘human sciences’, but perspectives from the philosophy of science have also been strong and persistent referents in the literature of educational research. (Geelan, 2001b)
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