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ERIC Number: EJ1117479
Record Type: Journal
Publication Date: 2016-Nov
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0039-3746
Knowledge without Contexts? A Foucauldian Analysis of E. L. Thorndike's Positivist Educational Research
Saari, Antti
Studies in Philosophy and Education, v35 n6 p589-603 Nov 2016
The article discusses the allegedly decontextualized and ahistorical traits in positivist educational research and curriculum by examining its emergence in early twentieth-century empirical education. Edward Lee Thorndike's educational psychology is analyzed as a case in point. It will be shown that Thorndike's positivist educational psychology stressed the need to account for the reality of schooling and to produce knowledge of the actual contexts of education. Furthermore, a historical analysis informed by Michel Foucault's history of the human sciences reveals that there are multiple historical temporalities involved in Thorndike's educational psychology. This allows a new critical angle to be taken on positivist educational research. The question concerning the contexts of empirical education turns to examining the way the conditions of possibility for scientific knowledge in education involve practices of contextualization as well as paradoxical and self-defeating elements.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A