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ERIC Number: EJ924724
Record Type: Journal
Publication Date: 2008-Apr
Pages: 11
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0039-3746
My Self-as-Philosopher and My Self-as-Scientist Meet to Do Research in the Classroom: Some Davidsonian Notes on the Philosophy of Educational Research
Mejia D., Andres
Studies in Philosophy and Education, v27 n2-3 p161-171 Apr 2008
Traditionally, philosophical inquiry into pedagogical issues has occurred far from the classrooms in which pedagogy materialises. However, an organised form of inquiry into issues of a normative nature (about what ought to be done pedagogically) and of an analytic nature (about the meaning of pedagogical concepts), making use of ideas obtained in an empirical way in classroom and classroom-related situations, is both feasible and desirable. About desirability, this form of inquiry depends on the particularities of the local situations, and that helps to take them into account when deciding on how to improve pedagogical practice. That is, it contextualises pedagogical decisions. About feasibility for normative issues, an analysis based on Donald Davidson's philosophy of language shows that there is nothing that compels empirical observations to be descriptive and to not be normative. And normative occasional beliefs acquired empirically can serve as a general confrontation or testing field for ideas about the justification of pedagogical actions or strategies. About feasibility for analytic issues, as a consequence of giving up the analytic-synthetic distinction it is argued that they can also be explored by means of occasional beliefs acquired empirically, when confronted with the implications of the definition of any pedagogical concept.
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A