Session Information
13 SES 11 A, Parallel Paper Session
Parallel Paper Session
Contribution
This paper examines the underlying problems of one perspective in educational theory that has gained momentum from the last decade: W. Carr approach, which puts forward that there is no theory at all in educational research and, consequently, it is a form of practice. The paper brings to light the scientific, epistemological and methodological assumptions within such view. The argument is developed over the following steps: first, it starts expounding what Carr understands by methodology of action research and educational theory, and outlining his alternative. Second, it shows that both Carr's underlying methodology as well as his theoretical alternative is based on a particular perspective of Social Science. Finally it draws the educational consequences.
Method
Expected Outcomes
References
Carr, W. (2006a): «Philosophy, Methodology and Action Research». Journal of Philosophy of Education 40.4, 2006, pp. 421-435. Carr, W (2006b): «Education without theory». British Journal of Educational Studies 54.2, pp. 136-159. Dunne, J. (1993) Back to the Rough Ground: 'Phronesis' and 'Techné' in Modern Philosophy and in Aristotle (London, University of Notre Dame Press). Elliott, J. (1991) Action Research for Educational Change (Milton Keynes, Open University Press). Elliott, J. (1998) The Curriculum Experiment: Meeting the Challenge of Social Change (Buckingham, Open University Press). Hacking, I. (1999) The Social Construction of What? (Cambridge, MA, Harvard University Press). Kemmis, S. (1988) Action Research, in: J. P. Keeves (ed.) (1991) Educational Research, Methodology and Measurement: An International Handbook (Oxford, Pergamon Press). Kuhn, Th. S. (1962) The Structure of Scientific Revolutions (Chicago, University of Chicago Press). Lakatos, I.; Musgrave, A. (eds.) (1970) Criticism and the Growth of Knowledge (Cambridge, Cambridge University Press). Latour, B. (1993) We have Never been Modern (Brighton, Harvester). Latour, B. (1987) Science in Action (Milton Keynes, Open University Press). Laudan, L. (1977) Progress and its Problems. Towards a Theory of Scientific Growth (Berkeley, University of California Press). McTaggart, R. (1991) Action Research: A Short Modern History (Geelong, Australia, Deakin University Press). Niiniluoto, I. (1997) Ciencia frente a Tecnología: ¿Diferencia o identidad?, Arbor 157/620, pp. 285-299. Penalva, J. (2006) El conocimiento-empírico en la investigación-acción: análisis de los aspectos epistemológicos, Revista de educación de la Universidad Complutense de Madrid, 17.2, pp. 105-118. Suppe, F. (ed.) (1974) The Structure of Scientific Theories (Urbana, University of Illinois Press). Wallace, M. (1987) A Historical Review of Action Research: Some Implications for the Education of Teachers in their Management Role, Journal of Education for Teaching, 13.2, pp. 97–115.
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