國立虎尾科技大學 |

The Priority of Democracy to Education Research.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Priority of Democracy to Education Research./
Author:	Murray, Kevin.
Description:	1 online resource (205 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
Subject:	Education policy. -
Online resource:	click for full text (PQDT)
ISBN:	9780355231076

The Priority of Democracy to Education Research.
Murray, Kevin.

The Priority of Democracy to Education Research. - 1 online resource (205 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This dissertation comprises three independent but related papers (chapters 2-4), framed by an introduction (chapter 1) and a conclusion (chapter 5). The main theme of the work is that democracy should be seen as foundational to -- prior to -- education research. Drawing on pragmatism and feminist philosophy of science, I make the case that democracy is threaded into the constitutive fabric of good education research and, indeed, of good social science in general. The benefits of democratic values for education research are at once ethical and epistemic. Education research suffers when it is not thoroughly permeated by democratic values. But many education researchers continue to neglect the epistemic significance of democracy for education research. They chase after "pure" education research, insulated from moral and political values, to set education research on absolute foundations. I contend that the hunt for pure education research should be abandoned once and for all: it is unattainable, grounded in a fatally flawed conception of social science, and would prove, in any case, undesirable in democratic society. I argue that neoliberalism, in particular, has powerfully incentivized the quest for pure education research, pushing many education researchers to adopt a prestigious but wrong-headed and anti-democratic model of social science.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355231076Subjects--Topical Terms:

1107727
Education policy.
Index Terms--Genre/Form:

554714
Electronic books.

The Priority of Democracy to Education Research.
LDR:02670ntm a2200361Ki 4500 001 909295
005 20180426101948.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355231076
035 $a (MiAaPQ)AAI10287550
035 $a (MiAaPQ)colorado:14978
035 $a AAI10287550
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Murray, Kevin. $3 1179996
245 1 4 $a The Priority of Democracy to Education Research.
264 0 $c 2017
300 $a 1 online resource (205 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Advisers: Kenneth R. Howe; Daniel P. Liston.
502 $a Thesis (Ph.D.) $c University of Colorado at Boulder $d 2017.
504 $a Includes bibliographical references
520 $a This dissertation comprises three independent but related papers (chapters 2-4), framed by an introduction (chapter 1) and a conclusion (chapter 5). The main theme of the work is that democracy should be seen as foundational to -- prior to -- education research. Drawing on pragmatism and feminist philosophy of science, I make the case that democracy is threaded into the constitutive fabric of good education research and, indeed, of good social science in general. The benefits of democratic values for education research are at once ethical and epistemic. Education research suffers when it is not thoroughly permeated by democratic values. But many education researchers continue to neglect the epistemic significance of democracy for education research. They chase after "pure" education research, insulated from moral and political values, to set education research on absolute foundations. I contend that the hunt for pure education research should be abandoned once and for all: it is unattainable, grounded in a fatally flawed conception of social science, and would prove, in any case, undesirable in democratic society. I argue that neoliberalism, in particular, has powerfully incentivized the quest for pure education research, pushing many education researchers to adopt a prestigious but wrong-headed and anti-democratic model of social science.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education policy. $3 1107727
650 4 $a Philosophy of science. $2 bicssc $3 1009373
650 4 $a Educational philosophy. $3 1148497
655 7 $a Electronic books. $2 local $3 554714
690 $a 0458
690 $a 0402
690 $a 0998
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Colorado at Boulder. $b Education. $3 1179997
773 0 $t Dissertation Abstracts International $g 78-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10287550 $z click for full text (PQDT)