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Wilfred Carr 《Cambridge Journal of Education》1997,27(2):203-209
The purpose of this paper is to explore how the idea of method now shapes the self‐understanding in terms of which many educational researchers make sense of their work. It does so by comparing the modem ‘methodical’ approach to educational research with the premodern style of philosophical theorising it has largely replaced. On the basis of this comparison it shows how some important questions about the future of educational research begin to emerge. 相似文献
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Wilfred Carr 《Educational Action Research》2013,21(3):427-436
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EDUCATION WITHOUT THEORY 总被引:4,自引:1,他引:3
ABSTRACT: This paper proceeds through four stages. First, it provides an account of the origins and evolution of the concept of educational theory. Second, it uses this historical narrative to show how what we now call 'educational theory' is deeply rooted in the foundationalist discourse of late nineteenth and early twentieth century modernity. Third, it outlines and defends a postfoundationalist critique of the foundationalist epistemological assumptions on which our understanding of educational theory has been erected. Finally, it argues that the only conclusion to draw from this postfoundationalist critique is that educational theory has run its course and should now be brought to a dignified end. 相似文献
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Wilfred Dolfsma 《Research Policy》2005,34(1):69-82
Knowledge plays an increasingly important role in shaping the dynamics of an economy. A static Paretian welfare economics is therefore inadequate, and needs to be supplemented by a dynamic (Schumpeterian) welfare theory. A dynamic welfare economics acknowledges the role of knowledge and communication. As knowledge develops cumulatively in a social environment, knowledge may not be readily diffused or exchanged. Different costs of communication need to be considered, each affecting the creation of new knowledge. Recent developments in Intellectual Property Right (IPR) law are evaluated to determine the extent to which they affect communication costs and thus future economic welfare. 相似文献
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Wilfred Carr 《Journal of Philosophy of Education》1997,31(2):309-327
Although this paper is a written version of an inaugural lecture given at the University of Sheffield in December 1995, its central thesis is that, in a postmodern age, the practice of professors of education giving inaugural lectures is incoherent. To advance this thesis in an inaugural lecture entails an obvious contradiction which, it is proposed, can only be resolved by examining the historical origins of the inaugural lecture in the early medieval university. What emerges from this examination is not only that there is a pre-modern version of the inaugural lecture but that the virtue-based understanding of education which it presupposed can be revised and advanced in the postmodern world. 相似文献
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