000			03603nam a22004695i 4500
001			978-1-4020-6678-8
003			DE-He213
005			20260521092141.0
007			cr nn 008mamaa
008			100530s2007 ne | s |||| 0|eng d
020			_a9781402066788
020			_a99781402066788
024	7		_a10.1007/978-1-4020-6678-8 _2doi
082	0	4	_a379 _223
100	1		_aHyslop-Margison, Emery J. _eauthor.
245	1	0	_aScientism and Education _h[electronic resource] : _bEmpirical Research as Neo-Liberal Ideology / _cby Emery J. Hyslop-Margison, M. Ayaz Naseem.
264		1	_aDordrecht : _bSpringer Netherlands, _c2007.
300			_bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aEducation Research -- Epistemological Problems in Social Science Research -- Empirical Research in Education -- Education Research as Analytic Truths -- Empirical Research as Neo-liberal Ideology.
520			_aThis volume offers a critical examination of the growing pressure to apply scientific principles as a means to improve education. The authors trace the ideology of scientism to the early faith Auguste Comte placed in science and the scientific method as a panacea to all human problem solving. By revealing many of the epistemological problems confronted by the social sciences, including education, the authors undermine the prevailing view that a science of education is possible or desirable. Besides revealing the epistemological problems associated with education research, they suggest that the instrumentalism and micro level responsibility related to scientism in education constitute a manipulative ideological smokescreen to distract public attention away from the structural inequities that generate disparate academic outcomes among students in industrialized democracies. The book deals a severe blow to the belief that science is a suitable lens through which to view or strengthen educational practice. "One begins this book with the skeptical belief that it can't be right. The task of reading, then, is to locate where Hyslop-Margison goes wrong to reach his radical and disturbing conclusions. At the very least, even the most skeptical will have to recognize that the unsayable-that current educational research has proven largely fruitless for discernable reasons-is certainly plausible. He brilliantly brings an issue that has been considered too eccentric to contemplate into the heart of current educational discourse. Everyone concerned with educational research-researchers and those policy-makers, administrators, and other educational workers who draw on the products of educational research should read this important book carefully." Kieran Egan, Faculty of Education, Simon Fraser University
650		0	_aEDUCATION.
650		0	_aGENETIC EPISTEMOLOGY.
650		0	_aSOCIAL SCIENCES _xPHILOSOPHY.
650		0	_aEDUCATION _xPHILOSOPHY.
650	1	4	_aEDUCATION.
650	2	4	_aEDUCATIONAL POLICY AND POLITICS.
650	2	4	_aEDUCATIONAL PHILOSOPHY.
650	2	4	_aPHILOSOPHY OF THE SOCIAL SCIENCES.
650	2	4	_aEPISTEMOLOGY.
700	1		_aNaseem, M. Ayaz. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402066771
856	4	0	_uhttp://dx.doi.org/10.1007/978-1-4020-6678-8 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c37741 _d37741