By Robert Sherman, Rodman Webb
Released within the 12 months 1988, Qualitative learn In schooling is a necessary contribution to the sphere of schooling.
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34 PHILOSOPHY OF EDUCATION AS QUALITATIVE INQUIRY Contemporary Approaches to Qualitative Thinking in Philosophy of Education Though all philosophers of education may have clarity, context, and consciousness as their aims, one may distinguish among contemporary approaches to philosophy of education by the relative emphasis they give to these aims. We will use the terms ‘public’, ‘professional’, and ‘personalistic— phenomenological’ to identify and distinguish the approaches. The distinction among ‘public’, ‘professional’, and ‘personal’ philosophy of education has been forwarded by Jonas Soltis (1979, 1981, 1983).
Richard Bernstein (1985) calls this complex rationality of judgment and argumentation the ‘choreography of critique’, and I think it accurately describes the process which distinguishes any rigorous inquiry, quantitative or qualitative, from both pure fancy and pure fact-mongering. 24 QUALITATIVE INQUIRY IN PHILOSOPHY AND EDUCATION So far I have argued that the logical positivist program is over and that with its demise the received ways of talking about qualitative and quantitative inquiry, and indeed about inquiry and thought in general, are no longer useful.
Qualitative Research In Education: Focus and Methods by Robert Sherman, Rodman Webb