the nature of education

这是一篇关于the nature of education的思维导图，有需要学习的小伙伴可以点赞加收藏。

the nature of education

• what is a paradigm
  • definition: Thomas Kuhn,1962
    • is paradigm existed in social science?
      • no: Thomas Kuhn,1962
      • yes: Larry,1977; Handa,1986
  • social science
    • conventional
      • feminist theories
      • critical tace and ethnic studies
      • queer theory
      • border theories
      • postcolonial
      • poststructural and postmodern work
    • distinct turn (Blooland, 1989,1995)
      • interpretive
      • postmodern
      • ctitical
  • Lincoln
    • positivist
      • ontology
        • naive realism
      • epistemology
        • dualist
      • methodology
        • quan.
    • postpositivist
      • onto.
        • critical realism
      • epi.
        • modified dualist
      • metho.
        • quan.
    • critical theory
      • onto.
        • historical realism
      • epis.
        • transactional
      • metho.
        • dialogic/dialectical
    • constructivist
      • onto.
        • relativism
      • epi.
        • transactinal/subjectivist; co-created findings
      • metho.
        • hermeneutical
  • Heron,1996;Heron&Reason,1997
    • participatory
      • onto.
        • participative reality
      • epi.
        • critical subjectivity
      • metho
        • political participation
  • methodology
    • particular disciplines
      • sociology
      • psychology
      • else
    • particular perspectives
      • marxism
      • feminist theory
      • queer theory
      • else
  • legitimacy(contention)
    • postmodern paradigm
      • “blurring genres”(Clifford Geertz's, 1988,1993)
        • postmodernist
        • critical theory
        • constructivism
    • positivist/postpositivist paradigm
• paradigm positions
  • inquiry aim
  • nature of knowlege
  • knowlege accumulation.
  • goodness/quality criteria
    • rigor
    • validity
      • no method is the royal road to ultimate knowledge(Lincoln&Guba 1985)
      • postmodernist: crystal (Richardson 1997)
      • 'an incitement to discourse'(Lather 1993)
      • validity as an ethical relationship
        • seven new standards
          • positionality
          • specific discourse communities
          • voice
          • critical subjectivity
          • reciprocity
          • sacredness
          • sharing of the perquisites of privilege
      • methods
        • transactional approach
          • member checking
            • Guba&Lincoln,1989
          • bracketing
            • Moustakes,1994
          • triangulation
            • Denzin,1989,2000,2003;Hammersley&Atkinson,1995
        • transformational validity.
          • radical approach chanllenges the very notion of validity(Lather 1986)
            • rejection of validity judges work to be valid only if it signals that validity achieves eventual ideal.
  • values
  • ethics
  • voice
  • training
• the call to action
  • definition: a major controversy that limits the ongoing debates among practitioners of the various paradigm. (Lincoln 2018, P234)
  • pros
    • interpretivist
      • see it as a meaningful and important outcome of inquiry processes(Lincoln)
  • cons
    • positivist/postpositivist
      • see it as contamination of research results and processes(Lincoln)
• cumulation
  • for qualitative research: YES
• commensurability
  • positivist VS postpositivist: YES
  • positivist VS constructivist:NO
  • interpretivist/postmodern VS critical theory VS constructivist VS participative inquiry: YES
• axiology
  • definition: a part of the basic foundation philosophical dimension of paradigm.(Lincoln,2018)
  • 'sacred space'(Richardson, 1994)
  • where the spiritual meets social inquiry(Reason, 1993; Lincoln&Denzin, 1994)
• more-than-human
  • ANT
    • actor network theory
  • STS
    • science,technology, society(roots in post-structuralism and ethnomethodology)
  • attuning to things
  • sociomaterial turn
  • posthumanism
• my own paradigm
  • constructivism
    • researcher: not an independent individual existing in a vacuum(Denzin & Lincoln,1994)
    • onto: view reality as multiple, intangible, constructed, local and specific(Lincoln&Guba 2003)
    • epi:experience+interaction
    • metho
      • student centred (Dogru2007; Kim 2005)
      • CORI (Guthrie 2004)
  • interpretivism
    • researcher: is part of being
    • researched cannot be separated and so will be subjective
    • research is value bound
    • data collection
      • small samples
      • in-depth investigations
      • qualitative
• purpose of education
  • Deway
    • hermeneutics
      • chanllenge:substance assumption
      • introduce: person as interpenetrating
  • I'Anson
    • three elements
      • critical
      • experimental
      • ethical
  • Freire
    • concern for humanization
    • “the appresed, at a certain moment of their existential experience, adopt an attitude of 'adhesion'to the oppressor.”
  • Bieta
    • learnification
    • use “learner” instead of “student”
    • “lifelong learning.”instead of "permanent education"
• control
  • embedded in the question of voice, reflexivity and postmodern textual representation
• three issues
  • voice
    • pure presence(Lather 2007)
      • author
      • respondents
  • reflexivity
    • the processing of reflecting critically(Guba&Lincoln 1981)
    • Reason 1981
      • the self both inquirer and respondent
      • both teacher and learner
      • coming to know the self within the processes of research itself
      • discovery the subject/discovery the self
  • postmodern textual representation
• truth and knowlege
  • Descartes's dual substance theory: objective realm is independent of the knower's subjective experice
  • constructivist: antifoundation(Lincoln 1995)