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020 |a9780306480430|9978-0-306-48043-0
024 7 |a10.1007/0-306-48043-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
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072 7|aJN|2bicssc
072 7|aEDU000000|2bisacsh
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082 04|a370|223
090 |aDK/9577
100 1 |aBridges, David.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aFiction written under Oath?|h[electronic resource] :|bEssays in Philosophy and Educational Research /|cby David Bridges.
250 |a1st ed. 2003.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2003.
300 |aXII, 215 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aPhilosophy and Education ;|v10
505 0 |aA ‘biographical positioning’ -- Introduction: philosophising about educational research -- Philosophising as and in educational research -- The discipline(S) of educational research -- Educational theory, practice and research: pragmatic perspectives -- Educational research: pursuit of truth or flight into fancy? -- Narratives, fiction and the magic of the real -- Narratives in history, fiction and educational research -- Quality and relevance in educational research -- ‘Nothing about us without us’: the ethics of outsider research -- Research for Sale: moral market or moral maze? -- ‘Fiction written under oath?’ Ethics and epistemology in educational research -- From philosophising about research to researching philosophy: reflections on a reflective log.
520 |aThe essays bring to contemporary debates about educational research both a first hand familiarity with the practices and arguments of the educational research community and a clear grasp of the ways in which philosophical sources and analysis can inform them. They are both measured and passionate - sparked by an intense personal curiosity, which takes Bridges into unexpected resources and territory (such as the insights of museology into debates on educational research as narrative fiction) as well as more familiar material relating to, for example, issues about the assessment of quality of educational research and the concern for its relevance. The book makes an articulate case, by its own example as well as in its argument, for the continuing contribution of philosophical thinking to the development and critique of educational research. It will be essential reading for researchers already engaged in this development and for masters and doctoral students who are coming to terms with educational research, and it offers a contribution to the literature in philosophy of education which is richly grounded in the wider field of educational research.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aEducation.
650 0|aEducation|xPhilosophy.
650 14|aEducation.
650 24|aPhilosophy of Education.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402010835
776 08|iPrinted edition:|z9781402037627
776 08|iPrinted edition:|z9789401739771
830 0|aPhilosophy and Education ;|v10
856 40|uhttps://doi.org/10.1007/0-306-48043-3
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950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)