Epistemology, methodology, and education sciences: Positivist dogmas, rhetoric, and the education science question

Educational Researcher

Volumn 38, Issue 6, 2009, Pages 428-440

  Howe, Kenneth R ^a  

^a UNIVERSITY OF COLORADO   (United States)

Author keywords

Philosophy; Politics; Research methodology

Indexed keywords

EID: 77951440607     PISSN: 0013189X     EISSN: 1935102X     Source Type: Journal    
DOI: 10.3102/0013189X09342003     Document Type: Article

References (69)

1. American Educational Research Association. (2006). Standards for reporting on empirical social science research in AERA publications. Retrieved March 31, 2009, from http://www.aera.net/publications/Default.aspx?menu_id=32&id=1850.
2. American Educational Research Association. (2009). Standards for reporting on humanities-oriented research in AERA publications. Educational Researcher, 38(6), 481-486.
3. Boruch, R. (2002). The virtues of randomness. Education Next, 2(3), 36-42.
4. Bredo, E. (2006). Philosophies of educational research. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 3-32). Washington, DC: American Educational Research Association.
5. Bullough, R. (2006). Developing interdisciplinary researchers: What ever happened to the humanities in education? Educational Researcher, 35(8), 3-10.
6. Burbules, N., & Sherman, A. (1979). Equal educational opportunity: Ideal or ideology. In C. J. B. Macmillan (Ed.), Philosophy of education, 1979 (pp. 105-114). Urbana, IL: Philosophy of Education Society.
7. Campbell, D. (1982). Experiments as arguments. In E. R. House, S. Mathison, J. A. Pearsol, & H. Preskill (Eds.), Evaluation Studies Review Annual (Vol. 7, pp. 117-128). Beverly Hills, CA: Sage.
8. Campbell, D., & Stanley, J. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally.
9. Code, L. (1993). Taking subjectivity into account. In L. Alcoff & E. Potter (Eds.), Feminist epistemologies (pp. 15-48). New York: Routledge.
10. Coleman, J. (1968). The concept of equal educational opportunity. Harvard Educational Review, 38(1), 7-22.
11. Cook, T. (2002). Randomized experiments in educational policy research: A critical examination of the reasons the educational evaluation community has offered for not doing them. Educational Evaluation and Policy Analysis, 24(3), 175-199.
12. DeGrazia, D. (2007). The definition of death. In E. Zalta (Ed.), (The Stanford encyclopedia of philosophy. Retrieved August 16, 2008, from http://plato.stanford.edu.
13. Eisenhart, M., & DeHaan, R. (2005). Doctoral preparation of scientifically based educational researchers. Educational Researcher, 34(4), 3-13.
14. Eisenhart, M., & Towne, L. (2003). Contestation and change in national policy on "scientifically based" education research. Educational Researcher, 32(7), 31-38.
15. Farley, J. (2007). Evidence-based medicine-Historical perspective and critique [White paper]. Retrieved August 2008 from http://www.entkent.com/ebm-historical.html.
16. Freeman, M., deMarrais, K., Preissle, J., Roulston, K., & St. Pierre, E. (2007). Standards of evidence in qualitative research: An incitement to discourse. Educational Researcher, 36(1), 25-32.
17. Gaylin, W. (1974, September 23-30). Harvesting the dead. Harper's Magazine, pp. 23-30.
18. Giddens, A. (1976). New rules of sociological method. New York: Basic Books.
19. Gutmann, A. (1999). Democratic education. Princeton, NJ: Princeton University Press.
20. Gutmann, A., & Thompson, D. (2004). Why deliberative democracy? Princeton, NJ: Princeton University Press.
21. Hacking, I. (1999). The social construction of what? Cambridge, MA: Harvard University Press.
22. Harding, S. (1993). Rethinking standpoint epistemology: What is "strong objectivity"? In L. Alcoff & E. Potter (Eds.), Feminist epistemologies (pp. 49-80). New York: Routledge.
23. Harding, S. (2006). Social science and inequality: Feminist and postcolonial issues. Urbana: University of Illinois Press.
24. Herrnstein, R., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York: Free Press.
25. Hostetler, K. (2005). What is "good" education research? Educational Researcher, 34(6), 16-21.
26. House, E., & Howe, K. (1999). Values in evaluation and social research. Thousand Oaks, CA: Sage.
27. Howe, K. (1985). Two dogmas of educational research. Educational Researcher, 14(8), 10-18.
28. Howe, K. (1988). Against the quantitative-qualitative incompatibility thesis: Or dogmas die hard. Educational Researcher, 17(8), 10-16.
29. Howe, K. (1997). Understanding equal educational opportunity: Social justice, democracy, and schooling. New York: Teachers College Press.
30. Howe, K. (2003). Closing methodological divides: Toward democratic educational research. Dordrecht, Netherlands: Kluwer.
31. Howe, K. (2004). A critique of experimentalism. Qualitative Inquiry, 10(4), 42-61.
32. Howe, K. (2005). The question of education science: Experimentism versus experimentalism. Educational Theory, 55(3), 307-322.
33. Howe, K. (2008). Isolating science from the humanities: The third dogma of educational research. In M. Giardina & N. Denzin (Eds.), Qualitative research and the politics of evidence (pp. 97-118). Walnut Creek, CA: Left Coast Press.
34. Howe, K., & MacGillivary, H. (2009). Social research attuned to deliberative democracy. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 565-579). Thousand Oaks, CA: Sage.
35. Jackson, J. (2006). Argumentum ad hominem in the science of race. Argumentation and Advocacy, 43, 14-28.
36. James, W. (1968). What pragmatism means. In A. Castell (Ed.), Essays in pragmatism (pp. 141-158). New York: Hafner.
37. Jencks, C. (1988). Whom must we treat equally for educational opportunity to be equal? Ethics, 98(3), 518-533.
38. Johnson, R., & Onwuegbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
39. Judge rules against "intelligent design." (2005). Associated Press. Retrieved August 2008 from http://www.msnbc.msn.com/id/10545387/.
40. Kelly, G. (2006). Epistemology and educational research. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 33-56). Washington, DC: American Educational Research Association.
41. Kuhn, T. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
42. Kuhn, T. (1977). The essential tension: Selected studies in scientific tradition and change. Chicago: University of Chicago Press. Lau v. Nichols, 414 U.S. 563 (1974).
43. Lessl, T. (2005). Science and rhetoric [Interview by Paul Newall]. Retrieved August 2008 from the Galilean Library, http://www.galilean-library.org/manuscript.php?postid=43813.
44. Loewy, E. (2007). Ethics and evidence-based medicine: Is there a conflict? MedGenMed, 9(3). Retrieved August 2008 from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2100103.
45. Lynch, J. (2001). Socioeconomic factors in the behavioral and psychosocial epidemiology of cardiovascular disease. In N. Schneiderman, M. Spears, J. Silva, H. Tames, & J. Gentry (Eds.), Integrating behavioral and social sciences with public health (pp. 51-72). Washington, DC: American Psychological Association.
46. MacKenzie, B. (1977). Behaviorism and the limits of scientific method. Atlantic Highlands, NJ: Humanities Press.
47. Moss, P. (2005). Understanding the other/understanding ourselves: Toward a constructive dialogue about "principles" in educational research. Educational Theory, 55(3), 263-283.
48. National Conference of Commissioners on Uniform State Laws. (1980). Uniform Determination of Death Act. Retrieved August 2008 from http://www.law.upenn.edu/bll/archives/ulc/fnact99/1980s/udda80.htm.
49. National Research Council. (2002). Scientific research in education. Washington, DC: National Academy Press.
50. National Research Council. (2004). Advancing scientific research in education. Washington, DC: National Academy Press.
51. O'Neill, O. (1976). Opportunities, equality and education. Theory and Decision, 7(4), 275-295.
52. Phillips, D. C. (2006). A guide for the perplexed: Scientific educational research, methodolatry, and the gold versus platinum standards. Educational Research Review, 1, 15-26.
53. Phillips, D. C., & Burbules, N. (2000). Postpositivism and educational research. Lanham, MD: Rowman and Littlefield.
54. Putnam, H. (2002). The entanglement of fact and value. In The collapse of the fact/value dichotomy (pp. 26-45). Cambridge, MA: Harvard University Press.
55. Quine, W. V. O. (1970a). The basis of conceptual schemes. In C. Landesman (Ed.), The foundations of knowledge (pp. 160-172). Englewood Cliffs, NJ: Prentice Hall.
56. Quine, W. V. O. (1970b). Two dogmas of empiricism. In J. Harris & R. Severens (Eds.), Analyticity (pp. 23-53). Chicago: Quadrangle Books.
57. Quine, W. V. O., & Ullian, J. S. (1978). The web of belief (2nd ed.). New York: McGraw Hill.
58. Rabinow, P., & Sullivan, W. (1979). The interpretive turn: Emergence of an approach. In P. Rabinow & W. Sullivan (Eds.), Interpretive social science (pp. 1-21). Los Angeles: University of California Press.
59. Rodwin, M. (2001). Commentary: The politics of evidence-based medicine. Journal of Health Politics, Policy and Law, 26(2), 439-446.
60. Root, M. (1993). Philosophy of social science. Cambridge, MA: Blackwell.
61. Schiappa, E. (2003). Defining reality: Definitions and the politics of meaning. Carbondale: Southern Illinois University Press.
62. Shadish, W., Cook, T., & Leviton, L. (1995). Foundations of program evaluation. Thousand Oaks, CA: Sage.
63. Snow, C. P. (1959). The two cultures. Cambridge, UK: Cambridge University Press.
64. St. Pierre, E. (2002). Comment: "Science" rejects postmodernism. Educational Researcher, 31(8), 25-27.
65. Strauss, S., & McAlister, F. (2000). Evidence-based medicine: A commentary on common criticisms. Canadian Medical Association Journal, 163(7), 837-841.
66. Strike, K. (1974). On the expressive potential of behaviorist language. American Educational Research Journal, 11(2), 103-120.
67. Strike, K. (2006). The ethics of educational research. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 57-73). Washington, DC: American Educational Research Association.
68. Wittgenstein, L. (1958). Philosophical investigations. Oxford, UK: Blackwell.
69. Young, I. M. (2004). Inclusion and democracy. New York: Oxford University Press.