Postpositivism and Educational Research - (Philosophy, Theory, and Educational Research) by D C Phillips & Nicholas C Burbules (Paperback)

About the Book

This volume presents in a forthright and lively way, an account of the philosophical position generally identified as 'Postpositivistic' that undergirds much of mainstream research in education and the related social sciences. The discussion throughout is informed by recent de...

Book Synopsis

This volume presents in a forthright and lively way, an account of the philosophical position generally identified as 'Postpositivistic' that undergirds much of mainstream research in education and the related social sciences. The discussion throughout is informed by recent developments in philosophy of science. This book argues that, while there is much to be learned from recent critiques regarding truth in research, traditional scientific values and assumptions are not outmoded.

Review Quotes

At last an engaging and well-reasoned defense of scientific rationality. This is a powerful antidote to the myriad critics who disparage or dismiss the social sciences.

Phillips and Burbules, two leading philosophers of education, have produced a much needed examination of just how far the possibility for social science has been undercut by critiques intended to undercut the credibility of scientific knowledge. Their clearly written book will help educational researchers understand how effective, disciplined research is possible in a post-positivist world. The authors systematically examine the problems created by the fallibility of knowledge, the inevitable value-ladenness of research, and the existence of varying perspectives, showing how the pursuit of truth can remain a reasonable activity. The book should be required reading for those learning to do educational research, filling the gap between how-to books on research method and post-positivist accounts that embrace, or at least flirt with, relativism. By blending careful argument with concrete examples, Phillips and Burbules help students recognize the limits of research without abandoning the quest for warranted claims to knowledge.

This book is a must-read for all who are concerned with the mission and nature of educational research.

About the Author

D. C. Phillips is professor of education and philosophy and associate dean for academic affairs in the School of Education at Stanford University. Nicholas C. Burbules is professor of education at the University of Illinois, Urbana-Champaign. He is also editor of the journal Educational Theory.