The Paradigm Wars and Their Aftermath A “Historical” Sketch of Research on Teaching Since 1989
The Paradigm Wars and Their Aftermath A “Historical” Sketch of Research on Teaching Since 1989
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DOI：
10.3102/0013189x018007004
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发表时间：
1989-10
影响因子：
8.2
通讯作者：
NL Gage
中科院分区：
文献类型：
--
作者：
NL Gage
在20世纪80年代肆虐的范式战争导致了寻求客观性的教学量化研究的消亡--反自然主义者、解释主义者和批判理论家假定为毁灭性攻击的受害者。随后，解释学家的人种学研究蓬勃发展，提高了学校教育的文化适当性，批判性理论家的分析助长了穷人、非白人和妇女的权力斗争。两种不同版本的后果也是可以想象的。实用主义和波普尔的零敲碎打的社会工程提供了一条途径，以教育研究的道德义务为指导，对这些范式进行富有成效的和解。
Raging during the 1980s, the Paradigm Wars resulted in the demise of objectivity-seeking quantitative research on teaching—a victim of putatively devastating attacks from anti-naturalists, interpretivists, and critical theorists. Subsequently, the interpretivists' ethnographic studies flourished, enhancing the cultural appropriateness of schooling, and critical theorists' analyses fostered the struggles for power for the poor, non-Whites, and women. Two alternative versions of the aftermath are also conceivable. Pragmatism and Popper's piecemeal social engineering offer paths toward a productive rapprochement of the paradigms, one guided by the moral obligations of educational research.