School Effectiveness Research: an Ideological Commitment?
School Effectiveness Research: an Ideological Commitment?
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学校效能研究：意识形态承诺？
DOI：
10.1111/1467-9752.00134
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发表时间：
1999
影响因子：
1
通讯作者：
Robert Archer
中科院分区：
文献类型：
--
作者：
Robert Archer
随着学校效率运动在国际上的势头继续，它的倡导者基本上不受批评的影响。本文认为，虽然他们可能不容易与保守主义社会哲学的个人主义方面保持一致，但他们的方法论必然隐藏着原子化的社会本体论。意识形态承诺的指控基于这样一个事实，即学校有效性研究人员所采用的本质上是实证主义的认识论，其前提是封闭系统和原子事件的本体论。因此，任何构建生活机会的概念都会自动被排除在法庭之外。探讨了社会本体论与方法论的相互关系，以解释学校效能运动的短视。
As the international momentum of the school effectiveness movement continues, its exponents remain largely impervious to criticism. This paper argues that while they may not readily align themselves with the individualistic aspects of Conservative social philosophy, their methodology necessarily secretes an atomised social ontology. The charge of ideological commitment rests on the fact that the essentially positivist epistemology employed by school effectiveness researchers presupposes an ontology of closed systems and atomistic events. Thus any notion of the structuring of life-chances is automatically ruled out of court. The reciprocity of social ontology and methodology is explored in order to account for the myopia of the school effectiveness movement.