자연주의적 탐구조사(Naturalistic Inquiry)

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

Hermeneutik bietet ein breites Repertoire insbesondere fur diejenigen, die sich fur qualitative Forschung interessieren und textuelle oder interpretative Untersuchungen durchfuhren. Zugleich erachten viele nordamerikanische Wissenschaftlerinnen und Wissenschaftler Texte uber Hermeneutik oft als schwer lesbar, dies vor allem, wenn sie mit der kontinentalen philosophischen Tradition nicht oder nur wenig vertraut sind. In diesem Beitrag wird – Bezug nehmend auf Hans Georg GADAMER und andere hermeneutische Denker – ein einfuhrender Uberblick uber funf zentrale Charakteristika eines hermeneutischen Ansatzes gegeben. Dabei wird zu zeigen versucht, dass Hermeneutik gut mit einem kritischen Ansatz vereinbar ist, und eine Konzeptualisierung einer kritischen Hermeneutik wird vorgeschlagen, denn beide, Hermeneutik und kritische Hermeneutik, betonen den interpretativen Akt des Verstehens und sind fur qualitative Forschung essentiell. Zum weiteren Dialog und Austausch uber diesen Vorschlag wird eingeladen.
URN: urn:nbn:de:0114-fqs0603190

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Hermeneutics and Critical Hermeneutics: Exploring Possibilities within the Art of Interpretation

Occupational justice is a term that has made its way onto the conceptual scene in occupational therapy and occupational science over the last two decades (Durocher, Gibson, & Rappolt, 2014; Durocher, Rappolt, & Gibson, 2014; Stadnyk, Townsend, & Wilcock, 2010; Townsend & Wilcock, 2004a, 2004b; Whiteford & Townsend, 2011; Wilcock, 2006; Wilcock & Hocking, 2015; Wilcock & Townsend, 2000). As a relatively new construct, debates are ongoing about its theoretical underpinnings, conceptualizations, definitions, and its relationship to related constructs such as social justice, human rights, and political practice. The articles in this special issue reveal the theoretical “fruitfulness” (Kuhn, 1977) of the construct of occupational justice for illuminating justice issues from an occupational perspective.

https://journals.sagepub.com/doi/pdf/10.1177/1539449216669458

Occupational Justice: Moral Imagination, Critical Reflection, and Political Praxis.

Reflective practice is one of the most popular theories of professional knowledge in the last 20 years and has been widely adopted by nursing, health, and social care professions. The term was coined by Donald Schon in his influential books The Reflective Practitioner, and Educating the Reflective Practitioner, and has garnered the unprecedented attention of theorists and practitioners of professional education and practice. Reflective practice has been integrated into professional preparatory programmes, continuing education programmes, and by the regulatory bodies of a wide range of health and social care professions. Yet, despite its popularity and widespread adoption, a problem frequently raised in the literature concerns the lack of conceptual clarity surrounding the term reflective practice. This paper seeks to respond to this problem by offering an analysis of the epistemology of reflective practice as revealed through a critical examination of philosophical influences within the theory. The aim is to discern philosophical underpinnings of reflective practice in order to advance increasingly coherent interpretations, and to consider the implications for conceptions of professional knowledge in professional life. The paper briefly examines major philosophical underpinnings in reflective practice to explicate central themes that inform the epistemological assumptions of the theory. The study draws on the work of Donald Schon, and on texts from four philosophers: John Dewey, Nelson Goodman, Michael Polanyi, and Gilbert Ryle. Five central epistemological themes in reflective practice are illuminated: (1) a broad critique of technical rationality; (2) professional practice knowledge as artistry; (3) constructivist assumptions in the theory; (4) the significance of tacit knowledge for professional practice knowledge; and (5) overcoming mind body dualism to recognize the knowledge revealed in intelligent action. The paper reveals that the theory of reflective practice is concerned with deep epistemological questions of significance to conceptions of knowledge in health and social care professions.

Professional knowledge and the epistemology of reflective practice.

While engaged in a research project involving the use of visual methods with children, the authors discovered that there are many ethical considerations beyond what could have been predicted at the outset. Some of these considerations are important with respect to research with children in general, while others arise more particularly when using visual methods. Framed around the two broad categories of procedural ethics and ethics in practice, five areas of ethical concern are considered: (a) assent or willingness to participate, (b) informed consent and assent using visual methods, (c) issues of disclosure, (d) power imbalances, and (e) representations of the child. The authors propose that researcher reflexivity on ethically important moments lies at the heart of living ethical practice in qualitative research and that the ideals of enabling child safety, dignity, and voice serve as useful guides in the quest for ethical practices in research with children.

http://journals.sagepub.com/doi/pdf/10.1177/1077800412462987

Picture This . . . Safety, Dignity, and Voice—Ethical Research With Children Practical Considerations for the Reflexive Researcher

Aim: The purpose of this article is to consider the ways in which theory generation, and hence knowledge generation, in occupational therapy is a complex social process, and therefore carries (often hidden) responsibilities for those who are part of our epistemic community. An epistemic community is a knowledge-producing community, who apply their standards of credibility, and epistemic values, to theory choice. In occupational therapy this community is comprised of a worldwide group of scholars and practitioners.

Methods: We propose that epistemic reflexivity can be used to critique and contribute to our disciplinary knowledge and to critically consider ‘who’ makes epistemological choices in our profession, and the consequent implications for the theories we adopt. The purpose of this article is to make these relations explicit so that scholars and therapists can become increasingly conscious and empowered with respect to their contributions to occupational therapy's epistemic community. To demonstrate an application of epistemic reflexivity, we critically consider a theoretical construction that has been widely adopted by the international occupational therapy community: evidence-based practice.

Results: As authors, we engage in epistemic reflexivity to critically consider the challenge posed by evidence-based practice. We propose a conception of practice knowledge that is informed by evidence yet based on a conception of wise practice.

Conclusion: Our intention is to stimulate discussion and debate in occupational therapy's epistemic community, a number of approaches for fostering epistemic reflexivity in occupational therapy are suggested.

Elizabeth Anne Kinsella

Papers

Hermeneutics and Critical Hermeneutics: Exploring Possibilities within the Art of Interpretation

Occupational Justice: Moral Imagination, Critical Reflection, and Political Praxis.

Professional knowledge and the epistemology of reflective practice.

Picture This . . . Safety, Dignity, and Voice—Ethical Research With Children Practical Considerations for the Reflexive Researcher

Knowledge generation and utilisation in occupational therapy: Towards epistemic reflexivity