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020 _a9781402066788
_99781402066788
024 7 _a10.1007/9781402066788
_2doi
035 _avtls000335719
039 9 _a201509030240
_bVLOAD
_c201404300306
_dVLOAD
_y201402041307
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLC8-6691
100 1 _aHyslop-Margison, Emery J.
_eautor
_9306727
245 1 0 _aScientism and Education :
_bEmpirical Research as Neo-Liberal Ideology /
_cby Emery J. Hyslop-Margison, M. Ayaz Naseem.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2007.
300 _brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
500 _aSpringer eBooks
505 0 _aEducation Research -- Epistemological Problems in Social Science Research -- Empirical Research in Education -- Education Research as Analytic Truths -- Empirical Research as Neo-liberal Ideology.
520 _aThis volume offers a critical examination of the growing pressure to apply scientific principles as a means to improve education. The authors trace the ideology of scientism to the early faith Auguste Comte placed in science and the scientific method as a panacea to all human problem solving. By revealing many of the epistemological problems confronted by the social sciences, including education, the authors undermine the prevailing view that a science of education is possible or desirable. Besides revealing the epistemological problems associated with education research, they suggest that the instrumentalism and micro level responsibility related to scientism in education constitute a manipulative ideological smokescreen to distract public attention away from the structural inequities that generate disparate academic outcomes among students in industrialized democracies. The book deals a severe blow to the belief that science is a suitable lens through which to view or strengthen educational practice. "One begins this book with the skeptical belief that it can’t be right. The task of reading, then, is to locate where Hyslop-Margison goes wrong to reach his radical and disturbing conclusions. At the very least, even the most skeptical will have to recognize that the unsayable—that current educational research has proven largely fruitless for discernable reasons—is certainly plausible. He brilliantly brings an issue that has been considered too eccentric to contemplate into the heart of current educational discourse. Everyone concerned with educational research—researchers and those policy-makers, administrators, and other educational workers who draw on the products of educational research should read this important book carefully." Kieran Egan, Faculty of Education, Simon Fraser University
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aNaseem, M. Ayaz.
_eautor
_9309800
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9781402066771
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-6678-8
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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