Truth/utility, autonomy/heteronomy, theory/practice. On the unity of the difference of educational-scientific dualities.

Autor/in	Binder, Ulrich
Titel	Truth/utility, autonomy/heteronomy, theory/practice. On the unity of the difference of educational-scientific dualities.
Quelle	In: The new educational review, 44 (2016) 2, S. [273]-282 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1732-6729
Schlagwörter	Erziehungswissenschaft; Bildungsforschung; Wissenschaftstheorie; Wissenschaftssystem; Wissensproduktion
Abstract	Every scientific discipline, every university and college, every institute, every research project, every researcher is, due to the "double-faced conception of science" (Dear, 2005, p. 404), confronted with the question of the relationship of scientific autonomy and scientific relevance (utility, applicability). The fields of educational science in particular are rooted in this double horizon of expectation. The theoretical handling of the difference of autonomy and accountability is therefore also an ongoing theme and the theories offered take the following three directions: to choose one or the other, to unite both poles in harmony or to tolerate the conflict-causing dual membership. In this article another assumption will be made other than the separation, harmonisation or oscillation theory, namely that scientific and practice discourse complement each other: the question of utility serves the question of truth and vice versa. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2017/2