Why Educational Research Has Been So Uneducational: The Case for a New Model of Social Science Based on Collaborative Inquiry.

Autor/in	Torbert, William R.
Titel	Why Educational Research Has Been So Uneducational: The Case for a New Model of Social Science Based on Collaborative Inquiry.
Quelle	(1981), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperation; Discovery Learning; Educational Improvement; Educational Practices; Educational Principles; Educational Research; Experiential Learning; Inquiry; Learning Strategies; Models; Participative Decision Making; Politics of Education; Power Structure; Problem Solving; Scientific Attitudes; Scientific Enterprise; Scientific Methodology; Social Science Research; Social Scientists + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Entdeckendes Lernen; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Bildungsprinzip; Bildungsforschung; Pädagogische Forschung; Experiental learning; Erfahrungsorientiertes Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Educational policy; Bildungspolitik; Problemlösen; Social scientific research; Sozialwissenschaftliche Forschung; Social scientist; Sozialwissenschaftler
Abstract	Educational research has thus far failed to greatly improve education because it is based on a model of reality that emphasizes unilateral control in both research and practice. Efforts to gain unilateral control presume that researchers or practitioners know what is significant from the outset, that they are essentially outside the situation they are observing or acting on, and that knowledge is to be used to implement a preconceived plan of action. Scientific research based on the unilateral control model seeks only to develop descriptive theories; when faced with the task of proposing alternatives to what it describes, such research fails because it does not reflect on its own assumptions. In contrast to the unilateral control model, which offers only a fundamentally anti-educational "reflective" science "about" action, a new model is needed on how to conduct an "action science." Such a science would consider the researcher to be an interactive participant, rather than a detached observer, in the situation under consideration and would welcome the possibility of change through dialog between the actor-researcher and others. Research, according to this new model of collaborative inquiry in the social sciences, would be regarded as an "experiment-in-practice," an opportunity for studying the self as well as others that would require a new politics and a new ethics. (JBM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC