The Contribution of Pragmatism to Understanding Educational Action Research: Value and Consequences

Autor/in	Hammond, Michael
Titel	The Contribution of Pragmatism to Understanding Educational Action Research: Value and Consequences
Quelle	In: Educational Action Research, 21 (2013) 4, S.603-618 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2013.832632
Schlagwörter	Action Research; Problem Solving; Epistemology; Educational Theories; Postmodernism; Educational Practices; Pragmatics; Educational Research + Suchen Sie Ihr Suchwort? Projektforschung; Problemlösen; Erkenntnistheorie; Educational theory; Theory of education; Bildungstheorie; Postmoderne; Bildungspraxis; Pragmalinguistik; Bildungsforschung; Pädagogische Forschung
Abstract	This paper argues that action research finds a rationale in the pragmatic position that knowledge is provisional and generated through a transaction between agent and environment. Action research finds a further methodological rationale in the pragmatic view that knowledge is generated within indeterminate situations, requires habits of reflection and analysis, and is arrived at through open agreement. However, pragmatic action research is also distinctive: it has a particular concern for consensus and, through the work of Dewey, a focus on the pedagogical implications of problem solving. This paper discusses the value of the label "pragmatic" and the strengths and weaknesses of the pragmatic approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10