Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h46DC0U00653; Tue, 6 May 2003 09:12:01 -0400 (EDT) Date: Tue, 6 May 2003 09:12:01 -0400 (EDT) Message-Id: <20030506.090958.6398.4.sophocles5@juno.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: "George E. Demetrion" <sophocles5@juno.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:337] Divergent Research Traditions X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Juno 1.49 Status: O Content-Length: 1513 Lines: 32 As a way of indirectly entering into the discussion between Tom and Catherine on the nature of what counts as evidence, I recommend the following article by Goktung Morcol, who etaches at Kennesaw State University in Georgia. Its titled Postpostivist Policy Analysis: A Midterm Assessment of its Contributions. I hope I have the web citation right. This is what I have: (http://ksumail.kennesaw.edu/~gmorcol/positivi.htm) As a note, in Research Methods in Education and Psychology, Donna Mertens uses the term, postpositivism to refer to that school of thought which builds on and refines the classical school of early and mid-20th century positivism. Morcol, and much of the other literature that I've seen refer to postpostivism as representing other research paradigms such as constructivism, critical theory, hermeneutics, ethnography, feminist theory, etc., which build on alternative epistemologies. Given the intellectual fundamentalism creeping into the US Department of Education, it is now more important than ever to publicly discuss and cite alternative perspectives--alternative perspectives that have been part of the academic literature for nearly a century, which perhaps the Department doesn't view legitimate data? This is worth further discussion and analysis as theories and models ofprofessional development have referrants to intellectual traditions that give shape to 20th century social science research and the related field of social philosophy. George Demetrion on the run
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