A Critical Realist Perspective of Education

Shipway, Brad

doi:10.4324/9780203881880

Cited by 23 publications

(44 citation statements)

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“…Critically realist pedagogy, an emergent approach significantly shaped in places by Christian theology, charges constructivism with the epistemic fallacy of forcing reality to conform to our preferred meaning-constructs rather than seeking meaning-constructs that conform to reality (Shipway, 2011). Critical realism affirms the triumvirate of ontological realism, epistemic relativity and judgemental rationality: ontological realism recognizes the primacy of objects of knowledge; epistemic relativity recognizes that discernment is constrained by the fallibility of the learner; judgemental rationality recognizes that we pass from less truthful to more truthful knowledge when we allow ontological realities to shape our understanding .…”

Section: Pedagogic Crumbs: Constructivism and Realismmentioning

confidence: 99%

Kierkegaard, justification and the integrity of Christian education

Wright

2015

International Journal of Christianity & Education

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The doctrine of justification is frequently interpreted in a manner that excludes our active involvement in the drama of salvation. This reading has a detrimental effect on Christian education concerned to enable the learner's attentive, reasonable and responsible understanding of the Gospel. Taking its lead from Kierkegaard's account of 'learning Truth' in the Philosophical Fragments, this article argues for an understanding of the doctrine that affirms the learner's active participation in learning in a manner that acknowledges the sovereignty of grace.

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Section: Pedagogic Crumbs: Constructivism and Realismmentioning

confidence: 99%

Kierkegaard, justification and the integrity of Christian education

Wright

2015

International Journal of Christianity & Education

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“…In particular, we have drawn on Tikly's (2015) concern with the empiricist debates reflected in the quest for learning metrics and the 'what works' agenda. Such efforts, he argued, downplay the complex and continuous interaction of structure and agency with learning as an emergent property of the open system of education (Brown, 2009;Scott & Bhaskar, 2015;Shipway, 2011). Critical realism has been proposed as a useful framework for analysing the ebb and flow of curriculum debates (Priestley, 2011), as it foregrounds the ontological assumptions and underlying mechanisms driving those debates.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

“…From the critical realist perspective (Brown, 2009;Scott & Bhaskar, 2015;Shipway, 2011), the narrow understanding of social and emotional skills, as employed in the Norwegian curriculum, can be seen as undervaluing non-cognitive aspects of students' learning. Such aspects are causative of the emergence of students' learning in the critical realist understanding of an open and stratified learning environment.…”

Section: Drawing the Red Linementioning

confidence: 99%

Social and emotional skills in curriculum reform: a red line for measurability?

Restad

Mølstad

2020

Journal of Curriculum Studies

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This article applies a current example of curriculum reform to investigate mechanisms driving the push for international comparative assessment of social and emotional skills in contemporary education. Using a combination of bibliometric and content analysis the article identifies key sources in the recent Norwegian curriculum reform. The article considers how understanding and measurability of social and emotional skills is negotiated in policy documents and the cited knowledge base. Nine international sources are identified in the policy documents underlying the reform. Arguments from these sources are compared with arguments in policy documents to demonstrate overlap and potential misalignment. The final curriculum is found to be in non-alignment with the knowledge base that supports of a broad understanding of social and emotional skills and the measurement of such skills in schools. Drawing on critical realism the authors argue that Norwegian policymakers have rejected the global push for comparative assessment. They have drawn a red line to prevent social and emotional skills from becoming part of students' subject competence and to protect students from standardized assessment of such skills in schools. This position represents a strong case against measurability that may influence ongoing debates on quantification and comparisons in education.

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“…(pp 141-142) [1] Alderson then turns back to her mentor, Roy Bhaskar (2000) [22] who "theorised an embodied personality, a psychic being or soul or anima, and a ground state, all three striving for humanity." Brad Shipway [23] writing about critical realism's contribution to the discipline of education comments on CR as a philosophical and a transcendental (spiritual) model that "encompasses educational administrators and policy makers, teacher educators, and philosophers of education in what they do and think." CR uncouples itself from postmodernism, enabling researchers to describe the 'real' world through a grounded, value ontology.…”

Section: Dmentioning

confidence: 99%

“…(Collier, 1994, p. 236). [9] According to Shipway [23] CR has "an emancipatory mission" for research and practice in education. "Critical realism supports a stratified, democratic use of homology 3 , and the exercise of power is a vital condition for the possibility of emancipation of students and those who work with them."…”

Section: Dmentioning

confidence: 99%

Dialectic Critical Realism: Grounded Values and Reflexivity in Social Science Research

Bagley

Sawyerr

Abubaker

2016

Preprint

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Abstract:Critical realism emerged from the philosophical writings of Roy Bhaskar, and has evolved into a philosophy of social science research using the model of "dialectical critical realism" (DCR) which begins with the researcher's assumptions that the structures being researched have a real, ontological grounding which is independent of the researcher. This approach has proved fruitful in British and European social science research, but has had less influence in North America. We outline DCR's four level model for understanding society and its changing social structures through "the pulse of freedom". DCR has been used by Marxists, Muslims, Catholics and secular scholars who engage fruitfully in morphogenic dialogues leading to a critical realist understanding of society and social research, which transcends positivist and social constructionist models. Examples of DCR's application in the fields of childhood research, child abuse, education, and research on organisations are outlined to illustrate the working of this new research paradigm. We are enthusiastic in our advocacy of DCR as a model of qualitative research, and for constructing models of positive social change, and are particularly impressed by the substantive and theoretical expositions of DCR by Priscilla Anderson, Matthew Wilkinson and Margaret Archer, whose work we document and review.

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A Critical Realist Perspective of Education

Cited by 23 publications

References 0 publications

Kierkegaard, justification and the integrity of Christian education

Kierkegaard, justification and the integrity of Christian education

Social and emotional skills in curriculum reform: a red line for measurability?

Dialectic Critical Realism: Grounded Values and Reflexivity in Social Science Research

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