John Dewey's Theory of Inquiry

Kaufmann, Felix

doi:10.2307/2022592

Cited by 7 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As the poverty of accounting discourse was already observed (see Chambers, 1999), the accounting discipline will benefit from furthering such a discourse. John Dewey's theory of inquiry (see Kaufmann, 1959) represents a prospective framework for analyzing the discourse.…”

Section: Further Researchmentioning

confidence: 99%

Accounting Theory: A Neglected Topic in Academic Accounting Research

Al-Adeem

2022

SSRN Journal

View full text Add to dashboard Cite

Section: Further Researchmentioning

confidence: 99%

Accounting Theory: A Neglected Topic in Academic Accounting Research

Al-Adeem

2022

SSRN Journal

View full text Add to dashboard Cite

“…Reasonable though the Practices appear - Osborne (2011Osborne ( , 2014, after all, quotes ample evidence for each of them -in "concert" they seem to lack the kind of theoretical authority that scientific inquiry cherished from philosophy of science (Jackson, 1969;Kaufmann, 1959) and from science itself (Alberts, 2000;Mach, 1917). And while the Practices strive to supersede scientific inquiry, they fail to clearly demarcate themselves from it -in some instances even claiming to be inclusive of scientific inquiry (Michaels et al, 2008, p. 34).…”

Section: Why Not Scientific Practices -A Kind Of Disclaimermentioning

confidence: 99%

Reintroducing “the” Scientific Method to Introduce Scientific Inquiry in Schools?

Emden

2021

Sci & Educ

View full text Add to dashboard Cite

There are some crucial critiques on scientific inquiry and “the” Scientific Method in current science education. Recent research literature is replete with arguments against inquiry’s legitimacy to be included in science classes, and it has even been abandoned from the Next Generation Science Standards. Critics of scientific inquiry in schools blame it to be a caricature of authentic inquiry suffering from five shortcomings: (1) knowledge becomes desocialized from its generative contexts, (2) scientific inquiry in schools suggests methodological monism favoring (3) a primacy of experimentation, (4) which portrays scientific inquiry as a knowledge automaton (5) raising an illusion of determination with regard to the generation of knowledge. This article argues for a reorientation of scientific inquiry in schools tentatively embracing “the” Scientific Method anew since critics appear not to sufficiently consider that scientific inquiry operates differently in schools from science. It will be shown that most critiques can be defused when untangling such an illegitimate mix-up of science proper with school science. It will be argued that current (and recent) descriptions of how science generates knowledge lack authoritative validity and should be fundamentally revisited. “The” Scientific Method will be shown to be a valid idealization that can serve as a frame of reference for introductory science classes. Still, it is understood that science education needs to extend beyond “the” Scientific Method if it is to prepare for science-related careers.

show abstract

“…Podemos agora, uma vez concluída a exposição das fases que compõem o padrão da investigação, encerrar este documento apresentando algumas críticas, feitas por Kaufmann (1959), ao modo como Dewey concebe, na Lógica, a relação entre a metodologia e a lógica da pesquisa. Já conhecemos a tese de Dewey segundo a qual a lógica é assunto estreitamente dependente do ato investigativo 3 .…”

Section: As Investigações Do Senso Comum E Da Ciência E Uma Falhaunclassified

Dewey e o padrão ou estrutura do ato investigativo humano

Cabral

2019

Cognitio-Estudos

View full text Add to dashboard Cite

Dewey identifica uma estrutura comum de investigação compartilhada pelo senso comum e pela ciência, e nosso objetivo, neste artigo, é analisar esta estrutura, expondo no detalhe suas etapas constituintes. Nosso percurso pode ser assim resumido: é fato que tanto o homem da vida comum como o cientista defrontam-se com situações concretas de dúvida e obscuridade, vale dizer, com problemas concretos. Nestas situações, ambos vislumbram primeiramente uma vaga sugestão de solução, baseada nos “fatos do caso” existentes, a qual deve ser intelectualizada, ou seja, transformada numa hipótese contendo uma previsão dos resultados. Esta ideia é desenvolvida em seus significados pelo raciocínio, que identifica as consequências da ideia, ao pô-la em relação com sistemas de outras ideias formuladas previamente. A solução hipotética do problema dirige e articula a ação subsequente ou o experimento. E será precisamente o experimento a dizer se a solução proposta deve ser aceita ou rejeitada ou ainda corrigida, a fim de solucionar o problema em mãos. Em nosso itinerário, confrontaremos ainda a concepção de Dewey com a psicologia subjetivista fundamentada no pensamento de George Berkeley (1685-1753). Finalmente, traremos uma crítica de Kaufmann (1959) ao modo como Dewey concebe a relação entre a metodologia e a lógica da pesquisa humana.

show abstract

John Dewey's Theory of Inquiry

Cited by 7 publications

References 0 publications

Accounting Theory: A Neglected Topic in Academic Accounting Research

Accounting Theory: A Neglected Topic in Academic Accounting Research

Reintroducing “the” Scientific Method to Introduce Scientific Inquiry in Schools?

Dewey e o padrão ou estrutura do ato investigativo humano

Contact Info

Product

Resources

About