Knowing Truth: Peirce's epistemology in an educational context

McCarthy, Christine

doi:10.1111/j.1469-5812.2005.00107.x

Cited by 10 publications

(4 citation statements)

References 4 publications

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“…For Kilpatrick, learning was to be 'organized in relation to purposeful activity, and in the school this should be a project, defined as a broad, real-life integrative theme' (Bowen, 1981, p. 435). While diverging from Dewey's original understanding of the project as a common enterprise of the child and the teacher, Kilpatrick's application of Peirce's epistemological categories to building useful 'school knowledge' structures on the basis of purposeful activity and 'the will to learn' by both the student and the teacher would influence educational trends into the present (Chiasson, 2005;McCarthy, 2005). Moreover, between 1920 and 1940, when this approach was dominant in certain domains of public secondary schooling, notably vocational education, the expanding high-technology industries -'electrical machinery, petroleum refining, photographic and scientific equipment, aircraft, shipbuilding, certain chemicals, business and office machinery, and various types of industrial machinery' (Goldin, 1999, pp.…”

Section: Fleeing Educational Iron Cagesmentioning

confidence: 99%

Project-Based Learning: A Critical Pedagogy for the Twenty-First Century

Maida

2011

Policy Futures in Education

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John Dewey's notion of the school as a 'social laboratory' influenced educational policy a century ago when the United States underwent a 'great transformation' in its educational history toward mass schooling, resulting partly from the 'high school movement', where the focus was on 'schooling for life'. Project-based learning, which builds on Dewey's work on experiential, hands-on, student-directed learning, is ultimately delivered within a student-teacher relationship, and the structure of this relationship and that of the school itself were shaped by an industrial culture that developed during a period of rapid industrialization when the dual revolutions of technology and information processing were transforming the country. During the earlier transition from craft to mass production, schools provided a social context for the task of renegotiating and reframing occupational techniques and world orientations in light of dramatic technological changes. So, too, have the challenges of the current technological revolution shifted the emphasis of education toward students actively using what they know to explore, negotiate, interpret, and create. As a potentially 'disruptive innovation' to the traditional schooling model, project-based learning challenges students by acknowledging their roles as participants engaged in producing knowledge. Students also perceive the value of project-based learning, experience this form of learning, and are rewarded through the responses of others to their projects within a community of practice.This article examines the societal forces shaping contemporary youth in the United States, and the ideas about learning and schooling that guide educational processes and affect their life chances. However, the author also attempts to place recent trends into a larger context, often looking back to the period between the 1890s and the 1920s, when technological and organizational innovations were rapidly transforming the United States from a largely agrarian world to a modern industrial society. Core institutions established during these decades, notably the public high school and the new workplaces of the Second Industrial Revolution, influenced the development of young people's cognitive and interpersonal skills, and their life chances since that time. Following from John Dewey's understanding of the primacy of lived experience and reflection as the basis of learning and effective self-direction, the author considers the flow between informal and formal educational practices, and especially the practice of project-based learning -in the school, and outside, in the workplace and the community -as a critical pedagogy holding the potential for personal development, creativity, and social transformation. Fleeing Educational Iron CagesSociologist Max Weber described how nineteenth-century corporate capitalism introduced a new order of large-scale bureaucracies that 'integrated people into impersonal and rationalized structures based upon functions, rules, and regulations' (Takaki, 2000...

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Section: Fleeing Educational Iron Cagesmentioning

confidence: 99%

Project-Based Learning: A Critical Pedagogy for the Twenty-First Century

Maida

2011

Policy Futures in Education

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“…In reviewing the literature, it seemed that every author had a different (and confident) opinion about what sort of philosophical beliefs best represent current paradigms in social science (see Baert 2003;McCarthy 2005;Moore 2000;Shank 1993 for just a few examples). Based on our literature review, however, there has not been a sufficient collection of evidential data to support such claims.…”

Section: Research Question 1: Predominant Beliefsmentioning

confidence: 98%

Philosophical and methodological beliefs of instructional design faculty and professionals

Sheehan

Johnson

2011

Education Tech Research Dev

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The purpose of this research was to probe the philosophical beliefs of instructional designers using sound philosophical constructs and quantitative data collection and analysis. We investigated the philosophical and methodological beliefs of instructional designers, including 152 instructional design faculty members and 118 nonfaculty professionals. We used the Philosophy of Social Science Inventory, a 52-item questionnaire, to measure 20 beliefs within four categories. We probed four ontological beliefs (ontological realism, ontological relativism, physicalism, and idealism); five epistemological beliefs (epistemological relativism, fallibilism, epistemological objectivity, rationalism, and empiricism); three axiological beliefs (ethical realism, ethical relativism, and valueneutrality in research); and eight methodological beliefs (nomothetic, idiographic and critical methods, scientific naturalism, humanism, and quantitative, qualitative and mixed methods). Our research questions included (a) What are the predominant philosophical and methodological beliefs of instructional designers? (b) Do instructional design faculty and non-faculty instructional designers, identifying with different research methodologies, hold different sets of philosophical beliefs? and (c) What relationships exist between philosophical beliefs and age, gender, ethnicity, level of education, and/or years of service? Overall, the philosophical profile of instructional designers can reasonably be described as pragmatic. Belief characterizations of methodological subgroups (e.g., those identifying with qualitative, quantitative, or mixed methods research) generally supported our hypotheses. Although demographic variables (except gender) were not singularly important, our analyses suggest that a combination of ethnicity, gender, research preference, and level of education can be used to predict philosophical and methodological beliefs.

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“…In special needs pedagogy, the notion system of abduction can be linked to the discovery of beliefs according to which the expert chooses the theories. Peirce thinks that beliefs are "logically" ordered sequences of theories or ideas (McCarthy, 2005;Smith et al, 2005;Strand, 2005).…”

Section: Preferences In Diagnosticsmentioning

confidence: 99%