The very idea of a critical social science

White, Stephen K.

doi:10.1017/ccol0521816602.013

Cited by 32 publications

(12 citation statements)

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“…Others have suggested that pragmatism does not acknowledge the impact of embedded structural power on a community's ability to solve problems (Mills, 1969;White, 2004). Here, too, we see a different variation of the accusation that a pragmatic conception of democracy is based on unfounded faith.…”

Section: Criticisms Of Deweymentioning

confidence: 82%

The Potential of Deweyan-Inspired Action Research

Stark¹

2014

Education and Culture

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Section: Criticisms Of Deweymentioning

confidence: 82%

The Potential of Deweyan-Inspired Action Research

Stark¹

2014

Education and Culture

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“…But even when experiencing nature and the outdoors as romanticized, people can acknowledge that process and its effects on their perception and behavior-both positively and negatively. Much more than a loose equation with "critical thinking, " it is best described by White's (2004) two-commitment minimum. Kadlec (2007) recounted, "Any genuinely critical theory or research tradition will .…”

Section: Resultsmentioning

confidence: 99%

Re-Placing Outdoor Education: Diversity, Inclusion, and the Microadventures of the Everyday

Roberts

2018

JOREL

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With the increased emphasis on sustainability and place-based education, along with a heightened sense of awareness of diversity and inclusion issues in outdoor education, the time has come to critically examine the long-held trip and expedition construct within the outdoor education field. This paper will explore the theoretical influences of Romanticism on the field and connect these influences to long-standing and unresolved issues of diversity and inclusion in outdoor education. Using the romantic concept of the "sublime, " I argue that outdoor and adventure education have traditionally settled around the organizing motif of the trip and the expedition in contrast with local and everyday experiences, and as a result, these frameworks have caused the field to miss opportunities for wider acceptance and usage as well as solidarity with like-minded pedagogies in environmental and place-based education. In this paper, I claim that a critical awareness of the romantic legacy, combined with a renewed focus on the concept of place and everyday experiences, will allow the fields of outdoor and adventure education to expand in influence and inclusion.

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“…The development of the new POE tool was approached by using a critical pragmatist epistemology and in-depth ontology (Froeyman, 2012). This led to the pursuit of pragmatic methods, but also critical thinking about the relationship between the method and the outcome (White, 2004;Joas, 1996). Depth ontology was used to seek out the hidden conditions that influence the learning environment operators' day-to-day experience of IEQ (Greener, 2011;Merker, 2010).…”

Section: Methodology and Methods -Role Of The Researcher And Constraintsmentioning

confidence: 99%

A New Post Occupancy Evaluation Tool for Assessing the Indoor Environment Quality of Learning Environments

Soccio

2016

Evaluating Learning Environments

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The EduTool:IEQ is an evaluation tool that provides succinct and targeted information about the indoor environment quality (IEQ) of learning environments. It is suitable for the multidisciplinary groups involved in commissioning, designing, constructing, operating, maintaining and occupying school facilities. IEQ is an environmental issue concerned with the levels of lighting, thermal comfort, air quality and acoustics inside a space. In a school context, IEQ performance is important, as poor IEQ can trigger health and learning difficulties for students and adversely impact on the wellbeing of educators and their students. The EduTool:IEQ assesses and quantifies the performance of 16 IEQ components identified in the literature as having the greatest potential to impact on effective teaching and learning. The assessment involves collecting objective data about each, using environmental monitoring equipment. The findings of the evaluation are communicated using the EduTool:IEQ info-graphic, which is a data visualisation method. The EduTool:IEQ info-graphic is unique because it enables its users to immediately identify how the 16 IEQ components perform relative to recommended levels of industry practice. Giving stakeholder groups access to this type of information can enable targeted and cost-effective remedial works that benefit students and educators to be identified and undertaken inside the learning environments. The findings also provide a valuable source of feedback loops for built environment professionals seeking information about opportunities to improve their future practice. CONTEXT-THE IMPACT OF IEQ ON STUDENT WELLBEING This chapter outlines the development of a new post occupancy evaluation (POE) tool used to assess the indoor environment quality (IEQ) inside learning environments. POE "is the process of evaluating buildings in a systematic and rigorous manner after they have been built and occupied for some time" (Preiser, 2001, p. 9). POE tools are used by evaluators to control and document the inputs and parameters that are assessed as part of the evaluation process (Baker, 2011).

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The very idea of a critical social science

Cited by 32 publications

References 0 publications

The Potential of Deweyan-Inspired Action Research

The Potential of Deweyan-Inspired Action Research

Re-Placing Outdoor Education: Diversity, Inclusion, and the Microadventures of the Everyday

A New Post Occupancy Evaluation Tool for Assessing the Indoor Environment Quality of Learning Environments

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