Closing Methodoligical Divides (Philosophy and Education Series): Toward Democratic Educational Research, Vol. 11 Book

	Preface
	Acknowledgments
1	Introduction and Overview	1
Pt. I	Positivism and the Old Divides	2
Pt. II	Interpretivism and the New Divides	5
Pt. III	Ethical and Political Frameworks	9
2	Two Dogmas of Educational Research	15
Dogma 1	The Quantitative/Qualitative Distinction	16
Dogma 2	The Fact/Value Dichotomy	21
	Conclusion: Toward Closing the Old Divides	25
3	The Quantitative/Qualitative Dogma	29
	The Incompatibility Thesis and Research Practice	30
	The Incompatibility Thesis and Epistemological Paradigms	34
	Criteria for Evaluating Educational Research	39
	Some Observations About Pragmatism	42
	Conclusion: Compatibilist Educational Research	44
4	Persistence of the Fact/Value Dogma	47
	The Received View and Program Evaluation	48
	The Received View and Educational Testing	57
	Conclusion: Why the Fact/Value Dogma Persists	61
5	The Interpretive Turn	65
	Epistemology	67
	The Ontology of the Self	71
	Politics	74
	Conclusion: Toward Closing the New Divides	79
6	The Constructivist Turn	81
	Constructivism's Kantian Roots	82
	Constructivism and the "Linguistic Turn"	84
	The Foundering of Radical Constructivism	90
	Conclusion: Toward a Thoroughgoing Constructivism	92
7	On the Threat of Epistemological Bias	95
	What is Bias?	96
	What is Epistemology?	97
	What is a Biased Epistemology?	100
	Conclusion: Controlling Bias Through Inclusion	106
8	The Interpretive Turn and Research Ethics	113
	The Traditional Problematic	113
	The Contemporary Problematic	118
	Conclusion: Continuity Through Change	130
9	Toward Democratic Educational Research	133
	A General Framework for Democratic Educational Research	135
	The Democratic Framework Applied to Educational Policy Research	140
	The Democratic Framework Applied to Pedagogical Research	142
	Final Remarks	143
	References	145