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Author: Iskra Nunez Publisher: Routledge ISBN: 113512812X Category : Social Science Languages : en Pages : 144
Book Description
Critical Realist Activity Theory provides an exciting new contribution to the New Studies in Critical Realism and Education series by showing how the nature of learning is tantamount to the critical realist notion of the dialectic. The science of learning is too important to leave solely to the sciences; it needs philosophy as well. The task of this book is to take a further step and clear the conceptual field for an ontologically grounded view of the science of learning through critical realism, making use of dialectical critical realism and the philosophy of meta-Reality, as well as basic critical realism. The objective of the book is neither to accommodate the nature of learning to strategies and techniques, nor to adjust to the demands of institutions and authorities. Its key goal is to explain how the very nature of learning constitutes itself; that is, its aim is to explain how a stratum of learning emerges out of the need to absent something that has been left out in human reality. In this precise sense, the book does much more than simply reveal the aspects of reality that have been omitted from the conceptualization of learning, it helps to reformulate a proper understanding of the nature of learning. An implication of this understanding of learning is that it begins to advance the fundamental question of what it means to be a human being. This book will be of great interest to academics and students interested in Vygotsky, Luria, Activity Theory and Critical Realism more generally across both Europe and the US.
Author: Iskra Nunez Publisher: Routledge ISBN: 113512812X Category : Social Science Languages : en Pages : 144
Book Description
Critical Realist Activity Theory provides an exciting new contribution to the New Studies in Critical Realism and Education series by showing how the nature of learning is tantamount to the critical realist notion of the dialectic. The science of learning is too important to leave solely to the sciences; it needs philosophy as well. The task of this book is to take a further step and clear the conceptual field for an ontologically grounded view of the science of learning through critical realism, making use of dialectical critical realism and the philosophy of meta-Reality, as well as basic critical realism. The objective of the book is neither to accommodate the nature of learning to strategies and techniques, nor to adjust to the demands of institutions and authorities. Its key goal is to explain how the very nature of learning constitutes itself; that is, its aim is to explain how a stratum of learning emerges out of the need to absent something that has been left out in human reality. In this precise sense, the book does much more than simply reveal the aspects of reality that have been omitted from the conceptualization of learning, it helps to reformulate a proper understanding of the nature of learning. An implication of this understanding of learning is that it begins to advance the fundamental question of what it means to be a human being. This book will be of great interest to academics and students interested in Vygotsky, Luria, Activity Theory and Critical Realism more generally across both Europe and the US.
Author: Iskra Nunez Publisher: Routledge ISBN: 1135128200 Category : Social Science Languages : en Pages : 157
Book Description
Critical Realist Activity Theory provides an exciting new contribution to the New Studies in Critical Realism and Education series by showing how the nature of learning is tantamount to the critical realist notion of the dialectic. The science of learning is too important to leave solely to the sciences; it needs philosophy as well. The task of this book is to take a further step and clear the conceptual field for an ontologically grounded view of the science of learning through critical realism, making use of dialectical critical realism and the philosophy of meta-Reality, as well as basic critical realism. The objective of the book is neither to accommodate the nature of learning to strategies and techniques, nor to adjust to the demands of institutions and authorities. Its key goal is to explain how the very nature of learning constitutes itself; that is, its aim is to explain how a stratum of learning emerges out of the need to absent something that has been left out in human reality. In this precise sense, the book does much more than simply reveal the aspects of reality that have been omitted from the conceptualization of learning, it helps to reformulate a proper understanding of the nature of learning. An implication of this understanding of learning is that it begins to advance the fundamental question of what it means to be a human being. This book will be of great interest to academics and students interested in Vygotsky, Luria, Activity Theory and Critical Realism more generally across both Europe and the US.
Author: Stephen Ackroyd Publisher: Routledge ISBN: 1134283687 Category : Business & Economics Languages : en Pages : 358
Book Description
This book extends critical realism by showing how it has been applied to topics in critical management studies, accountancy, marketing, health care management, operations research, the nature of work, HRM, labour process and more.
Author: Margaret Archer Publisher: Routledge ISBN: 1136287183 Category : Social Science Languages : en Pages : 784
Book Description
Critical realism is a movement in philosophy and the human sciences most closely associated with the work of Roy Bhaskar. Since the publication of Bhaskars A Realist Theory of Science, critical realism has had a profound influence on a wide range of subjects. This reader makes accessible, in one volume, key readings to stimulate debate about and within critical realism. It explores the following themes: * transcendental realist * the theory of explanatory critique * dialectics * Bhaskar's critical naturalist philosophy of science.
Author: David Scott Publisher: SAGE ISBN: 1473933617 Category : Education Languages : en Pages : 441
Book Description
"Profound and useful, readers will benefit from the systematic treatment of learning through superb scholarship. Cultural-philosophical-curricular-pedagogical-historical perspectives on learning, curriculum, pedagogy, and assessment, and learners make this collection unique." - Carol A. Mullen, Professor of Educational Leadership, Virginia Tech Learning is a fundamental topic in education. Combining traditional views of learning and learning theory with sociocultural and historical perspectives, this Handbook brings together original contributions from respected researchers who are leading figures in the field. The editors provide a insightful introduction to the topic, and the theories, frameworks, themes and issues discussed in the individual chapters are central to each and every learning episode. The Handbook is organized into four sections, each beginning with a short introduction: Philosophical, Sociological and Psychological Theories of Learning Models of Learning Learning, Curriculum, Pedagogy and Assessment Learning Dispositions, Life-Long Learning and Learning Environments
Author: Paul K. Edwards Publisher: Oxford University Press ISBN: 0199665524 Category : Business & Economics Languages : en Pages : 417
Book Description
The book provides a practical guide to the application of Critical Realism (CR), an increasingly popular philosophy of social science, in empirical research projects. Each purpose-written chapter reviews major social science research methods and contains extended illustration of how to conduct inquiry using CR.
Author: Nicholas Hedlund Publisher: Taylor & Francis ISBN: 100060828X Category : Philosophy Languages : en Pages : 329
Book Description
This book, split across two volumes, is a follow-up and companion to Metatheory for the Twenty-First Century (Routledge, 2016). All three of these volumes are the dialogical outcome of a multi-year symposia series wherein critical realists and integral theorists deeply engaged each other and their distinct but complementary approaches to integrative metatheory. Whereas Metatheory for the Twenty-First Century is primarily theoretical in its focus, Big Picture Perspectives for Planetary Flourishing: Metatheory for the Anthropocene aims to more concretely and practically address the complex planetary crises of a new era that many scholars now refer to as ‘the Anthropocene.’ In this first of two new volumes, participants of the symposia series articulate a variety of ‘big picture perspectives’ and transformative interventions in the domains of society and economics, social psychology, and education. Together, these chapters demonstrate how integrative metatheory and its application can make powerful contributions to planetary flourishing in the Anthropocene. With one of the defining characteristics of the Anthropocene being the sheer complexity and multi-valent nature of our interconnected global challenges, these volumes crucially present new forms of scholarship that can adequately weave together insights from multiple disciplines into new forms of metapraxis. As such, this book will be of interest to students, scholars, and practitioners in the areas of philosophy, social theory, critical realism, integral studies, metamodernism, and current affairs generally.
Author: David Scott Publisher: UCL Press ISBN: 1800082029 Category : Education Languages : en Pages : 322
Book Description
This edited book, as you can see from its title, is about learning, or at least about the concept and practice of learning. The contributors to this volume are focusing on two meta-concepts, knowledge and learning, on the relationship between the two, and the way these can be framed in epistemic, social, political and economic terms. Knowledge and learning, as meta-concepts, are positioned in various networks or constellations of meaning, principally: the antecedents of the concepts, their relations to other relevant concepts, and the way the concepts are used in the lifeworld. In this book the various authors explore a number of important concepts that are relevant to the idea of learning. These are meta-concepts such as epistemology, inferential role semantics, phenomenology, rationality, thinking, hermeneutics, critical realism and pragmatism, and meso-concepts such as probability, woman, training, assessment, education, system, race, friendship, Bildung, curriculum, ecology and pedagogy. Like David Scott’s first volume of On Learning, this collection focusing on philosophy, concepts and practices is a response to empiricist and positivist conceptions of knowledge. It challenges detheorised and reductionist ideas of learning that have filtered through to the management of our schools, colleges and universities; over-simplified messages about learning, knowledge, curriculum and assessment; and fostered the denial that values are central to understanding how we live and how we should live – the normative dimension to social policy and social theorising. This book is also an attempt at a Bildungstheorie.
Author: Brad Shipway Publisher: Routledge ISBN: 1134010532 Category : Social Science Languages : en Pages : 256
Book Description
This book clearly and comprehensively explores the capability of critical realism to throw new light on educational theory. It firstly investigates the convergence and divergence between two forms of critical realism, which have not previously been cross-examined. This task allows the book to outline the key characteristics that are necessary for a theological position to claim the term "critical realist". The remainder of the text deals with the implications of critical realism for the enterprise of education. This "enterprise" is taken to include the thoughts and actions of students, classroom teachers, principals, educational administrators, policy makers, teacher educators, and philosophers of education. This final part of the book widens the scope of evaluating education from a critical realist perspective. It utilises the convergent ideas of Collier, Walker, and Corson on "power" as a platform to propose a critical realist perspective on education. With attention paid to the fundamentals of critical realism, and education theory, A Critical Realist Perspective of Education is an ideal text for undergraduates as well as postgraduates and professionals with an interest in broadening their understanding of education theory.
Author: Alan Norrie Publisher: Routledge ISBN: 113526077X Category : Philosophy Languages : en Pages : 273
Book Description
Dialectic and Difference is the first systematic exploration of Roy Bhaskar’s dialectical philosophy and its implications for ethics and justice. That philosophy has three aims: a dialecticisation of original critical realism, a ‘critical realisation’ of dialectic, and a metacritique of western philosophy. In the first, real absence or negativity links structured being to dialectical becoming in a dynamic world. The second draws on Marx to locate the critical impulse in Hegel’s dialectic in a material, open and changing totality. The third identifies a central problem in western philosophy from the Greeks on, the failure to think real negativity as the essence of change (‘ontological monovalence’). Bhaskar’s ethics connect basic human ontology with universal principles of freedom and solidarity. He marries (‘constellates’) these with a grasp of how principles are historically shaped. His account of freedom moves from the infant’s ‘primal scream’ to the eudaimonic society, but thinks the limits to freedom under modern conditions. The morally real in ethics and justice is displaced and reconfigured as relations between ‘the ideal’ and ‘the actual’. Western philosophy systematically denies the real negativity that drives Bhaskar’s dialectic. Metacritique traces this to Parmenides and Plato’s account of non-being as difference. It enables a critique of the poststructural radicalisation of difference via Nietzsche and the doctrine of ‘Heraclitan flux’. Mobilised as ‘the other’ of Plato’s Forms, this remains a move on Platonic terrain. It too denies real negativity in structured being as the ground of historical change and moral praxis. This text is essential reading for all serious students of social theory, philosophy, and legal theory.
Author: Iskra Nunez
Author: Iskra Nunez
Author: Iskra Nunez
Author: Stephen Ackroyd
Author: Margaret Archer
Author: David Scott
Author: Paul K. Edwards
Author: Nicholas Hedlund
Author: David Scott
Author: Brad Shipway
Author: Alan Norrie