Hammond, Michael (2013) The contribution of pragmatism to understanding educational action research : value and consequences. Educational Action Research, Volume 21 (Number 4). pp. 603-618. doi:10.1080/09650792.2013.832632 ISSN 0965-0792.

Preview

PDF WRAP_pragmatismEAR.pdf - Accepted Version - Requires a PDF viewer. Download (514Kb) | Preview

Request Changes to record.

Abstract

This paper argues that action research finds a rationale in the pragmatic position that knowledge is provisional and generated through a transaction between agent and environment. Action research finds a further methodological rationale in the pragmatic view that knowledge is generated within indeterminate situations, requires habits of reflection and analysis, and is arrived at through open agreement. However, pragmatic action research is also distinctive: it has a particular concern for consensus and, through the work of Dewey, a focus on the pedagogical implications of problem solving. This paper discusses the value of the label ‘pragmatic’ and the strengths and weaknesses of the pragmatic approach.

Item Type:	Journal Article
Subjects:	L Education > LA History of education
Divisions:	Faculty of Social Sciences > Institute of Education ( -2013)
Library of Congress Subject Headings (LCSH):	Education, Pragmatism
Journal or Publication Title:	Educational Action Research
Publisher:	Routledge
ISSN:	0965-0792
Official Date:	3 October 2013
Dates:	Date Event 3 October 2013 Published 14 March 2013 Accepted 13 November 2012 Submitted
Volume:	Volume 21
Number:	Number 4
Number of Pages:	16
Page Range:	pp. 603-618
DOI:	10.1080/09650792.2013.832632
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
Date of first compliant deposit:	29 December 2015
Date of first compliant Open Access:	29 December 2015

Request changes or add full text files to a record

Repository staff actions (login required)

View Item

Downloads