Global Education (GE)
IN QUEST OF THE SCIENCE OF EDUCATION
FROM REDUCTIONISTIC DISCOURSE TO SYSTEMIC THEORY
Partow Izadi
UNIVERSITY OF LAPLAND
Faculty of Education
COVER
|
Acknowledgements
|
English ABSTRACT
|
Finnish ABSTRACT
Abridged list of CONTENTS
|
Detailed list of CONTENTS
PROLOGUE
|
CHAPTER 1
|
CHAPTER 2
|
CHAPTER 3
|
CHAPTER 4
|
CHAPTER 5
|
CHAPTER 6
|
EPILOGUE
Bibliography
|
Appendix 1
|
Appendix 2
|
Appendix 3
|
Appendix 4
<< [ To ABSTRACT ]
DETAILED LIST OF CONTENTS
Prologue
Chapter 1: THE QUEST
1.1. In Quest of the Science of Education: Introduction
1.2. In Quest of the Study of Educational Universals
1.3. In Quest of Freedom from the Confines of Educational Particulars
1.4. In Quest of Relevance and Method in the Science of Education
1.5. Summary & Articulation of the Quest
Chapter 2: THE TASK
2.1. The Task of Exposing Fears against the Scientific Study of Universals
2.1.1. The Presence of Fears against the Natural Scientific Epistemology
2.1.2. Cases of Caution against Human Universals
2.1.3. Cases of Caution against Educational Universals
2.1.4. The Valid Bases of Fears against the Scientific Study of Universals
2.1.5. The Current Expression of Fears against the Scientific Study of Universals
2.2. The Task of Showing the Influence of Education on Evolution
2.2.1. General Characteristics of the Concept of Evolution
2.2.2. The Nature and Process of Biological Evolution
2.2.3. Differences between Biological and Social Evolution
2.2.4. The Influence of Education on Social Evolution
2.2.5. Sample Universals Derived From the Influence of Education
2.3. The Task of Demonstrating the Effect of Systematic Education
2.3.1. Stochastic Education vs. Systematic Education
2.3.2. The Historical Attainability of Educational Goals
2.3.3. Historical Educational Case 1: Education for Nazi Domination
2.3.4. Historical Educational Case 2: Education for Communist Utopia
2.3.5. Historical Educational Case 3: Education for National Citizenship
2.3.6. Systematic Education as a Future-Orienting Mechanism
2.3.7. Sample Universals Derived From the Effect of Systematic Education
2.4. The Task of Taking Scientific Steps towards Educational Universals
2.4.1. The Holistic and Coherent Study of the Phenomenon of Education
2.4.2. Feasibility of Focussing on the Study of Educational Universals
2.4.3. The Need for a Meta-Theory
2.4.4. Meta-Postulate and the First Step
2.5. Summary & Articulation of the Task
Chapter 3: THE ATTEMPT (on Theory)
3.1. Attempting to Understand Conceptions of Human Reality
3.1.1. Theory on Human Reality: Meta-Theory for Human Sciences?
3.1.2. Social and Behavioural Philosophy Revisited
3.1.3. Incompatibilities in Theories of Human Reality
3.1.4. The Received Conception on Human Reality
3.2. Attempting to Break New Theoretical Grounds
3.2.1. Efforts of Educational Philosophy on Holism and Universals
3.2.2. Scientific Belief vs. Dogmatic Belief: Epistemic Reflections
3.2.3. The Scientific Method and the Quest for Universals
3.2.4. General Systems Theory: Promising Philosophical and Theoretical Trends
3.2.5. Basic Systems Theoretic Principles and Concepts
3.2.6. Latitudes and Limitations in the Usage of Systemic Concepts
3.2.7. General Systems Theory & the Science of Education: Main Hypothesis
3.3. Attempt on Postulates: The Systemic Nature of Evolution
3.3.1. Meta-Postulate and Systems Theoretic Postulation
3.3.2. Postulates: Proposing Systemic Statements about Reality
3.3.3. Summary of Postulates
3.4. Attempt on Hypotheses: The Systemic Nature of Education
3.4.1. Main Hypothesis and Hypothesizing Based on Postulates
3.4.2. Hypotheses: Deriving Systemic Statements about Education
3.4.3. Summary of Hypotheses
3.5. Summary & Articulation of the Attempt (on Theory)
Chapter 4: THE ATTEMPT (on Application)
4.1. The Attempt on Research Method: How to Study a Meta-Theory?
4.1.1. The Problem of Scope and Manageability
4.1.2. A Recursive Research Method for Atypical Needs
4.1.3. Summary of Research Method
4.2. The Attempt on Research Design: A Recursive Experiment
4.2.1. Recursive Theme and Recursive Conceptualization
4.2.2. Recursive Hypotheses: Education as an Agent of Futures Change
4.2.3. Recursive Research Questions and Problematization
4.2.4. Summary of Recursive Scheme
4.3. The Attempt on Data Acquisition: Inquiry in the Field
4.3.1. Data Sources: Distinct Educational Contexts
4.3.2. Method of Data Acquisition: Atypical Group Interview
4.3.3. Fieldwork: Interview Situations and the Interviewees
4.3.4. Summary of Data Acquisition and Fieldwork
4.4. The Attempt on Research Results: Recursive Conclusions
4.4.1. Processing and Analysing Data
4.4.2. Data Interpretation
4.4.3. Examining the Recursive Hypotheses
4.4.4. Recursive Theoretical Conclusions
4.4.5. Summary of Recursive Conclusions
4.5. Summary & Articulation of the Attempt (on Application)
Chapter 5: THE CONCLUSION
5.1. Conclusion on the Task: Thesis
5.1.1. Examining the Original Hypotheses
5.1.2. Assessing the Original Postulates
5.1.3. Verifying the Accomplishment of the Task
5.1.4. The Thesis
5.2. Conclusion on Implications for the Science of Education
5.3. Conclusion on Implications for Human Sciences in General
5.4. Conclusion on World-View and World Order
5.5. Summary & Articulation of the Conclusion
Chapter 6: SUMMARY
6.1. Summary of the Quest
6.2. Summary of the Task
6.3. Summary of the Attempt (on Theory)
6.4. Summary of the Attempt (on Practice)
6.5. Summary of the Conclusion
6.6. Summary of Overall Reasoning
Epilogue
Bibliography
Appendix 1:
Index of Descriptive Indicator Questions
Appendix 2:
Index of Group Interview Questions
Appendix 3:
Output of Raw Data
Appendix 4:
Summary of Analysed Data
[ To PROLOGUE ] >>
COVER
|
Acknowledgements
|
English ABSTRACT
|
Finnish ABSTRACT
Abridged list of CONTENTS
|
Detailed list of CONTENTS
PROLOGUE
|
CHAPTER 1
|
CHAPTER 2
|
CHAPTER 3
|
CHAPTER 4
|
CHAPTER 5
|
CHAPTER 6
|
EPILOGUE
Bibliography
|
Appendix 1
|
Appendix 2
|
Appendix 3
|
Appendix 4