3. “Experimental social psychology offered the possibility that the questions of traditional rhetoric might be solved within the framework of controlled experiments” (p.190). What does that MEAN? This means that using experiments to affect, measure or observe what really happens to groups and individuals would be best situatated in a laboratory where factors and external influences could be regulated and controlled which would in turn assess the teams ' questions concerning the effectiveness of traditional rhetoric. 4.
The beginning of knowledge comes from metaphysics, theological and positivism. And these put much on a critical stance in the discourse of method. Little (2011), explains that method is a prescriptive body of doctrines to guide inquiry. The ideal of understanding social world underlies in whether to embrace and use principles and guiding procedures of the natural world where positivism dominates in the epistemological consideration. Atkinson & Hammersley (2007) explain that this method has a considerable influence onto social scientist, in promoting the status of survey research and the quantitative analysis Positivism refers to an epistemological position which calls for the application of the methods of natural sciences to the study of
The following essay will attempt to answer the Knowledge Question “To what extent can passive observation and active experimentation be used to ‘produce’ knowledge?” through the lens of mainly the Human Sciences and Natural Sciences as Areas of Knowledge as well as ways of knowing such as deductive and inducting reasoning. Before beginning the analysis, it is important to identify and explore the key terms the question entails. Active experimentation is most commonly associated with the Natural Sciences and refers to controlled experimentation wherein experimenters can have a human subject or animal subject perform a trial or answer questions. One often relates this to the conception of an absolute or concrete answer attained by careful first
The second set of epistemological issue of these relates to the fact that knowledge is best acquired, a inductive process through observing patterns and collect evidence and knowledge in the real society, in order to built up theories and make a conclusion. The third key epistemological concern related to the coherence theory of truth, a statement can only be considered as truth in representing socially constructed reality when it is supported by several reports, rather than suggesting it in an absolute way. Nevertheless, the pragmatic theory of truth suggests that interpretation and beliefs can only be true when there are prat or actions that produce the
Brookfield (1993) explained the importance of the culture and the politics in the formation of self while Brockett and Hiemstra (1991) identified the learner self direction as personality construct. Brookfield explained the importance of the culture to the formation of the self else “it is all too easy to equate self-direction with separateness and even selfishness" (Brookfield, 1993, p.239). This is the fact that the reality of SDL depends on each individual personal reality which leads to the existence of multiple realities. The reality of SDL resides in each person which makes the reality is more internal and need to be extracted in order to be much understood . Each individual personality is co-constructed through the interaction of different internal and external factors.
The word education itself proved that the aim of it is “to teach us how to think than what to think.” Sociology of education enable us to think critically about human social life and to keep asking questions concerning the sociological problems in education and understanding related concepts such as functions, progress, problems and the importance of good interaction between society and education systems. There are
The study of outside systems of education helps the researcher better know his or her own (ibid.). Phillips (2006) claimed that “comparing is inherent in human thinking and the making of comparisons is fundamental to intellectual inquiry” (Phillips 2006). Sadler mentioned the importance of studying the context when comparing education methods. He said; “When studying foreign systems of education we should not forget that the things outside the schools matter even more than the things inside the schools, and govern and interpret the things inside” (Sadler, in Higginson, 1979, p. 49). The purposes of comparative education can be categorized into four fields (Harold Noah 1985, Farooq Joubish 2009).
The educator plays the role of the accompaniment by being rational, able, in control and mature in guiding the learner through understanding the world. Essentially fundamental pedagogic is a relationship between a transmitter and an acquirer. Defining positivism Positivism is the reasoning of science that data is derived from sensible
Schools in all societies were purposely created as a challenge to preserve the contents and practical social, political and economic heritage of society. We can tell education from a broad perspective as being a process of socialization into the norms and values of the society into which one is placed. On the other hand we can look at education from the rather narrow sense of what happens in the school. But essentially as Lonbay (1992) 93has pointed out education includes learning and to assure the right to education the individual must be granted access to realizing this right. It can be said that a right to education is often stated in terms of being a civil and political right rather than a social right It also has to be recognized that the right education is already enshrined in the Algerian Constitution and therefore many would say that it has already being provided for