Abstract
Our goal in this book is to develop an approach to teaching that is both empirically rigorous and intentional. As indicated in Chapter I, the dominant tradition of research on teaching has tried to achieve empirical rigor by avoiding the intentional components of teaching. In the present chapter, we will employ some principles of postpositivistic philosophy of science (Garrison 1986) to show how and why the various stratagems employed within the dominant research tradition to finesse the problem of intentionality have failed and why it is time to begin exploring new alternatives such as those suggested by the erotetic concept of teaching.
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© 1988 Kluwer Academic Publishers
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MacMillan, C.J.B., Garrison, J.W. (1988). A Philosophical Critique of Process-Product Research on Teaching. In: A Logical Theory of Teaching. Philosophy and Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-3067-4_3
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DOI: https://doi.org/10.1007/978-94-009-3067-4_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-7879-5
Online ISBN: 978-94-009-3067-4
eBook Packages: Springer Book Archive