Abstract
This chapter discusses the implications of the previous two chapters with respect to educational methodologies. For this purpose, this chapter brings major aspects of the previous two chapters to the forefront, and elaborates on their connections and implications for the way educational methodologies are formed.
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Notes
- 1.
For this literature see Ardalan (2003a, 2003b, 2006, 2008, 2013, 2015), Barnes et al. (1994), Barrow and White (1993), Barrow and Woods (1989), Blake et al. (2002), Brosio (1998), Burrell and Morgan (1979), Cahn (1996, 2009), Carr (2003), Chambliss (1996), Christensen and Garvin (1991), Cromer (1997), Curren (2003, 2007), Dooley and Skinner (1977), Ellis et al. (1991), Erskine et al. (2003), Freedman (1996), Gragg (1954), Gutek (2000a, 2000b, 2003), Hancock (1999), Hare and Portelli (2001), Hickman and Alexander (1998), Kimball and Orrill (1995), Larochelle et al. (1998), Marples (1999), Mauffette-Leenders et al. (2007), McLaren (1998), Morgan (1983, 1985), Noddings (2016), Orrill (1999), Ozmon (2011), Philosophy of Education Society (2003), Popkewitz and Fendler (1999), Power (1995), Reynolds (1978), Rocha (2014), Rorty (1998), Sadovnik et al. (2000), Schrag (1995), Siegel (2012), Talisse and Hester (2002), and Winch and Gingell (1999). This chapter is based on Ardalan (2003a).
- 2.
Similarly, Morgan (1983) elaborately and extensively shows how different worldviews along the objective-subjective continuum in Exhibit 1.1 underlie different research methodologies.
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Ardalan, K. (2018). Educational Methodologies. In: Case Method and Pluralist Economics. Springer, Cham. https://doi.org/10.1007/978-3-319-72071-5_3
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