Abstract
This chapter shows how the pioneering ideas of Carl Jung lead to a very different form of systems thinking, one that is especially suited to the analysis of education. It also introduces the concept of Inquiry Systems (ISs), i.e., different systems for producing knowledge. The chapter shows that for the most part the field of education has relied primarily on the wrong forms of inquiry. In short, education is an ill-structured mess, not a well-structured exercise.
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Notes
Mathew, David, Is There a Public for Public Schools?, Kettering Foundation Press, Dayton, OH, 1996, p. 48.
Postman, Neil, The End of Education: Redefining the Value of School, Vintage Books, New York, 1996, p. 172.
Mitroff, Ian I. and Silvers, Abraham, Dirty Rotten Strategies: How We Trick Ourselves and Others into Solving the Wrong Problems Precisely, Stanford University Press, Palo Alto, CA, 2011.
Ibid; see also Churchman, C. West, The Design of Inquiring Systems: Basic Concepts of Systems and Organizations, Basic Books, New York, 1971.
See Smith, Christian, Moral Believing Animals, Oxford University Press, New York, 2003
Indeed, countless works in contemporary psychology have shown that the traditional, strict separation between (1) cognition or reason and (2) emotion or feelings is a false and misleading dichotomy. For the latest, see Haidt, Jonathan, The Righteous Mind, Why Good People Are Divided by Politics and Religion, Pantheon, New York, 2012.
Merseth, Katherine, Inside Urban Charter Schools: Promising Strategies in Five High-Promising Schools, Harvard Education Press, Cambridge, MA, 2010, pp. 38–39.
See Gilligan, Carol, In A Different Voice, Harvard University Press, Cambridge, MA, 1982.
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© 2013 Ian I. Mitroff, Lindan B. Hill, and Can M. Alpaslan
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Mitroff, I.I., Hill, L.B., Alpaslan, C.M. (2013). The Psychology and Philosophy of Inquiry, Philosophical Psychology, and Psychological Philosophy. In: Rethinking the Education Mess: A Systems Approach to Education Reform. Palgrave Pivot, New York. https://doi.org/10.1057/9781137386045_3
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DOI: https://doi.org/10.1057/9781137386045_3
Publisher Name: Palgrave Pivot, New York
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