D C Phillips
Biographic Data
| ID | 325870 |
|---|---|
| NAME | D C Phillips |
| GIVEN NAMES | D C |
| FAMILY NAME | Phillips |
| SIGNATURE | PHILLIPS D C |
| AFFILIATIONS | Stanford University |
| VERIFIED | No |
| TOTAL WORKS | 44 |
| TOTAL CITATIONS | 263 |
| AUTHOR COUNT | 44 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 8 |
Collective obituary for Nel Noddings
Research in the Hard Sciences, and in Very Hard “Softer” Domains
The author of this commentary argues that physical scientists are attempting to advance knowledge in the so-called hard sciences, whereas education researchers are laboring to increase knowledge and understanding in an “extremely hard” but softer domain. Drawing on the work of Popper and Dewey, this commentary highlights the relative similarities between hard sciences and education research in their rhetorical nature, while acknowledging the dive…
Learning From Our Differences: A Dialogue Across Perspectives on Quality in Education Research
The dialogue re-presented in this article is intended to foster mutual engagement—and opportunity for learning—across different perspectives on research within the education research community. Participants in the dialogue each addressed the following questions: (1) What are the touchstones by which you judge quality or rigor in education research (for a single study, a set of studies, or a “field” or community of researchers in dialogue)? What i…
The Contested Nature of Empirical Educational Research (and Why Philosophy of Education Offers Little Help)
Journal Article The Contested Nature of Empirical Educational Research (and Why Philosophy of Education Offers Little Help) Get access D C Phillips D C Phillips Correspondence: D. C. Phillips, School of Education, 485 Lasuen Mall, Stanford University, Stanford, California 94305, USA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 39, Issue 4, November …
The State of the Art
Journal Article The State of the Art Get access Josh Corngold, Josh Corngold School of Education, 485 Lasuen Mall, Stanford University, Stanford, California 94305, USA Correspondence: The authors are all at the School of Education, 485 Lasuen Mall, Stanford University, Stanford, California 94305, USA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Rebecca M Katz, Rebecca M Katz The authors ar…
Stone/Marshall Wedding Address
On the Science of Education Design Studies
The authors argue that design studies, like all scientific work, must comport with guiding scientific principles and provide adequate warrants for their knowledge claims. The issue is whether their knowledge claims can be warranted. By their very nature, design studies are complex, multivariate, multilevel, and interventionist, making warrants particularly difficult to establish. Moreover, many of these studies, intended or not, rely on narrative…
The Expanded Social Scientist's Bestiary: A Guide to Fabled Threats to, and Defenses of, Naturalistic Social Science
The (Expanded)Social ScientistOs Bestiary addresses a number of important theoretical and philosophical issues in the social sciences from the perspective of contemporary philosophy of science. The book discusses and critiques the various arguments that purport to establish that it is a mistake to believe that a naturalistic social science- i.e. social science that in some way resembles the natural sciences- can be produced. It is intended to gui…
A Thoroughly Modern Response
Telling the truth about stories
(RE)Inventing Scheffler, or, Defending Objective Educational Research
Response to Ernst von Glasersfeld
The Good, the Bad, and the Ugly: The Many Faces of Constructivism
Across the broad fields of educational theory and research, constructivism has become something akin to a secular religion. In her book Evolution as a Religion (1985), Mary Midgley wrote that the theory of evolution is not just an inert piece of theoretical science. It is, and cannot help being, also a folk-tale about human origins. Any such narrative must have symbolic force (1985, p. 1). She might well have written the same about constructivism…
The Social Scientist's Bestiary. A Guide to Fabled Threats to, and Defences of, Naturalistic Social Science
Telling it straight: Issues in Assessing Narrative Research
In recent years, there have been deep disputes about the nature of research in education and the social sciences. The broad naturalistic approach-that social science should, in key respects, resemble the natural sciences-has been opposed by hermeneuticists or interpretivists. Recently, the latter have been joined by those who argue for narrative research on the broad grounds that humans make sense of their own lives, and those of others, in narra…
Directive Teaching, Indoctrination, and the Values Education of Children
Absolutism, Relativism, and the Curriculum: A Response to Alexander
It sometimes happens that disputes among friends are more interesting than disputes between enemies. For one thing, friends usually share common values and concerns, which means there is a chance they will not argue at cross purposes. It is to be hoped that the present exchange is an example of this genre. Alexander and I have a lot in common: We have a distaste for absolutism, and yet we see relativism as being fatally flawed; we are warm to Dew…
Philosophy, Science, and Social Inquiry: Contemporary Methodological Controversies in Social Science and Related Applied Fields of Research
A Reply to Donmoyer
"Rejoinder to "Anastasia
After the Wake: Postpositivistic Educational Thought
Commentary
Philosophy of Education: In Extremis
Toward an Evaluation of the Experiment in Educational Contexts
Science, Curriculum, and Liberal Education: Selected Essays . Joseph J. Schwab , Ian Westbury , Neil J. Wilkof
The Good, the Bad, and the Ugly: The Many Faces of Constructivism
Across the broad fields of educational theory and research, constructivism has become something akin to a secular religion. In her book Evolution as a Religion (1985), Mary Midgley wrote that the theory of evolution is not just an inert piece of theoretical science. It is, and cannot help being, also a folk-tale about human origins. Any such narrative must have symbolic force (1985, p. 1). She might well have written the same about constructivism…
Holistic Thought in Social Science
After the Wake: Postpositivistic Educational Thought
On the Science of Education Design Studies
The authors argue that design studies, like all scientific work, must comport with guiding scientific principles and provide adequate warrants for their knowledge claims. The issue is whether their knowledge claims can be warranted. By their very nature, design studies are complex, multivariate, multilevel, and interventionist, making warrants particularly difficult to establish. Moreover, many of these studies, intended or not, rely on narrative…
Telling it straight: Issues in Assessing Narrative Research
In recent years, there have been deep disputes about the nature of research in education and the social sciences. The broad naturalistic approach-that social science should, in key respects, resemble the natural sciences-has been opposed by hermeneuticists or interpretivists. Recently, the latter have been joined by those who argue for narrative research on the broad grounds that humans make sense of their own lives, and those of others, in narra…
Learning From Our Differences: A Dialogue Across Perspectives on Quality in Education Research
The dialogue re-presented in this article is intended to foster mutual engagement—and opportunity for learning—across different perspectives on research within the education research community. Participants in the dialogue each addressed the following questions: (1) What are the touchstones by which you judge quality or rigor in education research (for a single study, a set of studies, or a “field” or community of researchers in dialogue)? What i…
The Social Scientist's Bestiary. A Guide to Fabled Threats to, and Defences of, Naturalistic Social Science
What Do the Researcher and the Practitioner Have to Offer Each Other
The Expanded Social Scientist's Bestiary: A Guide to Fabled Threats to, and Defenses of, Naturalistic Social Science
The (Expanded)Social ScientistOs Bestiary addresses a number of important theoretical and philosophical issues in the social sciences from the perspective of contemporary philosophy of science. The book discusses and critiques the various arguments that purport to establish that it is a mistake to believe that a naturalistic social science- i.e. social science that in some way resembles the natural sciences- can be produced. It is intended to gui…
Telling the truth about stories
Research in the Hard Sciences, and in Very Hard “Softer” Domains
The author of this commentary argues that physical scientists are attempting to advance knowledge in the so-called hard sciences, whereas education researchers are laboring to increase knowledge and understanding in an “extremely hard” but softer domain. Drawing on the work of Popper and Dewey, this commentary highlights the relative similarities between hard sciences and education research in their rhetorical nature, while acknowledging the dive…
Organicism in the Late Nineteenth and Early Twentieth Centuries
The Contested Nature of Empirical Educational Research (and Why Philosophy of Education Offers Little Help)
Journal Article The Contested Nature of Empirical Educational Research (and Why Philosophy of Education Offers Little Help) Get access D C Phillips D C Phillips Correspondence: D. C. Phillips, School of Education, 485 Lasuen Mall, Stanford University, Stanford, California 94305, USA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 39, Issue 4, November …
Response to Ernst von Glasersfeld
Toward an Evaluation of the Experiment in Educational Contexts
The Distinguishing Features of Forms of Knowledge
(1971). The Distinguishing Features of Forms of Knowledge. Educational Philosophy and Theory: Vol. 3, No. 2, pp. 27-35
When evaluators disagree: Perplexities and perspectives
The Anatomy of Autonomy
John Dewey's Philosophy and His Writings on Education
(1970). John Dewey's Philosophy and His Writings on Education. Educational Philosophy and Theory: Vol. 2, No. 2, pp. 47-56
John Dewey's Philosophy and His Writings on Education
(1970). John Dewey's Philosophy and His Writings on Education. Educational Philosophy and Theory: Vol. 2, No. 2, pp. 47-56
Organicism in the Late Nineteenth and Early Twentieth Centuries
The Distinguishing Features of Forms of Knowledge
(1971). The Distinguishing Features of Forms of Knowledge. Educational Philosophy and Theory: Vol. 3, No. 2, pp. 27-35
James, Dewey, and the Reflex Arc
Futurology: Difficulties and doubts
Theories, Values and Education
The Anatomy of Autonomy
Structure and Function
Postscript
Wholes and the Hegelians
Organicism and Biology
The Bases of General System Theory
Holism and Psychology
Reductionism, Individuals, and Systems
Systems, Holons, and Politics
Holistic Thought in Social Science
When evaluators disagree: Perplexities and perspectives
Sociology in the Balance
Science, Curriculum, and Liberal Education: Selected Essays . Joseph J. Schwab , Ian Westbury , Neil J. Wilkof
What Do the Researcher and the Practitioner Have to Offer Each Other
Toward an Evaluation of the Experiment in Educational Contexts
"Rejoinder to "Anastasia
After the Wake: Postpositivistic Educational Thought
Commentary
Philosophy of Education: In Extremis
Sociology (30 works) · Philosophy (26 works) · Epistemology (25 works) · Psychology (21 works) · Philosophy (16 works) · Political science (15 works) · Education and Critical Thinking Development (13 works) · Pedagogy (13 works) · Law (11 works) · Law (9 works)