A Social Paradigm

An Ethical Perspective

Bibliographic Data

ID11070893
AuthorsMillard Clements (New York University, corresponding author)
Year1981
Volume9
Issue3
Pages1-23
Publication date1981-09-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory & Research in Social Education (JOURNAL)
Journal identifiersISSN: 0093-3104 • E-ISSN: 2163-1654
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.1981.10506111
OpenAlexW1966672929
LanguageEN
Citations received1
References cited17

The argument of this exploration of the Educational Psychology Paradigm and the Social Paradigm is that we, who are interested in and involved with social education, have been engaged in trying to understand and study social education in light of a profoundly alienated science of behavior. That alienated science of human life regards the behavior of human beings as phenomena as one might think of the phenomena of light and sound. To study behavior divorced from meaning, however, is to deny our humanity. The ethics of our craft as social scholars requires that we attend to that tradition of science that seeks to understand human beings as they live in human society

Argument (complex analysis · Craft · Environmental ethics · Epistemology · Human science · Humanity · Meaning (existential · Pedagogy · Perspective (graphical · Political science · Science education · Social science · Social science education · Sociology · Education and Critical Thinking Development · Psychology · Social Psychology

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