The problem of reductionism in educational theory
Complexity, causality, values
Bibliographic Data
| ID | 12928591 |
|---|---|
| Authors | Terry Wrigley (0000-0002-1536-243X, corresponding author) |
| Year | 2019 |
| Volume | 11 |
| Issue | 2 |
| Pages | 145-162 |
| Publication date | 2019-04-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1757743819845121 |
| OpenAlex | W2941063692 |
| Language | EN |
| Citations received | 14 |
| References cited | 38 |
This article seeks to examine some of the problems in current policy, pedagogy and practice through the concept of reductionism. It examines various forms which this may take involving inappropriate scientific methodologies, a diminished sense of structure (or, conversely, agency), temporal confusion and teleological/ethical reductionism, drawing on examples from natural and social sciences as well as education. It draws on Critical Realist understandings of causality, stratification and emergence to ground the discussion ontologically and epistemologically. The article then builds on this theoretical foundation for a critical discussion of teaching and learning, poverty-related underachievement, school development, and evidence-based teaching
Agency (philosophy · Causality (physics · Causation · Criticism · Epistemology · Higher education · Philosophy of education · Reductionism · Sociology · Teleology · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Philosophy · Political theory and Gramsci
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| Unique citing works | 14 |
|---|---|
| Citations per year | 2,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |