Bhaskar's Critical Realism and Educational Knowledge

Bibliographic Data

ID5789558
AuthorsDavid Corson (Massey University, corresponding author)
Year1991
Volume12
Issue2
Pages223-241
Publication date1991-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBritish Journal of Sociology of Education (JOURNAL)
Journal identifiersISSN: 0142-5692 • E-ISSN: 1465-3346
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/0142569910120206
OpenAlexW1990429289
LanguageEN
Citations received13
References cited31

As a critical realist Bhaskar is concerned with 'emancipatory social practice'. For him the world cannot be changed rationally unless it is interpreted adequately and this interpretation has as its prerequisite the philosophical idea of the independent existence of the natural and the social world; he extends his ideas from the sciences directly into the social sciences. His organising theme is: the nature of, and the prospects for, human emancipation. This article is an attempt to give Bhaskar's ideas some exposure among those working in the sociology of education. It opens with a brief history of recent social epistemological thought in education, using critiques of Quine, Dewey and Popper as a backdrop to introducing Bhaskar. It concludes with an expository account of Bhaskar's conception of discovery, points to its strengths and relevance for education, and presents an interpretation of its stages

Emancipation · Quine · Relevance · Sociology of Education · Theme (computing · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Political theory and Gramsci

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