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  1. Science Education as Emancipatory: The case of Roy Bhaskar's philosophy of meta‐Reality.Michalinos Zembylas - 2006 - Educational Philosophy and Theory 38 (5):665–676.
    In this essay, I argue that Roy Bhaskar's philosophy of meta‐Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naïve realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta‐Reality suggests a radically new way to re‐visit the suspect notion of emancipation. The implications for (...)
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  • Science Education as Emancipatory: The case of Roy Bhaskar's philosophy of meta‐Reality.Michalinos Zembylas - 2006 - Educational Philosophy and Theory 38 (5):665-676.
    In this essay, I argue that Roy Bhaskar's philosophy of meta‐Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naïve realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta‐Reality suggests a radically new way to re‐visit the suspect notion of emancipation. The implications for (...)
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  • Critical realism and empirical research methods in education.David Scott - 2005 - Journal of Philosophy of Education 39 (4):633–646.
    In the light of recent writings of Richard Pring, and in relation to the application of empirical research methods in education, this paper offers a corrective to a neo-realist viewpoint and develops a critical realist perspective. The argument is made that the deployment of empirical research methods needs to be underpinned by a meta-theory embracing epistemological and ontological elements; that this meta-theory does not commit one to the view that absolute knowledge of the social world is possible; and that critical (...)
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  • Critical Realism and Empirical Research Methods in Education.David Scott - 2005 - Journal of Philosophy of Education 39 (4):633-646.
    In the light of recent writings of Richard Pring, and in relation to the application of empirical research methods in education, this paper offers a corrective to a neo-realist viewpoint and develops a critical realist perspective. The argument is made that the deployment of empirical research methods needs to be underpinned by a meta-theory embracing epistemological and ontological elements; that this meta-theory does not commit one to the view that absolute knowledge of the social world is possible; and that critical (...)
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  • Critical realism in nursing: an emerging approach.Catharine J. Schiller - 2016 - Nursing Philosophy 17 (2):88-102.
    Critical realism, a philosophical framework originally developed by Roy Bhaskar in the 1970s, represents a relatively new approach to research generally and to nursing research in particular. This article explores the ontological and epistemological tenets of critical realism and examines the application of critical realist principles to nursing research and practice through a review of the literature. It is evident that few published nursing research studies have, as of yet, utilized critical realism as their paradigm of choice. Both the strengths (...)
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