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Life after theory

& (eds.)
London ; New York: Continuum (2003)

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  1. An Act of Methodology: A document in madness—writing Ophelia.Jenny Steinnes - 2012 - Educational Philosophy and Theory 44 (8):818-830.
    This paper is an attempt to stage some questions concerning methodology and education, inspired by Ophelia in Shakespeare's Hamlet and by Jacques Derrida's poetic philosophical oeuvres. What are at stake are the long traditions of preferences of sanity over madness, friend over enemy, male over female and of clean, unambiguous univocal language over the poetic. I will argue that educators will have an extra responsibility towards challenging the ancient tradition of phallogocentrism, both in our teaching and in our research.
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  • Error and objectivity: Cognitive illusions and qualitative research.M. A. Paley - 2005 - Nursing Philosophy 6 (3):196–209.
    Psychological research has shown that cognitive illusions, of which visual illusions are just a special case, are systematic and pervasive, raising epistemological questions about how error in all forms of research can be identified and eliminated. The quantitative sciences make use of statistical techniques for this purpose, but it is not clear what the qualitative equivalent is, particularly in view of widespread scepticism about validity and objectivity. I argue that, in the light of cognitive psychology, the ‘error question’ cannot be (...)
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  • Error and objectivity: cognitive illusions and qualitative research.John Paley - 2005 - Nursing Philosophy 6 (3):196-209.
    Psychological research has shown that cognitive illusions, of which visual illusions are just a special case, are systematic and pervasive, raising epistemological questions about how error in all forms of research can be identified and eliminated. The quantitative sciences make use of statistical techniques for this purpose, but it is not clear what the qualitative equivalent is, particularly in view of widespread scepticism about validity and objectivity. I argue that, in the light of cognitive psychology, the ‘error question’ cannot be (...)
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