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  1. (RE)Inventing Scheffler, or, Defending Objective Educational Research.D. C. Phillips - 1997 - Studies in Philosophy and Education 16 (1/2):149-158.
    Israel Scheffler's book Science and Subjectivity (1967) was prescient: His criticisms of attacks on the traditional notions of objectivity and truth that underlie modern science are still relevant nearly thirty years later, when postmodernism and some varieties of feminist epistemology are winning many adherents. Two aspects of Scheffler's book are singled out for discussion – his philosophical style, which is marked by careful, well-developed, and detailed argument (in contrast to many contemporary writers in education who have postmodernist leanings, who merely (...)
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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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  • Coming to grips with radical social constructivisms.Denis C. Phillips - 1997 - Science & Education 6 (1-2):85-104.
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  • Somatic Movement and Education: a phenomenological study of young children’s perceptions, expressions and reflections of embodiment through movement.Jennifer S. Leigh - unknown
    This reflexive account is of a phenomenological study that took place over two years. It explores how a group of primary-aged children perceive, express and reflect on their embodiment through movement. Children aged between four and eleven took part in sessions of yoga, somatic movement and developmental play during the school day. The data include field notes, observations, a reflexive journal, photographs of and by the children, their drawings, mark-makings, writing and posters. Children were also interviewed at the end of (...)
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