to defend the teaching of empirical psychology to students of teaching on the grounds that it might be useful for classroom behavior shaping; moreover, recognition on the part of generations of intelligent students that experimental psychology could have no such principled or even sane educational use, has no doubt greatly fired the complaints of those who wish to deny that theory has any relevance to the professional education and training of teachers. But if an applied theoretical interpretation of learning theory does not fare especially well, how could we seriously claim that an instrumental conception of educational philosophy in general, and of educational epistemology in particular, might fare better?
THE POSTMODERN DEMISE OF EDUCATIONAL EPISTEMOLOGY
EPISTEMOLOGY: DEAD OR ALIVE?
THE REGRESS TO METHOD
EPISTEMOLOGY IN PROFESSIONAL REFLECTION: TOWARD A VINDICATION
1. Israel Scheffler, Conditions of Knowledge (Chicago: Scott, Foresman, 1965) and R.S. Peters, Ethics and Education (London: Allen and Unwin, 1966).
2. Paul H. Hirst, Knowledge and the Curriculum (London: Routledge and Kegan Paul, 1974).
3. Paul H. Hirst, "Education, Knowledge and Practices," in Beyond Liberal Education: Essays in Honor of Paul H. Hirst, ed. Robin Barrow and P. White (London, Routledge,1993).
4. This expression and the associated idea are principally associated with the work of Alasdair MacIntyre. See especially, Alasdair MacIntyre, After Virtue (Notre Dame: Notre Dame Press,19无忧论文 【http://www.uklunwen.com】81).
5. See, for example, W.V.O. Quine, From a Logical Point of View (New York: Harper and Row, 1953).
6. This much cited expression, of course, is associated with Jean-François Lyotard. See Jean-François Lyotard, The Post-Modern Condition: A Report on Knowledge, trans. Goeffrey Bennington and Brian Massumi (Manchester: Manchester University Press, 1984).
7. See, for example, Alasdair MacIntyre, Whose Justice, Which Rationality? (Notre Dame, Ind.: Notre Dame Press, 1987) and Alasdair MacIntyre, Three Rival Versions of Moral Inquiry (Notre Dame, Ind.: Notre Dame Press, 1992).
8. See for example, Richard Rorty, Philosophy and the Mirror of Nature (Oxford: Basil Blackwell, 1980) and Richard Rorty, Contingency, Irony and Solidarity (Cambridge: Cambridge University Press, 1989).
9. John McDowell, Mind and World (Cambridge: Harvard University Press, 1996).
10. Immanuel Kant, The Critique of Pure Reason, trans. Norman Kemp Smith (London: Macmillan, 1968), 93.
11. John McDowell, Mind and World.
12. Theaetetus, in Plato: The Collected Dialogues, ed. Edith Hamilton and Huntington Cairns (Princeton: Princeton University Press, 1961).
13. See, SED, The Structure of the Curriculum in the Third and Fourth Years of the Secondary School ( The Munn Report ), (Edinburgh: HMSO, 1977).
14. See, SOED, Guidelines for Teacher Training Courses (Edinburgh: SOED, 1992).
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