Contemporary Perspectives on Social Learning in Early Childhood Education - Couverture souple

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9781593117429: Contemporary Perspectives on Social Learning in Early Childhood Education
Couverture souple
ISBN 10 : 1593117426 ISBN 13 : 9781593117429
Editeur : Information Age Publishing, 2007

Synopsis

Social epistemology is a broad set of approaches to the study of knowledge and to gain information about the social dimensions. This intellectual movement of wide cross-disciplinary sources reconstructs the problems of epistemology when knowledge is considered to be intrinsically social. In the first chapter, "Social Epistemology and Social Learning," Olivia Saracho and Bernard Spodek discuss the social and historical contexts in which different forms of knowledge are formulated based on the perspective of social epistemology. They also discuss the emergence of social epistemology, which guides researchers to investigate social phenomena in laboratory and field settings. Social factors "external" to the appropriate business of science have a major impact in the social studies researchers' historical case studies. Thus, social studies researchers may be considered social epistemologists, because (a) they focus on knowledge of social influences and (b) they infer epistemologically significant conclusions from their sociological or anthropological research. In addition, analyses indicate that studies of scientific paradigms are basically a struggle for political power rather than reflecting reliable epistemic merit. Social studies researchers focus on knowledge of social influences on knowledge, which is analogous to the knowledge of the social epistemologists. They also use their sociological or anthropological research to infer epistemologically significant conclusions.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

Social epistemology is a broad set of approaches to the study of knowledge and to gain information about the social dimensions. This intellectual movement of wide cross-disciplinary sources reconstructs the problems of epistemology when knowledge is considered to be intrinsically social. In the first chapter, "Social Epistemology and Social Learning," Olivia Saracho and Bernard Spodek discuss the social and historical contexts in which different forms of knowledge are formulated based on the perspective of social epistemology. They also discuss the emergence of social epistemology, which guides researchers to investigate social phenomena in laboratory and field settings. Social factors "external" to the appropriate business of science have a major impact in the social studies researchers' historical case studies. Thus, social studies researchers may be considered social epistemologists, because (a) they focus on knowledge of social influences and (b) they infer epistemologically significant conclusions from their sociological or anthropological research. In addition, analyses indicate that studies of scientific paradigms are basically a struggle for political power rather than reflecting reliable epistemic merit. Social studies researchers focus on knowledge of social influences on knowledge, which is analogous to the knowledge of the social epistemologists. They also use their sociological or anthropological research to infer epistemologically significant conclusions.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
Information Age Publishing
Date d'édition
2007
Langue
anglais
ISBN 10 
1593117426
ISBN 13 
9781593117429
Reliure
Broché
Nombre de pages
340
Éditeur
Saracho Olivia, Spodek Bernard
Coordonnées du fabricant
non disponible
Personne responsable
non disponible

Autres éditions populaires du même titre

9781593117436: Contemporary Perspectives on Social Learning in Early Childhood Education

Edition présentée

ISBN 10 :  1593117434 ISBN 13 :  9781593117436
Editeur : Information Age Publishing, 2007
Couverture rigide