A critique of traditional science in educational administration: thoughts on evers and lakomski’s naturalistic coherent epistemology
Yükleniyor...
Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Öz
Bilimsel bir inceleme alanı olan eğitim yönetimi yirminci yüzyılın ikinci yarısından
itibaren entelektüel bir çatışma sahasına dönüşmüştür. Alanda yaşanan tartışmalar
pozitivizme dayalı geleneksel bilim ile onun eleştirisini yapan bilim çevreleri arasında
cereyan etmiştir. Son yıllarda alandaki tartışmalara Evers ve Lakomski’nin de katıldığı
görülmektedir. Evers ve Lakomski hem mantıksal pozitivizmin, hem de onun eleştirini
yapan paradigma yaklaşımının temelci epistemolojiye dayandığını öne sürmüştür.
Evers ve Lakomski, temelci epistemolojinin eleştirisine dayalı olarak eğitim yönetimi
için uygun epistemolojik çerçevenin natüralist bağdaşımcılık olduğunu savunmuştur.
Bu kapsamda Evers ve Lakomski doğa bilimleri ile bağdaşım içerisinde olan ve
değerler ile insan öznelliğini de içine alan bütüncül bir eğitim yönetimi bilimi tasavvur
etmiştir. Bu genel çerçeveye dayalı olarak bu çalışmada Evers ve Lakomski’nin
geleneksel bilim eleştirisini hangi argümanlara dayandırdıkları ve natüralist
bağdaşımcı epistemolojiye dayalı post-pozitivist bilimi nasıl gerekçelendirdikleri
tartışılmıştır.
Anahtar Kelimeler: Eğitim Yönetimi, Geleneksel Bilim, Mantıksal Ampirizm,
Natüralist Bağdaşımcılık, Evers ve Lakomski
Abstract: Educational administration, an area of scientific research, has evolved into a field of intellectual conflict beginning from the second half of the twentieth century. Conflicts arouse between the views belonging to traditional science that are based on positivism and those of the scientific communities against traditional science. It is witnessed that recently Evers and Lakomski have joined this scientific controversy. Evers and Lakomski argue that both logical positivism (empiricism) and paradigm approach, which acts a critic of this approach, stand on foundationalist epistemology. Evers and Lakomski are of the opinion that, through taking a critical stance on foundationalist epistemology, it would be fair to state that an appropriate epistemological framework for educational administration would be the naturalistic coherent one. To this end, Evers and Lakomski visualize the science of educational administration as an area which carries holistic aspects of values as well as human subjectivity while being in accordance with natural sciences. Taking this overall perspective as a base, this study discusses the arguments that Evers and Lakomski found on their critique of traditional science together with the ways they justify postpositivist science resting on naturalistic coherent epistemology. Keywords: Educational Administration, Traditional Science, Logical Empiricism, Naturalistic Coherentism, Evers and Lakomski
Abstract: Educational administration, an area of scientific research, has evolved into a field of intellectual conflict beginning from the second half of the twentieth century. Conflicts arouse between the views belonging to traditional science that are based on positivism and those of the scientific communities against traditional science. It is witnessed that recently Evers and Lakomski have joined this scientific controversy. Evers and Lakomski argue that both logical positivism (empiricism) and paradigm approach, which acts a critic of this approach, stand on foundationalist epistemology. Evers and Lakomski are of the opinion that, through taking a critical stance on foundationalist epistemology, it would be fair to state that an appropriate epistemological framework for educational administration would be the naturalistic coherent one. To this end, Evers and Lakomski visualize the science of educational administration as an area which carries holistic aspects of values as well as human subjectivity while being in accordance with natural sciences. Taking this overall perspective as a base, this study discusses the arguments that Evers and Lakomski found on their critique of traditional science together with the ways they justify postpositivist science resting on naturalistic coherent epistemology. Keywords: Educational Administration, Traditional Science, Logical Empiricism, Naturalistic Coherentism, Evers and Lakomski
Açıklama
İnönü University
Journal of the Faculty of Education
Vol 19, No 2, 2018
pp. 255-268
DOI: 10.17679/inuefd.330362
Anahtar Kelimeler
Eğitim Yönetimi, Geleneksel Bilim, Mantıksal Ampirizm, Educational Administration, Traditional Science, Logical Empiricism
Kaynak
İnönü Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
19
Sayı
2
Künye
Özdemir, M. (2018). Eğitim yönetiminde geleneksel bilim eleştirisi: Evers ve Lakomski’nin natüralist bağdaşımcı epistemolojisi üzerine düşünceler. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 255-268.
