2013-Topic2-EAP Epsitemology-I.ppt

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EDM 9206

Foundat ion of EAP

Lectu re 2Epistemological Foundat ion

of EAP



2

Statements of the Prob lems

Epistemolog ical metapho r o f schoo l organizat ion and

Leadership

Schools are facts of human-behaviora l systems , which are

governed by regular and predictable causal it ies. Leadership is

regular and predicable causal ity between the behaviors o f the

leaders and the respon ses of th e fol lowers.

Schools are cu ltural ly and sym bol ical ly inst i tut ion alized

art i facts of the l i fewor ld. Leadership is l ived exper iences

between leaders and followers who are two “equal” parties

made up o f free, interpret ing, act ing agents in a interact ing

si tuat ions.

Schools are inst i tu t ional ized l i fewo r ld , which are “power -

hypostatized” and “ideologically frozen”. Leadership is

institutionalized human relationship which are also “power -

hypostatized” and “ideologically frozen”.



3

Statements o f the Prob lems

Epistemolog ical metaphor o f educat ion pol icy

Educat ion po l icy as the best alterat ive chosen from

pro ven factual means -ends causal i t ies to m axim ize the

real izat ion o f an id ent i f ied ob ject ive

Educat ion po l icy as interpretat ive and pol i t ical

outcomes of del iberat ions and negot iat ions o f var ious

interpret ive commun it ies in a part icular pol icy arena

within which “educational” values are authoritative

allocatedEducation policy as “power - hypostatized” and

“ideologically frozen” discourse outcome from which a

tota l i ty of effect ive pol ic y statements is cons t i tuted.



4

Codi f ication of Know ledge Orientat ion of

Educational Adm inis t rat ion Study



5



Burrell & Morgan’s Thesis (1979) Assumpt ions about th e nature of socia l science

Ontologica l assumpt ion: Realism ——Nominal ism

Epistemo logical assum pt ion: Posi t iv ism ——Ant i -posi t iv ism

Assumpt ion of human nature: Determin ism ——Voluntar ismMethodo logica l assumpt ion: Nomo thet ic ——Ideolgraphic

Assumpt ion about the nature of so ciety: Theor ies of s ociety

Socio logy of regulation ——Socio logy o f radical change

The status q uo ——Radical change

Social order ——Structura l c onf l ic t

Consensus ——Mode of dom inat ion

Socia l integration and c ohesion ——Contradict ion

Solidar i ty ——Emancipat ion

Need sat isfact ion ——Deprivat ion

Actural i ty ——Potential i ty



6

Know ledge Orientat ion of Educat ional

Administration Study: Burrell & Morgan’s Thesis

Two dimensions and four paradigms

SUBJECTIVE OBJECTIVE

SOCIOLOGY OF RADICAL CHANGE

SOCIOLOGY OF REGULATION

Radical

Humanist Radical

Structural ist

Interpretive Funct ional is t



7



Bolman and Deal’s Framing Organizations (1997)

Frame perspect ive

“ Frames are both windows on the wor ld and l enses that

br ing the wor ld into focu s. Frames f i lter out s ome th ingswhi le allow ing o ther to pass thro ugh easi ly. Frames help us

order experience and decide what to do.” ( Bo lman & Deal,

1997, p. 12)

Goran Carstedt underlines “The world simply can’t be made

sense of, facts can’t be organized, unless you have a mentalmodel to begin wi th . That theory does not have to be the

r ight o ne, because you can alter i t along the way as

information comes in. But you can’t begin to learn without

some concept that gives you expectations or hypotheses.”

(Quo ted in Bolm an & Deal, 1997, p. 12)



8



Bolman and Deal’s Framing Organizations

Four frames of organizat ion studies:

Structural frame

Human-resourc e frame

Polit ical frame

Symbo l ic frame



9(Bolman & Deal, 1997, P. 15)



10



Michael Reed’s Thesis (1996)

The Agency /Structu re Debate

The Cons truc t ivist /Pos it iv ist Debate

The Local/Glob al Debate

The Ind ividu alism /Col lect ivism Debate



11



Evers and Lakom ski (1991 & 1996)

The adm inistrative-science movement: Logical-

posi t iv ism and behavior ism

The interpret ive revo l t : Phenomenology, humanism

and cu l tural ism

The cri t ical-theory movement: Neo-Marxism ,

Cri t ical Theory, and Post-structu ral ism



12

Codi f ication of Know ledge Orientat ions

of Educat ion Pol icy Study :



13





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Bobrow & Dryzek’s Thesis (1987)

Posi t iv ism

Piecemeal Social Engin eering

Relat ivism

“Eclectic” policy analysis: Storytelling and narrative

approach

Forensic pol icy analys is : L egal c la im argum entat ion

Crit ical Pol icy Inqu iry



15



Frank Fischer’s thesis (2003)

Analyt ical-technical perspect ive in po l icy s tudies

in educat ion

Interpretat ive-po l i t ical perspect ive in po l icy

stud ies in educat ion

Discu rsive-cr i t ical perspect ive in pol icy stud ies in

educat ion



16



Joseph Kahne thesis: Refram ing Educational

Pol icy (1996)

Technocrat ic Perspective

Uti l i tar ian and righ t theory

Communi tar ian thought

Humanist ic thought



17

Ju rgen Habermas Know ledge and Human

Interests

1929 -



18

Ju rgen Habermas Know ledge and Human

Interests

Const i tu t ion of the Vienna Circle (1932) and

the r ise of log ical pos i t iv ism

Edmund Husserl (1936) Cris is o f European

Science

Max Horkheimer (1937)Tradit ional and Crit ic al

Theory

Ju rgen Habermas ’ inaugural lecture at theUniversi ty of Frankfu rt in June 28 1965



19

Jurgen Habermas’ conceptions of

app roaches to know ledge

(1971, P. 308)



20

Epistemological Foundation (I)

Knower Known

Knowledge

Self conscious use of method

Knowing



21



The empir ic al-analyt ical sciences

Assumpt ions on the real ity to be known

Empir ica l assumpt ion :

• The know n con sists of " observable" objects, subject tosenso ry exper iences

• These objects exist o bject ively

• Their ob ject ive existences are independent of human's

senso ry exper iences, more specif ical ly obs ervat ions

Analyt ical assumpt ion :

• The know n is m ade up of interrelated elements

• These interrelat ion ship s are cons istence or even

univ ersal by nature



22



The empir ic al-analyt ical sciences

Assumpt ions on the knower

Object ive obs ervers

Value-free analyst sImpart ial in qu irers



Epistemological Foundation (I)

Knower Known

Knowledge

Self conscious use of method

Knowing

Externall y & objectively

existing natural world

Logical & /or

empiricallytested against

CorrespondencePrinciple

Emp ir ical-analyt ical science



24



(P. 309)



25



The histor ical-hermeneut ic sciences


The “phenomenological" assumption: The known are

subjective meanings fixed in “text - forms”, i.e. they areexternalized, ob jectivated, recipr ocally and practical ly

con st i tuted or even inst i tu t ional ized

The “hermeneutic” assumption: The known are “texts”, i.e.

l inguist ic and/or s ymbol ic f ixat ions o f subject iv i ty ,

intersubject iv i ty and l i fewo r ld rather than object ively

exist ing natural w or ld

Histor ical- inst i tut ional assump t ion: The know n are

pract ical ly cons t i tuted patterns of human interact ions,

which have been “accumulated” among an aggregate of

hum an beings in a part icular temporal and spat ia l

“contexts”



26





The know er is interpreter att r ibut ing meanings to the known

The know er is interpreter mediated by l inguis t ic and/orsym bol ic apparatuses

The know er is interpreter cul tu rally assim i lated and

pract ical ly embedded in the known

The knower is the hermeneutic interpreter who attemp ts to

“bridge” different interpretive horizons and/or l i fewor lds



27




Assumpt ions on the knowing :

To retr ieve meanings which are implied in “texts” (in the

form o f subject iv i ty, intersubject iv i ty and inst i tut io nal

conf igurat ions)

To attest the adequacy of an interpretat ion by br ing ing the

interpretat ion back to cu ltural , histo r ical and /or l i teracy

contexts and to have “conversation” with them

To cross exam ine the adequacy of an interpretat ion by br in gi t to o ther respect ive researchers for h istor ical and/or

cul tu ral cr i t ic ism



28

Epistemological Foundation (II)

Knower Known

Knowledge

In the form of local

& contemporary tex t

Lingu ist ic, cultura l & pract ica l contexts

Interpretation In the form o f foreign

& histo r ical text

Fusion of hor izons

Hermeneutic

c i rc le

Hermeneutic

c i rc le

Fel low researchers

Cri t ic ism

Attr ibut ing

Meaning



29(P. 310)



30



Crit ical social sc ience


Power-hyp ostat ized relat ionship between elements

Ideologically fro zen texts

Systemic ally dis tor ted and/or biased real i ty


Self-reflectiv e agents who can emancipate f rom

hypo statized powers Crit ical interpreters who can free from ideolog ical ly frozen

texts

Trans form ational intel ligentsia who can reflect on systemic

disto r t ion to m ake it inapp l icable and can “work” against it

to m ake it inop erat ive



31



Crit ical social sc ience

Assumpt ion on the knowing :

Revelat ion o f ideology frozen in cultu ral and/or h istor ic al

texts through cr i t ical hermeneutics

Revelat ion o f pow er relat ion embedded soc ial struc ture

through cr i t ical social analysis

Correct ion of sys temic distor t ion throu gh cr i t ical praxis



32

Jurgen Habermas’ conception of

know ledge-cons t i tut ive Human Interests

“ I term interests the basic o r ientat ions rooted in

speci f ic fundamental condi t ions of the poss ib le

reprod uct ion and sel f -con st i tut ion of the hum an

species, namely work and interaction. …Knowledge- con st i tut ive interests can be defined exclusively as a

func t ion of the ob ject ively con st i tuted problems of

existence as such . Work and interact ion by nature

include processes of learning and arr iv ing at mutual

understanding.” (1971, p. 196)



33



To con tro l : Technical cogn i t ive interest

Const i tut ive connect ion between techn ical

cogn it ive interests and empir ical-analyt ic sc iences

Media of wo rk, power and m oney

Scienti f ic-technological enterpr ise, the state and the

market

To understand : Pract ical cogn it ive interest

Const i tut ive connect ion between pract icalcog ni t ive interest and histor ical -hermeneut ic

sciences

Language as the medium

Cultural sphere and l i feworld



34



To be free : Emanc ipatory cogn i t ive interest :

Const i tut ive connect ion between emancipatory

cogn it ive Interest and Cri t ical Social Science

Overt and covert pow er of dom inance as the

medium

Reflect ion, cr i t ic ism , praxis and publ ic sphere



35

App l icat ion o f Habermas' Epistemological

thesis to the Concept of Qual ity in Educat ion



36

App l icat ion o f Habermas' Epistemological


Techno -scient i f ic concept ion of qual i ty in

educat ion

Epistemolog ical assumption o f in techno-scient i f ic

concept ion o f qual ity in educat ion Prefect causal i ty of analyt ical ly dis t inct elements in

educat ion enterpr ises

Capabil i ty of money-steer ing and power-steer ing sy stem in

technical-control of educat ion

A l i t i f H b ' E i t l i l



37

Appl icat ion of Habermas' Epistemological


Techno -scient i f ic concept ion of quali ty in

educat ion

Qual ity in educat ion outcom e : Acqu is i tion of

Ski l ls and competences, wh ich can be standardized,quant i f ied, calculable, predictable and control lable

Ski l ls and competences, wh ich are emplo yable, marketable

and con ver tib le in money terms

Ski l ls and c ompetences, wh ich are gov ernable




38



Techno -scient i f ic concept ion of qual i ty in

educat ion

Quali ty in learning and teach ing proc esses

Students are mater ials, which c an be value-added

Teachers are workers, who c an be benchm arked

Teaching and learning are proc esses, which can be

audited in “time- motion” terms




39



Techno -sc ient i f ic con cept ion o f qual ity in

educat ion

Quali ty in schoo l organizat ions

School organizat ions are struc tures, which can be

standardized and benchmarked

School organizat ions are proc esses, which can be audited

w ith standardized indicators

School organizat ions are cultu res, which can be measu res

wi th sch ool ethos checkl is ts




40



Empathet ic-pract ical concept ion of quali ty in

educat ion

Quali ty in educat ion outcome : Atta inment of

Pract ical eff icacy in interact ion w ith fel low beings

Empathet ic understandin g in social interact ion s

Social ident i f icat ion and integrat ion in part icular human

communi t ies

Empathetic understanding across “horizons”, i.e. cultures,l i fewo r lds and tradi t ions .




41



Empathet ic-pract ical concept ion o f qual ity in

educat ion


Teachers as professionals working in c ommunal bond s of

intel lectual i ty, pract ical i ty and trust

Teachers and s tudents are in p rofessio nal-cl ient

relat ionships , which are bonded by empathet ic

understanding and trus t

Teaching and learning are pract ical interact ion s o f

un certainty, which c an not be lock -stepped into calculable

and contro l lab le processes




42



Empathet ic-pract ical concept ion o f qual ity in

educat ion

Quali ty in school organizat ions

Schools as communi t ies of empathet ic understanding and

car ing between the elder ly and offsp r ing

Schools as profession al communit ies of intel lectu ali ty,

pract ical i ty and trust

Ass umpt ion o f educat ion as an u ncer tain pract ice of

Reflectiv e Practi t ion ers (Schon, 1983)




43



Emancipatory concept ion o f quali ty in

educat ion

Quali ty in educat ion outcome : Capacit ies to

To excel beyond the current state of being

To speculate

To better the status quo


Teachers are transform ative intellectu als work ing for th ebet terment of th e status quo and the com ing generat ion

Students are potent ia ls to be excel

Teaching and learning are exper imental , surp r is ing and

r isk- taking p rocesses of l iberat ing speculat ive sp ir i ts




44



Emancipatory concept ion o f quali ty in

educat ion

Quali ty in school organizat ions

Schools as l iberating communi t ies of h uman potent ials

Schools as communi t ies of praxis

Assum ption of educat ion as r isk- taking praxis of

speculat ive or even revolut ionary spir i ts




45

Appl icat ion of Habermas Epistemological


The Consequences of Mono l i th ic Version o f

Quali ty in Education

Constitution of “One- dimensional Man” (Marcuse,

1964)

Const i tut ion of one-dimensional Schoo l : Value-

added, low -trust and no -su rpr ise schools

Const i tut ion o f one-dimensional society



Lecture 2

Epistemological Foundat ionof EAP

END

2013-Topic2-EAP Epsitemology-I.ppt

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