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|Other Titles:||Axiology of Logical Empiricism and Its Implications on Methodology of Pedagogy|
Department od Education, NTNU
Through a critical analysis of the axiology, educational theory and educational aim of logical empiricism〈L.E〉, this study proposes to locate the positive method in educational research. Analytically the following related problems are investigated：Is positive method a unique and appropriate method applied in educational research？ Is positive method happy to investigate educational fact？ Is positive method compatible with another ones in order to grasp the different aspects of educational research? Specific consideration is also put on the recommendations for the formation of sound methodology of pedagogy. In order to treat tactfully the above-mentioned problems, historical approach, hermeneutic method and theoretical analysis are used. After the location of the investigated problems in the introductory chapter, this thesis proceeds to the discussion of the following topics. First of all, historical origins of the axiology of L.E. is preceded by the individualism and sensualism of Sophists' ethical thought. Methodological dichotomy of value and fact of L.E. originates from Hume's thought of value. However, Hume's axiological thought is deepened and broadened by L.E. through its meta-analysis. In chapter3, the emotive theory of L.E. puts value judgements in the category of emotion owing to their uncognizability. Value judgements are accordingly confused with personal emotive feeling with the consequence of misleading moral education. In chapter4, the foundation of emotive theory– methodology of logical empiricism– is investigated. The essential value judgement substantial to the methodology of L.E. is that human rationality is composed of only the instrumental one. This value judgement together with emotive theory constitutes of the axiology of L.E. Chapters 5 and 6 present a critical analysis of the doctrines of educational theory and educational aim of logical empiricism with special references to its axiology, in order to evaluate the positive method in educational
|Appears in Collections:||教育研究所集刊|
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