<i>Conquest of Abundance: A Tale of Abstraction versus the Richness of Being</i>. Paul Feyerabend

Oberheim, Eric

doi:10.1086/385303

Cited by 5 publications

(9 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Esto implica una crítica a la percepción de que los intelectuales tienen un acceso privilegiado a la razón, pues esta forma de proceder conduce a la intolerancia y al autoritarismo por la imposición epistémica que implica (Feyerabend, 1999a).…”

Section: Implicaciones Metodológicas Y Prácticasunclassified

Toward a hermeneutic-platonic substantion of the research question inthe educational field

Díaz Rodríguez

2024

bol.redipe

View full text Add to dashboard Cite

En este artículo se busca proponer una reflexión sobre la naturaleza de la pregunta de investigación en el ámbito pedagógico desde una perspectiva hermenéutico-platónica, en línea con la propuesta de Hans-Georg Gadamer Se destaca la importancia de comprender la pregunta como un proceso dialéctico que va más allá de una simple búsqueda de respuestas, abogando por una visión más profunda que considere la relación entre el investigador y el objeto de estudio, desde un sentido contextual. Partiendo de los fundamentos filosóficos de Gadamer, quien a su vez sigue la lógica platónica, se sugiere que la pregunta de investigación en educación debe ser concebida como un diálogo continuo, donde se busque comprender el significado de los fenómenos y procesos educativos. Se argumenta que esta perspectiva permite trascender las limitaciones de los enfoques cientificistas, abriendo la puerta a una comprensión holística y contextualizada de la realidad educativa. El artículo explora cómo la filosofía hermenéutica puede enriquecer la práctica investigativa en materia educativa, promoviendo una mayor sensibilidad hacia múltiples interpretaciones que subyacen en ésta. Se enfatiza la importancia de situar la pregunta de investigación dentro de un marco interpretativo que reconozca la influencia de los contextos culturales en la construcción del conocimiento. En síntesis, se aboga por una fundamentación hermenéutico-platónica de la pregunta de investigación en educación, destacando su potencial para enriquecer la comprensión y la práctica investigativa en este campo. De esta manera, lo que se aborda es un problema conceptual, el cual tiene implicaciones en la fundamentación metodológica del campo educativo.

show abstract

Section: Implicaciones Metodológicas Y Prácticasunclassified

Toward a hermeneutic-platonic substantion of the research question inthe educational field

Díaz Rodríguez

2024

bol.redipe

View full text Add to dashboard Cite

show abstract

“…Scientists should appreciate and cultivate disruptive data because they are the seeds of theoretical advances. Disruptive data arise when our interactions with the world break down, reminding us, yet again, that the world is subtler, more abundant, and more intricate than any theory (Feyerabend, 2001). Disruptive data demarcate the limits of current theory and spur future theory to be more useful and yield fewer surprises.…”

Section: Theory Development and Disruptive Datamentioning

confidence: 99%

Pragmatism and Methodology

Gillespie,

Glăveanu,

de Saint Laurent

2024

View full text Add to dashboard Cite

Taking a pragmatist approach to methods and methodology that fosters meaningful, impactful, and ethical research, this book rises to the challenge of today's data revolution. It shows how pragmatism can turn challenges, such as the abundance and accumulation of big qualitative data, into opportunities. The authors summarize the pragmatist approach to different aspects of research, from epistemology, theory, and questions to ethics, as well as data collection and analysis. The chapters outline and document a new type of mixed methods design called 'multi-resolution research,” which serves to overcome old divides between quantitative and qualitative methods. It is the ideal resource for students and researchers within the social and behavioural sciences seeking new ways to analyze large sets of qualitative data. This book is also available as Open Access on Cambridge Core.

show abstract

“…Despite this, it is far from clear whether it accords or has ever accorded with natural-scientific practice (e.g. Cartwright, 1983Cartwright, , 1999Feyerabend, 1993Feyerabend, , 2001Mitchell, 2002;Wimsatt, 2007). This is important because Jaspers is often praised as a forerunner of methodological pluralism in science and psychiatry (e.g.…”

Section: The Mind-body Problemmentioning

confidence: 99%

Understanding understanding in psychiatry

Gough

2023

Hist Psychiatry

View full text Add to dashboard Cite

Originally put forward to defend history from the encroachment of physics, the distinction between understanding and explanation was built into the foundations of Karl Jaspers’ ‘phenomenological’ psychiatry, and it is revised, used and defended by many still working in that tradition. On the face of it, this is rather curious. I examine what this notion of ‘understanding’ amounts to, why it entered and remains influential in psychiatry, and what insights for contemporary psychiatry are buried in the notion. I argue that it is unhelpfully associated with the view that the mental is epistemologically and methodologically autonomous, but that it nevertheless highlights an important lacuna in many views of psychiatry and the scientific study of humans more generally.

show abstract

Conquest of Abundance: A Tale of Abstraction versus the Richness of Being. Paul Feyerabend

Cited by 5 publications

References 0 publications

Toward a hermeneutic-platonic substantion of the research question inthe educational field

Toward a hermeneutic-platonic substantion of the research question inthe educational field

Pragmatism and Methodology

Understanding understanding in psychiatry

Contact Info

Product

Resources

About