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Qualitative Inquiry in Education: The Continuing Debate

reviewed by David T. Hansen - 1992

coverTitle: Qualitative Inquiry in Education: The Continuing Debate
Author(s): Elliot W. Eisner, Alan Peshkin
Publisher: Teachers College Press, New York
ISBN: 0807730165, Pages: , Year: 1990
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This collection of original essays and reflections by a group of experienced scholars addresses the current state of qualitative research in education. The book’s editors, Elliot Eisner and Alan Peshkin, perceive the collection as voices in a wide-ranging conversation that they hope will continue to characterize the field. I will provide a flavor of the discussion by sampling the tone and scope of the separate arguments, while also trying to show that the metaphor of a conversation raises important questions about the future of qualitative inquiry. In Part I of the book, on objectivity in research, D.C. Philips untangles the concept of objectivity from notions of certainty, in so doing paying homage to postmodern doubts about the prospect of attaining certain knowledge. But Philips argues that some ways of studying the world and speaking about it are better than others, namely those that have faced “the demands of reason and of... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 93 Number 4, 1992, p. 749-752
https://www.tcrecord.org ID Number: 269, Date Accessed: 8/3/2021 1:49:51 PM

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About the Author
  • David Hansen
    Teachers College, Columbia University
    E-mail Author
    DAVID T. HANSEN is Professor of Philosophy and Education at Teachers College, where he directs the Program in Philosophy and Education. Recent publications include Exploring the Moral Heart of Teaching: Toward a Teacher's Creed. New York: Teachers College Press, 2001; "The moral environment in an inner-city boy's high school." Teaching and Teacher Education, special issue on The Pedagogical Function of the School, in press; and "Teaching as a moral activity." In V. Richardson (Ed.), Handbook of Research on Teaching, Fourth Edition. Washington, DC: American Educational Research Association, 2001.
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