| Title: |
From Epistemology to Democracy: Pragmatism and the Reorientation of Disability Research |
| Language: |
English |
| Authors: |
Danforth, Scot |
| Source: |
Remedial and Special Education. Nov-Dec 2006 27(6):337-345. |
| Availability: |
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com |
| Peer Reviewed: |
Y |
| Page Count: |
9 |
| Publication Date: |
2006 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
Epistemology; Special Education; Democracy; Educational Research; Political Attitudes; Disabilities; Research Needs; Foundations of Education; Language Role; Educational Innovation; Theory Practice Relationship |
| DOI: |
10.1177/07419325060270060301 |
| ISSN: |
0741-9325 |
| Abstract: |
For three decades, special education researchers have sought a solid epistemological foundation for their disability research. Following the lead of the philosophical tradition of American pragmatism, this article sets aside the search for epistemological foundations to conduct research of practical utility and democratic purpose. This article proposes a practical and democratic reorientation of special education research based on an antifoundational concept of truth, an antirepresentational view of language, and a wager on liberal democracy. |
| Abstractor: |
Author |
| Entry Date: |
2007 |
| Accession Number: |
EJ758872 |
| Database: |
ERIC |