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Theoretical analysis of the philosop...

Hutchins, Shaun D.

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Theoretical analysis of the philosophy and practice of disciplined inquiry.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Theoretical analysis of the philosophy and practice of disciplined inquiry./
作者:	Hutchins, Shaun D.
面頁冊數:	509 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Educational philosophy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3706362
ISBN:	9781321801200

Theoretical analysis of the philosophy and practice of disciplined inquiry.
Hutchins, Shaun D.

Theoretical analysis of the philosophy and practice of disciplined inquiry. - 509 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--Colorado State University, 2015.

This dissertation theoretically examined the process of disciplined inquiry in the social sciences from its philosophical foundations to its extensions into practice. Key to conceptualization of disciplined inquiry were two regulative ideals: the commitment to the concepts that define the possibility of experience and the commitment to processes for combining the concepts of experience. The paradigm theory of Lincoln, Lynham, and Guba (e.g., Lincoln & Lynham, 2011; Lincoln, Lynham, & Guba, 2011) provided a sophisticated explanation of the possibility of experience that inquirers can commit to when engaging in disciplined inquires. Review of literature revealed an inadequacy in the state of theoretical understanding of processes for combining the concepts of experience. To develop a theoretical agenda of research for disciplined inquiry, the literature on paradigm theory and theory building was analyzed. A historical analysis of paradigm theory revealed milestones in more than 40 years of inquiry focused on conceptualization of the theory. A reverse engineering analysis theoretically examined paradigm theory and its milestones identified from the historical analysis for key features of the theoretical process. A revised conceptualization of disciplined inquiry was presented and a theoretical agenda for developing the underlying theoretical framework for the processes of combining the concepts of experience was outlined.

ISBN: 9781321801200Subjects--Topical Terms:

3173367
Educational philosophy.

Theoretical analysis of the philosophy and practice of disciplined inquiry.
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520 $a This dissertation theoretically examined the process of disciplined inquiry in the social sciences from its philosophical foundations to its extensions into practice. Key to conceptualization of disciplined inquiry were two regulative ideals: the commitment to the concepts that define the possibility of experience and the commitment to processes for combining the concepts of experience. The paradigm theory of Lincoln, Lynham, and Guba (e.g., Lincoln & Lynham, 2011; Lincoln, Lynham, & Guba, 2011) provided a sophisticated explanation of the possibility of experience that inquirers can commit to when engaging in disciplined inquires. Review of literature revealed an inadequacy in the state of theoretical understanding of processes for combining the concepts of experience. To develop a theoretical agenda of research for disciplined inquiry, the literature on paradigm theory and theory building was analyzed. A historical analysis of paradigm theory revealed milestones in more than 40 years of inquiry focused on conceptualization of the theory. A reverse engineering analysis theoretically examined paradigm theory and its milestones identified from the historical analysis for key features of the theoretical process. A revised conceptualization of disciplined inquiry was presented and a theoretical agenda for developing the underlying theoretical framework for the processes of combining the concepts of experience was outlined.
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