EDM 9206

Foundation of EAP

Lecture 2

Epistemological Foundation of EAP

Statements of the Problems

Epistemological metaphor of school organization and Leadership
Schools are facts of human-behavioral systems, which are governed by regular and predictable causalities. Leadership is regular and predicable causality between the behaviors of the leaders and the responses of the followers. Schools are culturally and symbolically institutionalized artifacts of the lifeworld. Leadership is lived experiences between leaders and followers who are two equal parties made up of free, interpreting, acting agents in a interacting situations. Schools are institutionalized lifeworld, which are powerhypostatized and ideologically frozen. Leadership is institutionalized human relationship which are also powerhypostatized and ideologically frozen. 2

Statements of the Problems

Epistemological metaphor of education policy
Education policy as the best alterative chosen from proven factual means-ends causalities to maximize the realization of an identified objective Education policy as interpretative and political outcomes of deliberations and negotiations of various interpretive communities in a particular policy arena within which educational values are authoritative allocated Education policy as power-hypostatized and ideologically frozen discourse outcome from which a totality of effective policy statements is constituted.
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Codification of Knowledge Orientation of Educational Administration Study

Codification of Knowledge Orientation of Educational Administration Study

Burrell & Morgans Thesis (1979)
Assumptions about the nature of social science
Ontological assumption: RealismNominalism Epistemological assumption: PositivismAnti-positivism Assumption of human nature: DeterminismVoluntarism Methodological assumption: NomotheticIdeolgraphic

Assumption about the nature of society: Theories of society

Sociology of regulationSociology of radical change The status quoRadical change Social orderStructural conflict ConsensusMode of domination Social integration and cohesionContradiction SolidarityEmancipation Need satisfactionDeprivation ActuralityPotentiality
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Knowledge Orientation of Educational Administration Study: Burrell & Morgans Thesis

Two dimensions and four paradigms
SOCIOLOGY OF RADICAL CHANGE

Radical Humanist SUBJECTIVE

Radical Structuralist OBJECTIVE

Interpretive

Functionalist

SOCIOLOGY OF REGULATION
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Codification of Knowledge Orientation of Educational Administration Study

Bolman and Deals Framing Organizations (1997)
Frame perspective
Frames are both windows on the world and lenses that bring the world into focus. Frames filter out some things while allowing other to pass through easily. Frames help us order experience and decide what to do. (Bolman & Deal, 1997, p. 12) Goran Carstedt underlines The world simply cant be made sense of, facts cant be organized, unless you have a mental model to begin with. That theory does not have to be the right one, because you can alter it along the way as information comes in. But you cant begin to learn without some concept that gives you expectations or hypotheses. (Quoted in Bolman & Deal, 1997, p. 12)
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Codification of Knowledge Orientation of Educational Administration Study

Bolman and Deals Framing Organizations
Four frames of organization studies:
Structural frame Human-resource frame Political frame Symbolic frame

(Bolman & Deal, 1997, P. 15)

Codification of Knowledge Orientation of Educational Administration Study

Michael Reeds Thesis (1996)
The Agency/Structure Debate The Constructivist/Positivist Debate The Local/Global Debate The Individualism/Collectivism Debate

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Codification of Knowledge Orientation of Educational Administration Study

Evers and Lakomski (1991 & 1996)
The administrative-science movement: Logicalpositivism and behaviorism The interpretive revolt: Phenomenology, humanism and culturalism The critical-theory movement: Neo-Marxism, Critical Theory, and Post-structuralism

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Codification of Knowledge Orientations of Education Policy Study:

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Codification of Knowledge Orientations of Education Policy Study:

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Codification of Knowledge Orientations of Education Policy Study:

Bobrow & Dryzeks Thesis (1987)
Positivism Piecemeal Social Engineering Relativism
Eclectic policy analysis: Storytelling and narrative approach Forensic policy analysis: Legal claim argumentation

Critical Policy Inquiry

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Codification of Knowledge Orientations of Education Policy Study:

Frank Fischers thesis (2003)
Analytical-technical perspective in policy studies in education Interpretative-political perspective in policy studies in education Discursive-critical perspective in policy studies in education

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Codification of Knowledge Orientations of Education Policy Study:

Joseph Kahne thesis: Reframing Educational Policy (1996)
Technocratic Perspective Utilitarian and right theory Communitarian thought Humanistic thought

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Jurgen Habermas Knowledge and Human Interests

1929 -

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Jurgen Habermas Knowledge and Human Interests

Constitution of the Vienna Circle (1932) and the rise of logical positivism Edmund Husserl (1936) Crisis of European Science Max Horkheimer (1937)Traditional and Critical Theory Jurgen Habermas inaugural lecture at the University of Frankfurt in June 28 1965

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Jurgen Habermas conceptions of approaches to knowledge

(1971, P. 308)
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Epistemological Foundation (I)

Knower

Self conscious use of method

Known

Knowing

Knowledge
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Jurgen Habermas conceptions of approaches to knowledge

The empirical-analytical sciences
Assumptions on the reality to be known Empirical assumption:
The known consists of "observable" objects, subject to sensory experiences These objects exist objectively Their objective existences are independent of human's sensory experiences, more specifically observations

Analytical assumption:
The known is made up of interrelated elements These interrelationships are consistence or even universal by nature
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Jurgen Habermas conceptions of approaches to knowledge

The empirical-analytical sciences
Assumptions on the knower
Objective observers Value-free analysts Impartial inquirers

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Epistemological Foundation (I)

Empirical-analytical science

Knower

Externally & objectively Known Self conscious use of method existing natural world

Knowing

Logical &/or empirically tested against

Correspondence Principle

Knowledge

Jurgen Habermas conceptions of approaches to knowledge

(P. 309)
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Jurgen Habermas conceptions of approaches to knowledge

The historical-hermeneutic sciences
Assumptions on the reality to be known
The phenomenological" assumption: The known are subjective meanings fixed in text-forms, i.e. they are externalized, objectivated, reciprocally and practically constituted or even institutionalized The hermeneutic assumption: The known are texts, i.e. linguistic and/or symbolic fixations of subjectivity, intersubjectivity and lifeworld rather than objectively existing natural world Historical-institutional assumption: The known are practically constituted patterns of human interactions, which have been accumulated among an aggregate of human beings in a particular temporal and spatial 25 contexts

Jurgen Habermas conceptions of approaches to knowledge

The historical-hermeneutic sciences
Assumptions on the knower
The knower is interpreter attributing meanings to the known The knower is interpreter mediated by linguistic and/or symbolic apparatuses The knower is interpreter culturally assimilated and practically embedded in the known The knower is the hermeneutic interpreter who attempts to bridge different interpretive horizons and/or lifeworlds

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Jurgen Habermas conceptions of approaches to knowledge

The historical-hermeneutic sciences
Assumptions on the knowing:
To retrieve meanings which are implied in texts (in the form of subjectivity, intersubjectivity and institutional configurations) To attest the adequacy of an interpretation by bringing the interpretation back to cultural, historical and/or literacy contexts and to have conversation with them To cross examine the adequacy of an interpretation by bring it to other respective researchers for historical and/or cultural criticism

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Epistemological Foundation (II)

Fellow researchers
Criticism

Interpretation Knowledge
Hermeneutic circle

Hermeneutic circle

In the form of foreign & historical text

Attributing Meaning

Fusion of horizons

Knower

Known & contemporary text

In the form of local

Linguistic, cultural & practical contexts 28

(P. 310) 29

Jurgen Habermas conceptions of approaches to knowledge

Critical social science
Assumptions on the reality to be known
Power-hypostatized relationship between elements Ideologically frozen texts Systemically distorted and/or biased reality

Assumptions on the knower

Self-reflective agents who can emancipate from hypostatized powers Critical interpreters who can free from ideologically frozen texts Transformational intelligentsia who can reflect on systemic distortion to make it inapplicable and can work against it to make it inoperative 30

Jurgen Habermas conceptions of approaches to knowledge

Critical social science
Assumption on the knowing:
Revelation of ideology frozen in cultural and/or historical texts through critical hermeneutics Revelation of power relation embedded social structure through critical social analysis Correction of systemic distortion through critical praxis

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Jurgen Habermas conception of knowledge-constitutive Human Interests

I term interests the basic orientations rooted in specific fundamental conditions of the possible reproduction and self-constitution of the human species, namely work and interaction. Knowledgeconstitutive interests can be defined exclusively as a function of the objectively constituted problems of existence as such. Work and interaction by nature include processes of learning and arriving at mutual understanding. (1971, p. 196)

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Jurgen Habermas conception of knowledge-constitutive Human Interests

To control: Technical cognitive interest
Constitutive connection between technical cognitive interests and empirical-analytic sciences Media of work, power and money Scientific-technological enterprise, the state and the market

To understand: Practical cognitive interest

Constitutive connection between practical cognitive interest and historical-hermeneutic sciences Language as the medium Cultural sphere and lifeworld
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Jurgen Habermas conception of knowledge-constitutive Human Interests

To be free: Emancipatory cognitive interest:
Constitutive connection between emancipatory cognitive Interest and Critical Social Science Overt and covert power of dominance as the medium Reflection, criticism, praxis and public sphere

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Application of Habermas' Epistemological thesis to the Concept of Quality in Education

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Application of Habermas' Epistemological thesis to the Concept of Quality in Education Techno-scientific conception of quality in education
Epistemological assumption of in techno-scientific conception of quality in education
Prefect causality of analytically distinct elements in education enterprises Capability of money-steering and power-steering system in technical-control of education

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Application of Habermas' Epistemological thesis to the Concept of Quality in Education Techno-scientific conception of quality in education
Quality in education outcome: Acquisition of
Skills and competences, which can be standardized, quantified, calculable, predictable and controllable Skills and competences, which are employable, marketable and convertible in money terms Skills and competences, which are governable

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Application of Habermas' Epistemological thesis to the Concept of Quality in Education

Techno-scientific conception of quality in education

Quality in learning and teaching processes
Students are materials, which can be value-added Teachers are workers, who can be benchmarked Teaching and learning are processes, which can be audited in time-motion terms

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Application of Habermas' Epistemological thesis to the Concept of Quality in Education Techno-scientific conception of quality in education
Quality in school organizations
School organizations are structures, which can be standardized and benchmarked School organizations are processes, which can be audited with standardized indicators School organizations are cultures, which can be measures with school ethos checklists

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Application of Habermas' Epistemological thesis to the Concept of Quality in Education

Empathetic-practical conception of quality in education

Quality in education outcome: Attainment of
Practical efficacy in interaction with fellow beings Empathetic understanding in social interactions Social identification and integration in particular human communities Empathetic understanding across horizons, i.e. cultures, lifeworlds and traditions.

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Application of Habermas' Epistemological thesis to the Concept of Quality in Education

Empathetic-practical conception of quality in education

Quality in learning and teaching processes
Teachers as professionals working in communal bonds of intellectuality, practicality and trust Teachers and students are in professional-client relationships, which are bonded by empathetic understanding and trust Teaching and learning are practical interactions of uncertainty, which can not be lock-stepped into calculable and controllable processes

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Application of Habermas' Epistemological thesis to the Concept of Quality in Education

Empathetic-practical conception of quality in education

Quality in school organizations
Schools as communities of empathetic understanding and caring between the elderly and offspring Schools as professional communities of intellectuality, practicality and trust Assumption of education as an uncertain practice of Reflective Practitioners (Schon, 1983)

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Application of Habermas' Epistemological thesis to the Concept of Quality in Education

Emancipatory conception of quality in education

Quality in education outcome: Capacities to
To excel beyond the current state of being To speculate To better the status quo

Quality in learning and teaching processes

Teachers are transformative intellectuals working for the betterment of the status quo and the coming generation Students are potentials to be excel Teaching and learning are experimental, surprising and risk-taking processes of liberating speculative spirits
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Application of Habermas' Epistemological thesis to the Concept of Quality in Education

Emancipatory conception of quality in education

Quality in school organizations
Schools as liberating communities of human potentials Schools as communities of praxis

Assumption of education as risk-taking praxis of speculative or even revolutionary spirits

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Application of Habermas' Epistemological thesis to the Concept of Quality in Education

The Consequences of Monolithic Version of Quality in Education

Constitution of One-dimensional Man (Marcuse, 1964) Constitution of one-dimensional School: Valueadded, low-trust and no-surprise schools Constitution of one-dimensional society

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Lecture 2 Epistemological Foundation of EAP

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