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Peer reviewedFrazer, Elizabeth – Oxford Review of Education, 1995
Discusses recent developments in the philosophy of social science, most of which reflect or grow out of the dichotomy between the empiricist and positivist schools of thought. Considers and rejects the realist response as being overly concerned with causal correlations to the exclusion of social mechanisms and processes. (MJP)
Descriptors: Educational Philosophy, Educational Theories, Educational Trends, Epistemology
