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And Others Values, Inquiry, and Education. CSE Monograph Serie DOCONENT BEMIRE ED 207 886 SO 013 603 AUTHOR Gideonse, Hendrik, Ed.: And Others TITLE Values, Inquiry, and Education. CSE Monograph Series in Evaluation, 9. INSTITUTION California Uiv., Los Angeles. Center for the Study of Evaluation. SPONS AGENCY National Inst. of Education (ED), Washington, D.C. REPORT NO CSE-9 PUB DATE 80 NOTE 391p. AVAILABLE FROMCenter for the Study of Evaluation, UCLA Graduate School of Education, University of California, Los Angeles, CA 90024 (S11.00). EDRS PRICE 8F01/PC16 Plus Postage. DESCRIPTORS Anthropology; Educational Assessment; Educational Practices; *Educational Research; Elementary Secondary Education; *Evaluation; History; *Inquiry; Political Science; Psychology; *Social Sciences; Sociology; *Values ABSTRACT This edited volume contains 16 social science-related educational research articles based on papers presented at the 1979 annual meeting of the American Educational Research Association (AERA). The articles and associated commentary are organized according to six symposia held at the meeting -- anthropology, evaluation, history, political science, psychology, and sociology. The objective of each sysposius was to identify the values imposed by the social science discipline and to determine how researcher's tend to treat this subject matter, with particular regard to aethodology and concept formation. Titles include "Anthropological Fieldwork: Comments on its Values and Limitations:" "Values and Policy in Educational Evaluation ;" *Democratizing Evaluation ;" "Distortion of the Historiography of American Education ;" "Neo- Conservatisa and National School Policy;" "Values Imposed by Political Science: Implications for Educational Research and Developaent;" "The Influence of Psychology on Education:" and "Sociological Arrogance." (DB) *********************************************************************** Reproductions surplied by EDRS are the best that can bemade *- from the original document. * *********************************************************************** US. DEPAIIIITINNIT Of EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC I This document has been reproduced ae received from the person or oipmatIon mating it Minor changes have been made to improve W reproduction quality CO Points of view or .:,,nnions stated in this docu 03 ment do not .iecessanly represent official NIE N- position or policy CD C1 VALUES, INQUIRY, ANDEDUCATION Ca La "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Edited by Hendrik D. Gideonse Robert Koff J Q:Bies Joseph J. Schwab TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." CSE MONOGRAPH SERIES IN EVALUATION 9 SERIES EDITOR Eva L. Baker 6.1 c Center for the Study of Evaluation UCLA Graduate School of Education University of CalifOrnia, Los Angeles, 1980 C 2 CSE MONOGRAPH SERIES IN EVALUATION NUMBER 1. Domain-Referenced Curriculum Evaluation: A xhnieal Handbook and a Case Study from the MINNEMAST Project Wells Hive ly, Graham Maxwell, George Rabehl, Donald Sension, and Stephen Lundin $3.50 2. National Priorities for Elementary Education Ralph Hoepfner, Paul A. Bradley, and William J. Doherty $3.50 3.Problems in Criterion - Referenced Measurement Chester W. Harris, Marvin C. Alkin, and W. James Popham (Editors) $3.50 4.Evaluation and Decision Making: The Title VII Experience Marvin C. Alkin, Jacqueline Koseeoff, Carol Fitz-Gibbon, and Richard Seligman $3.50 5. Evaluation Study of the California State Preschool Program Ralph Hoepfner and Arlene Fink $3.50 6. Achievement Test ItemsMethods of Study Chester W,(lards. Andrea Paslorok Pearlman. and Rand R. Wil-ox $4.50 7. The Logic of E% tiluatie Argument Ernest R. House $4.50 8. Tom,ard A Methodology of Naturalistic Inqinr in Educational E almation Egon G. Cuba $4.50 9. Values. Inquiry, and Education Hendrik D. Gideonse, Robert Koff. and Joseph J. Sefivk ab (Editors) $11.00 This Nowt t %%as siippiirted in %%hole or in part 1)% the National Institute of Edocation. Department of Education Him e% er. the opinions expressed herein do not necessaril reflect the position or Nile% of the National Institute of Education. and no official endorsement k the National institute of Education should he inferred TABLE OF CONTENTS Preface ix Robert Koff ANTHROPOLOGY Patterns of Sophistication and Naivetyin Anthropology: Distinctive Features of AnthropologicalApproaches to the Study of Education 3 Frederick Erickson Anthropological Ethnography in Education:Some Methodological Issues, Limitations, andPotentials 20 John U. Ogbu Anthropological Fieldwork: Commentson Its Values and Limitations 50 Murray L. Wax and Rosalie H. Wax Commentary 61 Bernard J. Siegel EVALUATION Values and Policy in Educational Evaluation 69 Eva L. Baker Democratizing Evaluation 83 Ernest R. House The Myth of Value-Itee Evaluation and the Evaluator as Negotiations Facilitator-Fact Finder 102 David R. Krathwohl Commentary 132 Michael Scriven HISTORY Distortion of the Historiography of American Education: The Problem of Silence 139 Geraldine Joncich Clifford v 4 s i CONTENTS Values Imposed by History: Implications for Educational Research and Development Polk: A Limited Assignment 159 Sol Cohen Values Imposed on Education by History 175 Michael B. Katz Commentary 183 Maxine Greene POLITICAL SCIENCE Emerging Philosophical and Ideological Issues in the Politics of Education 191 Laurence lannaccone Values Imposed by Political Science: Implications for Educational RE-Parch and Development 211 Edith K. Mosher Neo-Conservatism and National School Policy.... 240 Frederick M. Wirt Commentary 164 Allan P. Sind ler PSYCHOLOGY The Influence of Pschology on Education 271 Philip W. Jackson Social Assumptions as a Context for Science: Some Reflections on Psychology and Education 289 Lauren B. Resnick Commentary 306 Ernest R. Hagan, SOCIOLOGY Sociological Arrogance 313 Ronald G. Corwin Values. in Tension: Achievement, Equity, and Pluralism 334 James Fennessey Edward L. McDill 5 CONTENTS Vli Commentary 354 Robert Oreeben Ends and; Beginnings 361 Joseph J. Schwab Epilog 380 Hendrik K. Gideonse Notes on Contributors 3E7 PREFACE Robert H. Koff State University of New York at Albany On April 8-12, 1979 more than 5,000 educational researchers gathered in San Francisco, California, to attend the annual meeting of the American Educational Research Association (AERA). Symposia were organized to address three general themes: (a) Improvement of disciplined inquiry paradigms and the methodologies employed by educational researchers; (b) Im- pnwernent of educational practice through the dissemination and utilization of educational research; and (c) Improvement of the communication between educational research sponsors, per- formers, and consumers, and their relationship to the political and policy ens ironment. The first of these themes serves as the leitmotif for the present inquiry. Tins monograph consists of a collection of sixteen papers and associated comment-at.% presented at six symposia held at the 1979 annual meeting of AERA. The %olurie also contains a syn- thesis chapter b) Joseph J. Schwab and an epilog by Hendrik D. Gideonse. The papers were commissioned by Hendrik Gideonse and Robert Koff and were edited for this collection by Gideonse, Koff, and Schss ab. Two or three authors and a commentator were assigned to each smposium. The object of each symposium ss as to identify the %alues imposed b a social science discipline on education. The disciplinesrepresented were anthropology, evaluation, history, political science, psychology, and sociology. Each paper was commissioned for the purpose of inquiring into the salues and partialities w Inch characterize various bodies of knowledge identified with the social and behas ioral sciences and ss hid] serve to contribute to and mold our view on educa- tion. The papers were written in response to a dual charge. On the one hand, authors Isere asked to consider the biases or values which accrue to each of the represented disciplines and, on the other hand, the subject-matter of each discipline, together ss ith the principles, problems, and methods brought to bear on its subject-matter. The idea for the symposia and this monograph had its starting ix x ROBERT KOFF point in a dialogue which began in 1975 between Hendrik Gideonse and me. As relativel, new deans of schools of educa- tion, we were fascinated by the problem of trying to identify the values and analytical skills thought to be essential to the exercise of decanal leadersi.ip. One outcome of our discussion was the "discovery" that the social and behavioral disciplines have values of several different types imbedded within them. This "discovery'. did not tell us anything that we did not al- ready know. What intrigued us was the need to analyze the oh% ious. In addition, we were also concerned with the problem of how to trace the various ways in Vk hich values imposed by the social and behavioral disciplines effect the formulation of edu- cation policy. The amount of research in anthropology, psychology, sociol- ogy, economics, and history, to mention a few of the behavioral sciences, has been expanding rapidl.The last score of years, in particular. has witnessed a significant increase in discipline- based stud), of education. The reasons are complex and can be traced in part to our faith in research, increases in financial support, and the status of discipline-based inquir arid scholar- ship. And 'set the impact of research on practice and on educa- tion polic is fragmented, diffuse and, at times, highl} partisan.
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