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International 300 N INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or "target” for pages apparently lacking from the document photographed is "Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. If copyrighted materials were deleted you will find a target note listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in “sectioning” the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy. Requests can be made to our Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases we have filmed the best available copy. University Microfilms International 300 N. ZEEB RD., ANN ARBOR, Ml 48106 8129040 K is t e r, Jo a n n a H u n s in g e r AN EMPIRICAL/INTERPRETIVE PERSPECTIVE OF HOME AND FAMILY LIFE: AN APPLICATION OF THE METASCIENTIFIC THEORY OF JURGEN HABERMAS The Ohio Slate University Ph.D. 1981 University Microfilms International 300 N. Zeeb Road, Ann Arbor, M I 48106 Copyright 1981 by Kister, Joanna Hunsinger All Rights Reserved PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V . 1. Glossy photographs or pages ______ 2. Colored illustrations, paper or print _____ 3. Photographs with dark background_____ 4. Illustrations are poor copy ______ 5. Pages with black marks, not original copy______ _ 6. Print shows through as there is text on both sides of page ______ 7. Indistinct, broken or small print on several pages ^ 8. Print exceeds margin requirements _____ 9. Tightly bound copy with print lost in spine______ 10. Computer printout pages with indistinct print ______ 11. Page(s) ____________ lacking when material received, and not available from school or author. 12. Page(s) ____________ seem to be missing in numbering only as text follows. 13. Two pages numbered ___________ . Text follows. 14. Curling and wrinkled pages ______ 15. Other ______________________________________________________________ _ University Microfilms International AN MPIRICAI/INTEREREUVE perspective o p HOME AND FAMILY LIFE: AN APPLICATION OF THE METASCIENTIFIC THEORY OF JURGEN HABERMAS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Joanna Hunsinger Kister, P.S., M.S. The Ohio State University 1981 Reading Committee: Robert R. Bargar Approved By Donald P. Sanders Joan E. Gritzmacher Adviser Academici Faculty of \ Educational Foundations and Research ACKNOWLEDGMENTS I would like to express a very special appreciation to my adviser, Bob Bargar, for nurturing a spirit of creative inquiry / throughout my graduate experience. Sincere gratitude is given to Bon Sanders who expressed confidence in me early in my program. I wish, too, to thank Joan Gritzmacher for her interest and assistance in my work. I would like to recognize Sonia Price and my colleagues on the curriculum task force in the state department for their support. I*Jy mother, Bernice Hunsinger, provided invaluable assist­ ance in typing the manuscript. Appreciation is also expressed to the teachers and participants in this study who made it meaningful and worthwhile. Finally, to my sons, Scott and Chad, and my husband, Bob, I am especially grateful for their patience and understanding. VITA December 18, 1942 ............... B o m - Circleville, Ohio 1963* • . • • ........... B.S., The Ohio State University, Columbus, Ohio 1964................... Home Economics and Social Studies Teacher, Monroe School, Five Points, Ohio 1964-1967 ....................... Home Economics Teacher, Westfall High School, Williamsport, Ohio 1967......................... M.S., The Ohio State University, Columbus, Ohio I967-I969 ................... Extension Home Economist Franklin County, Ohio 1970-Present. ...... ........ Supervisor, Vocational Home Economics, Ohio Department of Education, Columbus, Ohio FIELDS OF STUDY Studies in Creativity and Human Development: Dr. Robert R. Bargar Studies in Program Development: Dr. Donald P. Sanders Studies in Home Economics Education: Dr. Joan E. Gritzmacher TABLE OF CONTENTS Page ACKNOWLEDGMENTS............. ........................ ii VITA. ............... iii LIST OF TABLES. .......................................... vii LIST OF FIGURES.............................................. x CHAPTER I. INTRODUCTION.......................................... 1 Statement of Problem ....................... ..... 1 Philosophy of Home Economics......................... 3 Technical Model of Curriculum: A Critique. ......... 6 Background for the Study............. 12 Purpose of Study................. .............. 17 Definition of Terms........................ 19 Overview......... 20 II. METASCIENTIFIC PERSPECTIVES OF KNOWLEDGE AND INQUIRY . ". 21 Enpirical-Analytic Science......... 25 Hermeneutic Science................. 24 Critical Science ........................... ..... 26 Metascientific Perspectives in Home Economics.......... 50 Critique of Objectivistic Orientation. .............. 54 Critique of Objectivistic Orientation to Inquiry in Home Economics. -................. 58 Summary.......... ...» .............. 45 III. REVIEW OF LITERATURE.................................. 48 Nature of Household Work ......... 48 Meaning and Significance of Home and Family Life .... 68 Problems and Concerns of Home and Family Life. ..... 76 Summary. ................ ............. 80 iv Page IV. RESEARCH RESIGN.......................................... 62 Research Questions. ............................ 82 Setting .......................... 83 Population/Sample ..........••• ......... 83 Methodology..................... 86 Instrumentation.................................... 88 Rata Collection ................................. 90 Analysis of Rata............... 92 Credibility of R a t a ................... 96 Limitations of Study................................. 98 Summary............................................ 98 V. RATA ANALYSIS - TASK ANALYSIS......................... 100 Demographic Rata.................................... 101 Frequency of Performance of Tasks ................. 105 Duration of Performance of Tasks..................... 111 Criticality of Tasks to Family Well-Being ....... 116 Task Clusters . .......... ............ 121 VI. DATA ANALYSIS - PERCEPTIONS OF HOME AND FAMILY LIFE . 146 Demographic Rata.................................. 146 Question 1. .................................. 190 Question 2................................ 196 Question 3........................ 164 Question 4.......... • ........ 187 Question 5............. ^94 Question 6. ................. ........ 201 Question 7........................ ^09 Question 8....................... 223 Question 9............... ^39 VII. SUMMARY, RECOMMENDATIONS, AND IMPLICATIONS............. 243 Summary of Major Findings ................. 245 Recommendations for Further Research. .. ............ 264 Implications for Home Economics Curriculum............ 265 Implications for a Theoretical Framework for Home Economics 272 APPENDIXES.................................................... 278 A. Approval - Human Subject Review Committee ........ 278 B. Permission for Use of Colorado Task Analysis. ...... 280 C. Communication to Teachers and Superintendents ...... 282 v Page S. Agenda - Training Meeting.................. 286 E, Teacher Packet: Flow Chart and Instruments............ 288 F# Advisory Committee Members by Occupation............... 322 G. Locations of the 40 Sites ................... 324 H. Table 44 : Frequency, Duration, and Criticality of Homemaking Tasks - Mean Eatings..................... 326 BIBLIOGRAPHY .......................................... 336 vi LIST OP TABLES Table Page 1. Metascientific Perspectives of Knowledge and Inquiry .... 46 2. Research Questions..................................... 83 3 . Sites by Type of School District........ .......... 101 4. Profile of Advisory Committee Members by Sex ............105 5. Profile of Advisory Committee Members by Employment Status . 103 6. Profile of Advisory Committee Members by Presence
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