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Educational Research - the Ethics and Aesthetics of Statistics (Paperback, 2010 ed.)
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Educational Research - the Ethics and Aesthetics of Statistics (Paperback, 2010 ed.)
Series: Educational Research, 5
Expected to ship within 10 - 15 working days
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Statistics are everywhere. Their power and their undoubted efficacy
in many areas have given rise to faith in measurement and metrics.
More of them will tell us all that we need to know. Their use
carries with it a number of presuppositions: that reality can be
satisfactorily represented and that it can be controlled or the
risks managed. The papers in this book interpret the ethics and
aesthetics of statistics in terms of representation, visualisation
and accessibility, focus on the appeal of 'simplicity', of
technical languages, numbers, diagrams and pictures, and pay
attention to their connection with action plans. The book explores
what has made educational researchers dependent on statistics, and
deals with their use in areas such as the prevalence of
maltreatment of children, European citizenship, well-being and
happiness, illegal migrants, and university expansion. There is
discussion of how the quest for more and better statistics finds
its voice in policy initiatives that become slogans, and how public
opinion polls are used to rationalise political decision-making.
Can a more limited and modest use be made of statistics which does
not deflect attention away from education's core business and which
does not destroy the local practical knowledge that on which good
education is based? 'Smeyers and Depaepe continue to bring together
a significant international group of educational philosophers and
historians on topics of importance to researchers. This fifth
volume in their series takes up the 'gold standard' use of
statistics in case studies not contributed elsewhere. I highly
recommend this text to counter a current over-emphasis on technique
in research methodology. Use of statistics remains but herein under
new, insightful conceptualizations.' Lynda Stone, Philosophy of
Education, University of North Carolina at Chapel Hill, USA 'Once
again, Depaepe and Smeyers succeeded in bringing together
distinguished international and cross-disciplinary scholars
exploring very timely and critical issues in current educational
research. This is a groundbreaking book on a theme that can't be
ignored by educational researchers and those interested in a better
understanding of the culture of science and science as culture.
Moreover, the present book instigates to study history of
educational research, a limited but developing field, and invites
reflection to those who are sometimes too reliant on number
crunching as a mode of interpretation and rather credulous in the
acceptance of institutional records. Frank Simon, Faculty of
Psychology and Educational Sciences, Ghent University, Belgium
General
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