T.S. Kuhn's Idea of Progress and Its Implications for Theory Choice in the Historidgraphy of Education

Authors

  • Henry W. Hodysh Professor, Department of Educational Foundations, The University of Alberta

DOI:

https://doi.org/10.11575/jet.v18i3.44030

Abstract

In the debate on the relative merits of traditional and revisionist educational
historiography, little if any reference has been made to the idea of progress in a discipline and its relation to the metatheory of history. This paper endeavours to rectify this shortcoming with reference to the oftquoted but, in the history of education, seldom explored views of T.S. Kuhn on progress, paradigms and theory choice . The writings of Monroe, Cubberley, Bailyn and Cremin serve as vehicles for a study of Kuhn's ideas and their implications for historical theory.

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Published

2018-05-16

Issue

Vol. 18 No. 3 (1984)

Section

Articles

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