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• W333364275 abstract "INTRODUCTION ... we hope that this article can be the first of a series of communications in which many will participate, and in which the goal will be a careful cataloguing of many different pedagogic techniques now indiscriminately lumped together under the label Out of such a process could emerge a meaningful lexicon of the vast arsenal of alternative pedagogic techniques that are available under this approach to management education. Dooley & Skinner, 1977, 278 The purpose of this paper to provide an ordering of the philosophical foundations of the alternative approaches utilized in the case method and the types of cases used. The paper based on the idea that foundational philosophies or worldviews underlie educational philosophies, and that educational philosophies favor certain instructional methodologies. The paper organized as follows. First, it discusses how any foundational philosophy or worldview can be positioned on a continuum formed by four basic worldviews or paradigms: functionalist, interpretive, radical humanist, and radical structuralist. Then, it discusses the major educational philosophies and their correspondence to these paradigms, namely: realism, idealism and pragmatism, reconstructionism, and Marxism. It notes that each educational philosophy favors a certain instructional methodology. Furthermore, it emphasizes that each educational philosophy favors a certain instructional methodology and when any instructional methods are utilized, they are used within the bounds of the same educational philosophy. Specifically, it shows how different educational philosophies imply alternative approaches to the utilization of the case method and the types of cases used. FOUNDATIONAL PHILOSOPHIES OR PARADIGMS Any adequate analysis of the role of foundational philosophies (or world views, or paradigms) in educational philosophy must recognize the assumptions that underwrite a given foundational philosophy or worldview. Based on Burrell and Morgan (1979), each educational philosophy can be related to one of the four broad world views or paradigms: functionalist, interpretive, radical humanist, and radical structuralist. The four paradigms are based on different assumptions about the nature of social science (i.e., the objective-subjective dimension, the horizontal axis), and the nature of society (i.e., the dimension of regulation-radical change, the vertical axis), as in Exhibit 1. (Exhibit 1 available from the author.) In Exhibit 1, the functionalist paradigm occupies the southeast quadrant. Schools of thought within this paradigm can be located on the objective-subjective continuum. From right to left they are: Objectivism, Social System Theory, Integrative Theory, Interactionism, and Social Action Theory. The functionalist paradigm assumes that society has a concrete existence and follows certain order. These assumptions lead to the existence of an objective and value-free social science which can produce true explanatory and predictive knowledge of the reality out there. It assumes that scientific theories can be assessed objectively by reference to empirical evidence. Scientists do not see any roles for themselves within the phenomenon which they analyze through the rigor and technique of the scientific method. It attributes independence to the observer from the observed. That is, an ability to observe is without affecting it. It assumes there are universal standards of science, which determine what constitutes an adequate explanation of what observed. It assumes there are external rules and regulations governing the external world. The goal of scientists to find orders that prevail within a phenomenon. The functionalist paradigm seeks to provide rational explanations of social affairs and to generate regulative sociology. It emphasizes the importance of understanding order, equilibrium, and stability in society and the way in which these can be maintained. …" @default.
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• W333364275 title "Alternative Approaches Utilized in the Case Method: Their Philosophical Foundations" @default.
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