The present is a time of reassessment of dominant ideas across the human sciences (a designation broader than and inclusive of the conventional social sciences), extending to law, art, architecture, philosophy, literature, and even the natural sciences. This reassessment is more salient in some disciplines than in others, but its presence is pervasive (Marcus and Fischer 1986, p.7).
Get full access to this article
View all access options for this article.
References
1.
BecherT. (1989). Academic tribes and territories. The Society for Research into Higher Education. Open University Press
2.
CliffordG.GutherieJ. (1988). Ed school. Chicago: University of Chicago Press
3.
DenzinN. (1978). The research act: A theoretical introduction to sociological methods. New York: McGraw Hill
4.
DeweyJ. (1938). Experience and education. New York: Collier Books
5.
EisenhartM.BorkoH. (1993). Designing classroom research: Themes, issues, and struggles. Boston: Allyn and Bacon
6.
EisenhartM.HoweK. (1992). Validity in qualitative research. In LeCompteM.MillroyW.PreissleJ. (Eds.), The handbook of qualitative research in education. San Diego: Academic Press
7.
Feiman-NemserS. (1990). Teacher preparation: Structural and conceptual alternatives. In HoustonR. (Ed.), Handbook of research on teacher education. New York: Macmillan Publishing Company
8.
GassM. (1992). Theory and practice. Journal of Experiential Education, 15(2), 6–7
9.
GillisL. (1992). Therapeutic uses of adventure-challenge-outdoor-wilderness: Theory and research. Keynote presentation for the coalition for education in the outdoors symposium. Bradford Woods, Indiana University: Bloomington, IN
10.
HannaG. (1992). Ripples in the water: Reflections on experiential education research designs. In HannaG. (Ed.), Celebrating our traditions, charting our future. Proceedings of the 1992 Association for Experiential Education 20th International Conference. AEE: Boulder, Co.
11.
KhunT. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press
12.
LaveJ.WengerE. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press
13.
MarcusG.FisherM. (1986). Anthropology as cultural critique. Chicago: University of Chicago Press
14.
SchonD. (1983). The reflective practitioner. New York: Basic Books, Inc.
15.
ShuttenbergE.PoppenhagenB. (1980). Current theory and research in experiential learning for adults. Journal of Experiential Education3(1), 27–31
16.
ToulminS. (1972). Human understanding. Princeton: Princeton University Press
17.
WichmannT. (1983). Evaluating Outward Bound for delinquent youth. Journal of Experiential Education, 5(3), 106–16