Positivism, prejudice and progress in the sociology of education: who's afraid of values?

Abraham, John (1996) Positivism, prejudice and progress in the sociology of education: who's afraid of values? British Journal of Sociology of Education, 17 (1). pp. 81-86. ISSN 01425692

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Abstract

This article is a response to Hammersley's allegations that my discussion of positivism and differentiation-polarisation theory (d-p), previously published in this journal, was misguided, incoherent and prejudiced against positivism. I refute those allegations by demonstrating that Hammersley has either misunderstood or misrepresented my position. Furthermore, by revealing inconsistencies in Hammersley's arguments about positivism and d-p I expose his incoherencies and prejudices regarding the role of political values in social research. Finally and constructively, I suggest that the 'enlightenment' aspect of the 'political arithmetic' tradition has much to recommend it as a framework for progress in sociology of education.

Item Type: Article
Schools and Departments: School of Law, Politics and Sociology > Sociology
Depositing User: John Abraham
Date Deposited: 06 Feb 2012 19:32
Last Modified: 20 Jun 2012 11:42
URI: http://srodev.sussex.ac.uk/id/eprint/21094
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