Postpositivist Inquiry: Implications of the "New Philosophy of Science" for the Field of the Education of the Gifted.

Borland, James H.

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Peer reviewed

ERIC Number: EJ421463

Record Type: Journal

Publication Date: 1990

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0016-9862

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Postpositivist Inquiry: Implications of the "New Philosophy of Science" for the Field of the Education of the Gifted.

Borland, James H.

Gifted Child Quarterly, v34 n4 p161-67 Fall 1990

An emerging postpositivist paradigm for inquiry and research is outlined, based on recent thinking in philosophy, the natural sciences, and the social sciences. The paper delineates the paradigm's basic beliefs, considers methodological implications, and suggests applications in the education of the gifted. (Author/JDD)

Descriptors: Elementary Secondary Education, Gifted, Inquiry, Models, Natural Sciences, Philosophy, Qualitative Research, Research Methodology, Scientific Methodology, Social Sciences

Publication Type: Journal Articles; Opinion Papers

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A