Describes some of the primary features of educational criticism, an arts-based approach to qualitative inquiry. Examines the aims of this approach and discusses four dimensions of educational criticism: descriptive, interpretative, normative, and thematic. Addresses questions of rigor and identifies three criteria (consensual validation,…

Responds to points raised in five articles which responded to an article by these authors (Flinders and Eisner) in the same issue of this journal about educational criticism as a form of qualitative inquiry. (SR)

Articulates a fundamental rationale for the practice of qualitative research in music education. Argues that knowledge and experience are by definition subjective and constructed, thereby validating research methodologies that incorporate and acknowledge these realities. Identifies eight "processes" that offer productive research opportunities.…

Asserts that qualitative research methodology represents a fundamental reconceptualization about knowledge, validity, and education. Reviews the history and trends of educational research and argues that it is increasingly legitimate to use qualitative methods. (CFR)

Explains how the author's ideas about the development of the mind and forms through which its contents are revealed developed. Also, explores uncertainties the author has felt about educational philosophy and practice, and discusses implications for future educational research that does justice to the development of human intellectual capacities.…