Theoretical analysis of the philosophy and practice of disciplined inquiry
| dc.contributor.author | Hutchins, Shaun D., author | |
| dc.contributor.author | De Miranda, Michael, advisor | |
| dc.contributor.author | Lynham, Susan, advisor | |
| dc.contributor.author | Wickens, Christopher, committee member | |
| dc.contributor.author | Clegg, Benjamin, committee member | |
| dc.date.accessioned | 2015-08-27T03:57:26Z | |
| dc.date.available | 2015-08-27T03:57:26Z | |
| dc.date.issued | 2015 | |
| dc.description.abstract | This dissertation theoretically examined the process of disciplined inquiry in the social sciences from its philosophical foundations to its extensions into practice. Key to conceptualization of disciplined inquiry were two regulative ideals: the commitment to the concepts that define the possibility of experience and the commitment to processes for combining the concepts of experience. The paradigm theory of Lincoln, Lynham, and Guba (e.g., Lincoln & Lynham, 2011; Lincoln, Lynham, & Guba, 2011) provided a sophisticated explanation of the possibility of experience that inquirers can commit to when engaging in disciplined inquires. Review of literature revealed an inadequacy in the state of theoretical understanding of processes for combining the concepts of experience. To develop a theoretical agenda of research for disciplined inquiry, the literature on paradigm theory and theory building was analyzed. A historical analysis of paradigm theory revealed milestones in more than 40 years of inquiry focused on conceptualization of the theory. A reverse engineering analysis theoretically examined paradigm theory and its milestones identified from the historical analysis for key features of the theoretical process. A revised conceptualization of disciplined inquiry was presented and a theoretical agenda for developing the underlying theoretical framework for the processes of combining the concepts of experience was outlined. | |
| dc.format.medium | born digital | |
| dc.format.medium | doctoral dissertations | |
| dc.identifier | Hutchins_colostate_0053A_12995.pdf | |
| dc.identifier.uri | http://hdl.handle.net/10217/167027 | |
| dc.language | English | |
| dc.language.iso | eng | |
| dc.publisher | Colorado State University. Libraries | |
| dc.relation.ispartof | 2000-2019 | |
| dc.rights | Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright. | |
| dc.subject | knowledge | |
| dc.subject | paradigms | |
| dc.subject | inquiry | |
| dc.subject | theory | |
| dc.subject | methodology | |
| dc.title | Theoretical analysis of the philosophy and practice of disciplined inquiry | |
| dc.type | Text | |
| dcterms.rights.dpla | This Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). | |
| thesis.degree.discipline | Education | |
| thesis.degree.grantor | Colorado State University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy (Ph.D.) |
Files
Original bundle
1 - 1 of 1
Loading...
- Name:
- Hutchins_colostate_0053A_12995.pdf
- Size:
- 3.85 MB
- Format:
- Adobe Portable Document Format