Foundations of the human sciences 1 : Beyond reductionism: The emerging holistic paradigm in education

Abstract

Modern educational theory and practice are grounded in an objec‐tivistic, reductionistic world view, particularly a “natural science” conception of human development. Holistic education is a radically non‐reductionistic approach based upon a person‐centered, ecological, global and spiritual world view. As such, the holistic paradigm is an alternative not only to the scientistic reductionism of the modern age, but also to the intellectual reductionism of postmodern thought. Holistic education is a humanistic as well as spiritual critique of the dominant culture.     

The Philosophical Foundations of Humanistic Psychology: A Reply to McMullen

McMullen (1982) attempted in his critique of humanistic psychology to attack its philosophical foundations, taking these to be phenomenology and a doctrine of self determination. In this paper we argue that McMullen has misrepresented the philosophical position of the humanists, then we examine McMullen's own philosophical assumptions. We show that he has assumed the philosophy of empirical realism which we argue is inadequate as a foundation for science. It is shown that it is the inadequacy of McMullen's assumptions which underlies his failure to comprehend the position of the humanists. We then present a version of theoretical realism and show how, in terms of this, a conception of being can be justified which allows for the emergence of hierarchical order. On the basis of this conception of being we reassess the nature of self-determination and motivation, showing how, in opposition to both the empirical realism of McMullen and the philosophical dualism of conventional humanistic psychology, a naturalistic form of humanistic psychology is justified.     

Phenomenological methodology in the human sciences

The author suggests that phenomenological methodology differs from traditional methodologies both in purpose and procedure. The task of a phenomenological researcher is to see the logic or meaning of an experience, for any subject, rather than to discover causal connections or patterns of correlation. The nature of the task demands extensive study of a small sample, allowing the subjects to speak for themselves and to reveal the logic of their experience as lived. The author reviews verification procedures relevant to phenomenological studies and discusses the limitations inherent in phenomenological research.     

Introduction: the human sciences and Cold War America

Studies of the history of the human sciences during the Cold War era have proliferated over the past decade--in JHBS and elsewhere. This special issue focuses on the connections between the behavioral sciences and the culture and politics of the Cold War in the United States. In the recent literature, there is a tendency to identify the Cold War human sciences with two main paradigms: that of psychocultural analysis, on the one hand, and of the systems sciences, on the other. The essays in the special issue both extend understanding of each of these interpretive frameworks and help us to grasp their interconnection.     

The crisis of the human sciences

Continental Philosophy Review -