Offers a critical commentary on the Evers and Lakomski research programme as summarized in their article, “Theory in educational administration: naturalistic directions”. The origins of their naturalistic epistemology are reviewed and some of its limitations for understanding social action considered, especially the limitations it imposes on understanding social behaviour at the level of meaning. Brief attention is given to their coherence criteria, particularly to the manner in which these should be appropriately employed in theory choice. Concludes with a short consideration of the general problem of developing theory in educational administration and the appropriate role for modern science.
Allison, D.J. (2001), "Riding the E and L roller‐coaster: How I came to fear naturalistic coherentism", Journal of Educational Administration, Vol. 39 No. 6, pp. 539-553. https://doi.org/10.1108/EUM0000000006052Download as .RIS
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