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The Crisis in the Social Disciplines and the Scientific Rationality of Schooling

Over the past few years, a disagreement has developed within the academic community about the nature and character of social inquiry. A group of social scientists has begun to challenge the established behavioral research pattern, itself a recent invention. Vociferous arguments about the role of social science have occurred at professional conventions, and new journals have appeared to provide a forum for those men who take issue with the present direction of social research, a phenomenon last witnessed during the rise of behavioralism in the 1930s. This crisis has brought into question some of the basic assumptions by which men have engaged in social scientific inquiry. The conflict within these disciplines has focused upon the social consequences of modern social science rather than on the cognitive validity of its statements. Behavioralism's critics view social theorizing as having ideological assumptions that are determined by the social and cultural milieu in which it exists. To understand social theorizing, they claim, one must identify these assumptions and whom they benefit and handicap. Extending this perspective to contemporary social research, they assert that social inquiry has served purposes other than those which have been explicitly defined, as its own, specifically its commitment to the realization of the ideals of democracy and the self-development of individuals. Rather, the critics assert, in accepting a scientific view of the world that emphasizes detachment, harmony and stability, regularities in the nature of man, and a quantitative rigor, the basic posture of social inquiry towards the social world has been conservative. It is concerned with preserving the status quo and devoted to the maintenance of the