Graduate studies at Western
Journal of Philosophy of Education 45 (1):37-57 (2011)
|Abstract||Professor Whitty has endorsed the consensus that research into education is empirical social science, distinguishing ‘educational research’ which seeks directly to influence practice, and ‘education research’ that has substantive value but no necessary practical application.The status of the science here is problematic. The positivist approach is incoherent and so supports neither option. Critical educational science is virtually policy-inert. The interpretive approach is empirically sound but, because of the value component in education, does not support education research either, or account for this component.A solution to the latter problem is sought in the debate between Carr and Hirst on the relationship between philosophy and education. This shows Carr making claims that rely on a conception of philosophy that he rejects, while Hirst insists on this conception, uses it to justify practical claims, but denies that this is possible.To achieve a practically relevant analysis of educational research, both need to include second-order, normative, conceptual enquiry into the philosophies that drive educational policy-making and partly regulate teaching methodology. Deweyan, first-order, ‘reflective practice’ needs, then, to be supplemented with second-order reflection.Educational research is philosophy- not science-driven, and is value-led. Consequently, it has the status not of scientific discovery but of practical recommendation|
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
|Through your library||Configure|
Similar books and articles
Wilfred Carr (1980/1995). For Education: Towards Critical Educational Inquiry. Open University Press.
Alis Oancea & David Bridges (2009). Philosophy of Education in the UK: The Historical and Contemporary. Oxford Review of Education 35 (5):553-568.
David Bridges & Richard Smith (2006). Philosophy, Methodology and Educational Research: Introduction. Journal of Philosophy of Education 40 (2):131–135.
David Bridges & Richard Smith (eds.) (2007). Philosophy, Methodology and Educational Research. Blackwell Pub..
Philip Davies (1999). What Is Evidence-Based Education? British Journal of Educational Studies 47 (2):108 - 121.
Morwenna Griffiths (forthcoming). Re-Thinking the Relevance of Philosophy of Education for Educational Policy Making. Educational Philosophy and Theory.
David Scott (2000). Realism and Educational Research: New Perspectives and Possibilities. Falmer Press.
James Macallister (2012). Virtue Epistemology and the Philosophy of Education. Journal of Philosophy of Education 46 (2):251-270.
Derek Sankey (2008). Education Policy, Research and Neuroscience: The Final Solution? Australian Journal of Teacher Education 33 (3):31-43.
Pádraig Hogan (2011). The Ethical Orientations of Education as a Practice in its Own Right. Ethics and Education 6 (1):27 - 40.
Naomi Hodgson (2010). Educational Research, Governmentality and the Construction of the Cosmopolitan Citizen. Ethics and Education 4 (2):177-187.
Fiachra Long (2008). Troubled Theory in the Debate Between Hirst and Carr. Journal of Philosophy of Education 42 (1):133-147.
David Bridges & Michael Watts (2008). Educational Research and Policy: Epistemological Considerations. Journal of Philosophy of Education 42 (s1):41-62.
Added to index2010-11-25
Total downloads9 ( #122,521 of 739,392 )
Recent downloads (6 months)0
How can I increase my downloads?