David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Journal of Philosophy of Education 42 (s1):63-86 (2008)
This paper attempts to take seriously the claim that we can look for causes in order to understand the reality we live (in), and focuses therefore primarily on 'the natural world'. It will be argued that even if we were to fully endorse the programme of looking for antecedents, a dominant driver for many educational researchers, this would still not solve the problems they commonly set out to address. It will illustrate the problem of contextualisation in using an example of educational research that uses the methodology of the randomised field trial. In these kind of studies the paradigm of causality and its experimental laboratory approach is modified to incorporate the exigencies of real life situations. The claim that these studies too do not put one in a position to derive straightforward conclusions for policy makers or more generally for educational practitioners will be substantiated. Finally, some concluding remarks will be offered that indicate what may be expected from large-scale population studies and what their epistemological basis is.
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References found in this work BETA
Carl Gustav Hempel (1965). Aspects of Scientific Explanation. In Philosophy and Phenomenological Research. Free Press 504.
Wesley C. Salmon (1998). Causality and Explanation. Oxford University Press.
Citations of this work BETA
Charles Clark (2011). Education(Al) Research, Educational Policy-Making and Practice. Journal of Philosophy of Education 45 (1):37-57.
Andrés Mejía (2010). The General in the Particular. Journal of Philosophy of Education 44 (1):93-107.
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