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Abstract
Faculties of education have long aligned their discipline with the social sciences. The faculty and the discipline of education assert a claim to scientificity in ways largely reminiscent of the early days of sociology, psychology, political science, and other established disciplines of the social sciences. Old debates in the philosophy of education often appear to have been superseded by developments in learning theory and developmental psychology in particular, leaving behind once and for all contested notions of Bildung, progressive versus conservative education, and various other ideas that resist translation into the scientific.
