The disciplines and discipline of educational research
Journal of Philosophy of Education 40 (2):259–272 (2006)
Abstract
This paper starts from the point in the early 1970s at which educational theory and research was temporarily structured under the ‘foundation’ disciplines of psychology, sociology, philosophy and history of education. It observes the way the intellectual resources of educational research have become enlarged and enriched and these disciplines themselves fragmented and hybridised to a degree that prompts talk not just of interdisciplinarity but of ‘postdisciplinarity’. The paper argues, however, that without discipline, in the sense of a shared language, a rule governed structure of enquiry—something ‘systematic’—we lose the conditions that make a community of arguers possible. Further, we lose the basis for the special claim which research might otherwise make on our attention and on our belief.DOI
10.1111/j.1467-9752.2006.00503.x
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Citations of this work
Untimely Meditations on the Disciplines of Education.Anne Pirrie & Donald Gillies - 2012 - British Journal of Educational Studies 60 (4):387-402.
References found in this work
Human Understanding: The collective use and evolution of concepts.Stephen Toulmin - 1972 - Princeton: Princeton University Press.
Review of Thomas S. Kuhn The Essential Tension: Selected Studies in Scientific Tradition and Change. [REVIEW]David Zaret - 1981 - Philosophical Review 90 (1):146.
Michel Foucault: Beyond Structuralism and Hermeneutics.Ian Hacking - 1985 - Journal of Philosophy 82 (5):273-277.
Philosophy and Educational Research.John Wilson - 1972 - Windsor, National Foundation for Educational Research in England and Wales.