Education without theory
British Journal of Educational Studies 54 (2):136-159 (2006)
Abstract
This paper proceeds through four stages. First, it provides an account of the origins and evolution of the concept of educational theory. Second, it uses this historical narrative to show how what we now call 'educational theory' is deeply rooted in the foundationalist discourse of late nineteenth and early twentieth century modernity. Third, it outlines and defends a postfoundationalist critique of the foundationalist epistemological assumptions on which our understanding of educational theory has been erected. Finally, it argues that the only conclusion to draw from this postfoundationalist critique is that educational theory has run its course and should now be brought to a dignified end.DOI
10.1111/j.1467-8527.2006.00344.x
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Citations of this work
Interpreting Kant in Education: Dissolving Dualisms and Embodying Mind – Introduction.Sheila Webb - 2020 - Journal of Philosophy of Education 54 (6):1494-1509.
Virtue and Character in Higher Education.David Carr - 2017 - British Journal of Educational Studies 65 (1):109-124.
The Theory Question in Research Capacity Building in Education: Towards an Agenda for Research and Practice.Gert Biesta, Julie Allan & Richard Edwards - 2011 - British Journal of Educational Studies 59 (3):225-239.
Chapter 9: On Concepts: The General and the Particular.Sheila Webb - forthcoming - Journal of Philosophy of Education.
Virtue, Practical Wisdom and Character in Teaching.Sandra Cooke & David Carr - 2014 - British Journal of Educational Studies 62 (2):91-110.
References found in this work
The Structure of Scientific Revolutions.Thomas Samuel Kuhn - 1962 - Chicago: University of Chicago Press.