Education without theory


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.
Keywords post foundationalism  foundationalism  educational theory
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DOI 10.1111/j.1467-8527.2006.00344.x
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References found in this work BETA

The Structure of Scientific Revolutions.Thomas S. Kuhn - 1962 - University of Chicago Press.
The Concept of Mind.Gilbert Ryle - 1949 - Hutchinson & Co.
Philosophy and the Mirror of Nature.R. Rorty - 1979 - Princeton University Press.
Writing and Difference.Jacques Derrida - 1978 - University of Chicago Press.
Knowledge and Human Interests.Jürgen Habermas - 1978 - Heinemann Educational.

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Citations of this work BETA

Theory Matters: Representation and Experimentation in Education.Richard Edwards - 2012 - Educational Philosophy and Theory 44 (5):522-534.
Education, Contestation and Confusions of Sense and Concept.David Carr - 2010 - British Journal of Educational Studies 58 (1):89-104.
Rethinking the ‘Western Tradition’.Penny Enslin & Kai Horsthemke - 2015 - Educational Philosophy and Theory 47 (11):1166-1174.

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