Education without theory

British Journal of Educational Studies 54 (2):136-159 (2006)
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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.

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Citations of this work

Virtue and Character in Higher Education.David Carr - 2017 - British Journal of Educational Studies 65 (1):109-124.
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.

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References found in this work

The Structure of Scientific Revolutions.Thomas Samuel Kuhn - 1962 - Chicago: University of Chicago Press.
Philosophy and the Mirror of Nature.Richard Rorty - 1979 - Princeton University Press.
Personal Knowledge.Michael Polanyi - 1958 - Chicago: University of Chicago Press.
The Tacit Dimension. --.Michael Polanyi & Amartya Sen - 1966 - Chicago, IL: University of Chicago.

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