Abstract

Behaviourism and instrumentalism continue to exert an important influence in education. Its discourse is infected with scientism, especially in the language of curriculum design and methodology. Theory and practice are peculiarly impervious to criticism from philosophy of education: however pertinent and accurate this may be, it seems to fail to reach the heart of the problem. This paper looks for a different approach. An apparent digression (into another form of educational discourse) is used to provide an alternative focus for criticism. This exposes problems in conventional analyses and presents a new basis for questioning the health of educational discourse.