Studies in Philosophy and Education 34 (2):115-124 (2015)

Abstract
Many scholars have pursued philosophical inquiry through empirical research. These empirical projects have been shaped—to varying degrees and in different ways—by philosophical questions, traditions, frameworks and analytic approaches. This issue explores the methodological challenges and opportunities involved in these kinds of projects. In this essay, we briefly introduce the nine projects featured in this issue and then address two key questions: First, how do these diverse contributors understand their empirical research as a mode of philosophical inquiry? And, second, what is the value in engaging in empirical research oneself, as opposed to drawing on the empirical work of others? As the essays in this issue demonstrate, there is no single answer to these questions. Our hope is that these guiding questions—and the diverse and divergent answers offered within this special issue—might demonstrate the live and pressing methodological questions involved in integrating empirical research and philosophical inquiry
Keywords Philosophy  Methodology  Philosophy of education
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DOI 10.1007/s11217-015-9460-9
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References found in this work BETA

Experimental Philosophy.Joshua Knobe & Shaun Nichols (eds.) - 2008 - Oxford University Press.
Experimental Philosophy.Joshua Knobe - 2007 - Philosophy Compass 2 (1):81–92.
Philosophy Inside Out.Philip Kitcher - 2011 - Metaphilosophy 42 (3):248-260.

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Learning in Democracy: Deliberation and Activism as Forms of Education.Rachel Wahl - 2019 - Studies in Philosophy and Education 38 (5):517-536.

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