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Description
This book provides critical and reflective discussions of a wide range of issues arising in education at the interface between philosophy, research, policy and practice. It addresses epistemological questions about the intellectual resources that underpin educational research, explores the relationship between philosophy and educational research, and examines debates about truth and truthfulness in educational research. Furthermore, it looks at issues to do with the relationship between research, practice and policy, and discusses questions about ethics and educational research. Finally, the book delves into the deeply contested area of research quality assessment. The book is based on extensive engagement in empirically based educational research projects and in the institutional and professional management of research, as well as in philosophical work. It clarifies what is at stake in international debates around educational research and teases out the nature of the arguments, and, where argument permits, the conclusions to which these point.
The book discusses these familiar themes using less predictable sources and points of reference, such as: codes of social obligation in contemporary Egypt and New Zealand; the ‘Soviet’, and the inspiration of the nineteenth-century philosopher, Abai in contemporary Kazakhstan; seventeenth-century France, Pascal, and the disputes between Jesuits and Jansenites; eighteenth-century Italy, Giambattista Vico, and la scienzia nuova; ‘educational magic’ in traditional Ethiopia; and ends at a banquet with Socrates and dinner with wine and a conversation-loving Montaigne.
Table of Contents
1. Educational Research and Philosophy in ‘Interesting Times’.- PART 1: Educational Research and its Intellectual Resources.- 2. The Disciplines and Discipline of Educational Research.- 3. ‘Two Cultures’ Revisited: Science (‘Scientism’) and the Humanities in the Construction of Educational Understanding.- 4. ‘The Proper Study of Mankind …’? In Defence of the Humanities Against the Ambitions of ‘Scientific’ Psychology.- PART 2: Education as Applied Research: Practice and Policy.- 5. Educational Research and Practice.- 6. Educational Research and Policy.- PART 3: Philosophy and Educational Research.- 7. Philosophising about, as, and in Educational Research.- 8. Philosophy and Practice: A Philosopher in the Classroom?.- 9. A Philosopher at Court? A Reflection on an Educational Researcher’s Engagement with Policymakers.- 10. The Roles of ‘the Philosopher’ in an Interdisciplinary Research Group.- 11. From Philosophising about Educational Research to Researching Philosophy: Reflections on a Reflective Log.- PART 4: Truth(s) in Educational Research.- 12. Educational Research: Pursuit of Truth or Flight into Fancy?- 13. Educational Theory, Practice, and Research: Pragmatic Perspectives.- 14. n=1: The Science and Art of the Single Case in Educational Research.- 15. Narratives, Fiction, and the Magic of the Real.- 16. History, Fiction, and Educational Research.- 17. Interpreting the International and Intranational ‘Translation’ of Educational Policy and Practice: A Case of Opportunism, Serendipity, and Bricolage.- PART 5: Ethics and Educational Research.- 18. Four Issues for Ethical Code Makers.- 19. Research for Sale? Epistemic, Moral, and Political Drift through the Commodification of Educational Research.- 20. ‘Nothing About us Without us’: The Ethics of Outsider Research.- 21. Working Without Shame in International Educational Research and Development? From Consequentialism to Casuistry.- 22. Ethics and Epistemology in Educational Research: Research as ‘Fiction Written Under Oath’?- PART 6: Research Quality and its Assessment.- 23. Generic Criteria of Quality in Educational Research.- 24. The International and the Excellent in Educational Research and its Assessment.- 25. Research Quality Assessment: Impossible Science, Possible Art?.- EPILOGUE.- 26. Conversation in the Construction and Representation of Educational Research.
