Philosophy of Educational Research

Philosophy of Educational Research

Three issues feature as the central themes throughout this book: the nature of social science in general; the nature of educational enquiry in particular; and the links between the language and concepts of research, on the one hand, and ...

Author: Richard Pring

Publisher: Bloomsbury Publishing

ISBN: 9781441137906

Category: Education

Page: 184

View: 492

Three issues feature as the central themes throughout this book: the nature of social science in general; the nature of educational enquiry in particular; and the links between the language and concepts of research, on the one hand, and those of practice and policy on the other. In analyzing and interrelating these themes, Richard Pring shows their relationship to such central philosophical concepts as meaning, truth, and objectivity. This lucid and ambitious study will be seen as a classic of educational literature. Reviews of the first edition include: "A stimulating and readable book...Pring gives a succinct account of the different philosophical positions and makes a balanced evaluation of their strong and weak points...should be compulsory reading for all trainee teachers let alone educational researchers." -Dr Paul Martinez, Learning and Skills Development Agency Reviews Editor "This volume is a textbook and a manifesto, and research students will welcome the clarity with which the various concepts, tools and approaches are outlined. Most teachers will be stimulated by it." - Times Educational Supplement "Professor Pring's work is far more than the title modestly claims it to be. As much a primer in philosophy of education as a specialist work on the philosophy of educational research it is lucid and concise on topics ranging from the aim[s] of education to the nature of knowledge." - Education Review
Categories: Education

Philosophy of Educational Research

Philosophy of Educational Research

Author: Professor of Philosophy of Education Harry S Broudy

Publisher: John Wiley & Sons

ISBN: UOM:39076006026863

Category: Education

Page: 942

View: 558

Categories: Education

Philosophy in Educational Research

Philosophy in Educational Research

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.

Author: David Bridges

Publisher: Springer

ISBN: 9783319492124

Category: Education

Page: 479

View: 684

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.
Categories: Education

Philosophy and Theory in Educational Research

Philosophy and Theory in Educational Research

Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.

Author: Amanda Fulford

Publisher: Routledge

ISBN: 9781317481638

Category: Education

Page: 182

View: 182

Philosophy and Theory in Educational Research: Writing in the margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility – and opening possibilities – for educational research. Drawing on their own research and theoretical and philosophical sources, the authors investigate the important issue of what it means to read and write when there is no prescribed structure. Innovative in its contribution to the literature, this edited volume enlightens readers in three ways. The volume focuses on the practices of reading and writing that are central to research in educational philosophy, suggesting that these practices constitute the research, rather than simply reporting it. It is not a prescriptive guide and should not be read procedurally. Rather, it is intended to illustrate the possibilities for this kind of research, and to suggest starting points for those pursuing research projects. Finally, attention is given to the ways in which conducting educational philosophy can be educative in itself, both to the researcher in writing it, and to its audience in reading it. With contributions from international scholars in the field of educational philosophy, this book is a valuable guide for practitioner-researchers, taught postgraduate and doctoral students, and early career researchers in university education departments. Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.
Categories: Education

Educational Research Discourses of Change and Changes of Discourse

Educational Research  Discourses of Change and Changes of Discourse

This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research.

Author: Paul Smeyers

Publisher: Springer

ISBN: 9783319304564

Category: Education

Page: 227

View: 626

This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research. It examines a wide variety of issues such as girls’ education in France, educational neuroscience, the professionalization in Child Protection, and mathematics discourses. It pays attention to the pervasiveness of crisis rhetoric in American Education Research, to the current university climate, and to perspectives for teacher education. The volume presents in-depth studies that integrate the perspective of history and philosophy of education. Educational research has been typically carried out within a discourse of change: changing educational practice, changing policy, or changing the world. Sometimes these expectations have been grand, as in claims of emancipation; sometimes they have been more modest, as in research as a support for specific reforms. This book explores the answers to such questions as: Are these expectations justified? How have these discourses of change themselves changed over time? What have researchers meant by change, and related concepts such as reform, improvement, innovation, progress and the new? Does this teleological and hopeful discourse itself reflect a particular historical and national/cultural point of view? Is it over promising for educational research to claim to solve social problems, and are these properly understood as educational problems? In doing so, it challenges prevailing ideas about the application of philosophy and history of education, and demonstrates the relevance of philosophical and historical approaches for the practice and theory of education and for educational research. This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
Categories: Education

Fiction written under Oath

Fiction written under Oath

The measured and passionate essays in this volume bring to contemporary debates about educational research both a first-hand familiarity with the practices and arguments of the educational research community and a clear grasp of the ways in ...

Author: David Bridges

Publisher: Springer Science & Business Media

ISBN: 9780306480430

Category: Education

Page: 215

View: 381

The measured and passionate essays in this volume bring to contemporary debates about educational research both a first-hand familiarity with the practices and arguments of the educational research community and a clear grasp of the ways in which philosophical sources and analysis can inform them. It will be essential reading for researchers, masters and doctoral students who are coming to terms with educational research.
Categories: Education

Understanding Education and Educational Research

Understanding Education and Educational Research

This book argues that good educational research is often philosophical in nature. Offering a critical overview of the current state of educational research, the authors argue that there are two factors in particular that distort it.

Author: Paul Smeyers

Publisher: Cambridge University Press

ISBN: 9781316194201

Category: Psychology

Page:

View: 722

Educational research is widely believed to be essentially empirical, consisting mainly of collecting and analysing data, with randomised control trials as the 'gold standard'. This book argues that good educational research is often philosophical in nature. Offering a critical overview of the current state of educational research, the authors argue that there are two factors in particular that distort it. One is that throughout the world it is expected to serve the interests of the state in securing educational improvements, as measured by standardised examination results, and to demonstrate 'scientific' credentials sufficient to guarantee absence of ideological bias and carry conviction. The other is that learning to do educational research is generally seen as a matter of being trained in empirical 'research methods'. The authors demonstrate, by contrast, that good educational research needs the rigorous thinking characteristic of philosophy, and that philosophical treatments themselves sometimes constitute such research.
Categories: Psychology

Pragmatism and Educational Research

Pragmatism and Educational Research

This work provides an overview of the pragmatic understanding of knowledge and the acquisition of knowledge, and its implications for the conduct of educational research.

Author: Gert Biesta

Publisher: Rowman & Littlefield Pub Incorporated

ISBN: 0847694771

Category: Education

Page: 128

View: 206

This work provides an overview of the pragmatic understanding of knowledge and the acquisition of knowledge, and its implications for the conduct of educational research. It focuses on the work of John Dewey, and examines the relationship between pragmatism and educational research.
Categories: Education

Introduction to the Philosophies of Research and Criticism in Education and the Social Sciences

Introduction to the Philosophies of Research and Criticism in Education and the Social Sciences

This rigorous volume focuses on the underlying perspectives justifying the major approaches currently being used in educational research.Introductory chapters lay the foundation for exploring varying research perspectives.

Author: James L. Paul

Publisher: Prentice Hall

ISBN: UOM:39015060599183

Category: Education

Page: 336

View: 993

This rigorous volume focuses on the underlying perspectives justifying the major approaches currently being used in educational research.Introductory chapters lay the foundation for exploring varying research perspectives. Nine specific perspectives on research—post positivism, pragmatism, constructivism, ethics and deliberate democracy, criticism, interpretivism, race/ethnicity/gender, arts-based research, and post structuralism—are examined, through discussions written by senior scholars known for their expertise in the perspective. And, a “guided tour” of criticism is given, in which these same scholars demonstrate the use of the “critical method” by critiquing six studies selected as exemplars of different research approaches.For education students who aspire to become researchers, and for those who simply need to read and understand research literature.
Categories: Education

Philosophy Methodology and Educational Research

Philosophy  Methodology and Educational Research

This book evaluates the increasingly wide variety of intellectual resources for research methods and methodologies and investigates what constitutes good educational research.

Author: David Bridges

Publisher: Wiley-Blackwell

ISBN: 1405145137

Category: Philosophy

Page: 372

View: 174

This book evaluates the increasingly wide variety of intellectual resources for research methods and methodologies and investigates what constitutes good educational research. Written by a distinguished international group of philosophers of education Questions what sorts of research can usefully inform policy and practice, and what inferences can be drawn from different kinds of research Demonstrates the critical engagement of philosophers of education with the wider educational research community and illustrates the benefits that can accrue from such engagement
Categories: Philosophy

International Handbook of Philosophy of Education

International Handbook of Philosophy of Education

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes.

Author: Paul Smeyers

Publisher: Springer

ISBN: 9783319727615

Category: Education

Page: 1472

View: 519

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg
Categories: Education

Educational Research Networks and Technologies

Educational Research  Networks and Technologies

Does IT poison the minds of the young? Must educational institutions change to serve the needs of the twenty-first century? This book addresses these questions and more.

Author: Paul Smeyers

Publisher: Springer Science & Business Media

ISBN: 1402066139

Category: Education

Page: 228

View: 912

Does IT poison the minds of the young? Must educational institutions change to serve the needs of the twenty-first century? This book addresses these questions and more. It records the intellectual struggles of a group of scholars coming to grips with changes in knowledge production and research communication. Together these authors demonstrate how philosophical and historical approaches are relevant to the practice and theory of education.
Categories: Education

What Do Philosophers of Education Do

What Do Philosophers of Education Do

This volume of essays demonstrates and comments on philosophical methods in educational research.

Author: Claudia Ruitenberg

Publisher: John Wiley & Sons

ISBN: 1444322818

Category: Education

Page: 168

View: 913

This volume of essays demonstrates and comments on philosophicalmethods in educational research. Offers a clear picture of what philosophers do when they studyeducation Brings together a series of essays from an international castof contributors from Canada, UK, Finland, and Cyprus Examines a range of new and established philosophical methodswhich can be used in educational research Demonstrates how philosophy of education can be understoodmethodologically Draws from both Continental and Analytical traditions Fills a gap in the research methods literature in education andthe social sciences
Categories: Education

Past Present and Future Possibilities for Philosophy and History of Education

Past  Present  and Future Possibilities for Philosophy and History of Education

On the occasion of the retirement of Paul Smeyers, this book considers the state and status of the philosophy and history of education today. Over the last 20 years, the conditions in which research takes place have changed considerably.

Author: Stefan Ramaekers

Publisher: Springer

ISBN: 9783319942537

Category: Education

Page: 149

View: 901

On the occasion of the retirement of Paul Smeyers, this book considers the state and status of the philosophy and history of education today. Over the last 20 years, the conditions in which research takes place have changed considerably. They have done so in ways that are often less than favourable to disciplines such as history and philosophy of education, and the space and time for the practices that constitute these disciplines – of reading, of writing, of collegiality – is increasingly under pressure. During this time, the Research Community on the History and Philosophy of Educational Research has convened annually to bring its critical lenses to bear on these emergent conditions and to suggest ways that educational research might, or ought to, be done otherwise. As co-founder and co-convenor of the Research Community, this volume explores and recounts Paul Smeyers' development of Wittgensteinian scholarship and its legacy in education, his formative role in the development of philosophy of education as an international field, his many international collaborations, the “useless” educational-philosophical deepening of concepts, and the wider educational-philosophical import of this. This gives rise to consideration of the failure of these fields to halt the changes in the governance and status of the university that threatens them, and those practices that remain and that are emerging in academia that we wish to protect, to pass on to the next generation of researchers in these fields.
Categories: Education

Educational Research the Educationalization of Social Problems

Educational Research  the Educationalization of Social Problems

In this book distinguished philosophers and historians of education focus on ‘educationalization’ to expand its meaning through an engagement with educational theory.

Author: Paul Smeyers

Publisher: Springer Science & Business Media

ISBN: 9781402097249

Category: Education

Page: 247

View: 836

Pushing ‘social’ responsibilities on schools is a process that has been underway for a long time. This phenomenon has been studied more in Europe than in North America and the U.K. and has been labelled Pädagogisierung. The editors have chosen to use ‘Educationalization’ to identify the overall orientation or trend toward thinking about education as the focal point for addressing or solving larger human problems. The term describes these phenomena as a sub-process of the ‘modernization’ of society, but it also has negative connotations, such as increased dependence, patronization, and pampering. In this book distinguished philosophers and historians of education focus on ‘educationalization’ to expand its meaning through an engagement with educational theory. Topics discussed are the family and the child, the ‘learning society’, citizenship education, widening participation in higher education, progressive education, and schooling movements such as No Child Left Behind. ‘Smeyers’ and Depaepe's book offers great insights into one of the most ambivalent phenomena of today's educational world and especially educational policy. The contributions assembled represent perspectives of some of the most respected scholars in the field. Their manifold critiques of the educationalization of social problems are rather convincing. Our time is definitely ripe for such analysis!’ Roland Reichenbach, Center for Educational Studies, University of Basel, Switzerland ‘This is a challenging, critical and analytical treatment of the tendency of contemporary administrations to overburden educational institutions with the expectation that they will provide the solutions to an increasingly diverse range of social and economic problems. It brings together the theoretical resources of a distinguished international group of philosophers and historians of education and deserves the careful attention of educational policy makers, practitioners and researchers alike.’ David Bridges, Von Hügel Institute, St Edmund’s College, Cambridge, England This publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Also realized by the Research Community are Educational Research: Why ‘What Works’ Doesn’t Work (2006) and Educational Research: Networks and Technologies (2007).
Categories: Education

Posthumanism and Educational Research

Posthumanism and Educational Research

In this volume, a group of international contributors use posthumanist theory to present new modes of institutional collaboration and pedagogical practice.

Author: Nathan Snaza

Publisher: Routledge

ISBN: 9781317668619

Category: Education

Page: 204

View: 685

Focusing on the interdependence between human, animal, and machine, posthumanism redefines the meaning of the human being previously assumed in knowledge production. This movement challenges some of the most foundational concepts in educational theory and has implications within educational research, curriculum design and pedagogical interactions. In this volume, a group of international contributors use posthumanist theory to present new modes of institutional collaboration and pedagogical practice. They position posthumanism as a comprehensive theoretical project with connections to philosophy, animal studies, environmentalism, feminism, biology, queer theory and cognition. Researchers and scholars in curriculum studies and philosophy of education will benefit from the new research agendas presented by posthumanism.
Categories: Education

Past Present and Future Possibilities for Philosophy and History of Education

Past  Present  and Future Possibilities for Philosophy and History of Education

On the occasion of the retirement of Paul Smeyers, this book considers the state and status of the philosophy and history of education today. Over the last 20 years, the conditions in which research takes place have changed considerably.

Author: Stefan Ramaekers

Publisher: Springer

ISBN: 3319942522

Category: Education

Page: 152

View: 112

On the occasion of the retirement of Paul Smeyers, this book considers the state and status of the philosophy and history of education today. Over the last 20 years, the conditions in which research takes place have changed considerably. They have done so in ways that are often less than favourable to disciplines such as history and philosophy of education, and the space and time for the practices that constitute these disciplines – of reading, of writing, of collegiality – is increasingly under pressure. During this time, the Research Community on the History and Philosophy of Educational Research has convened annually to bring its critical lenses to bear on these emergent conditions and to suggest ways that educational research might, or ought to, be done otherwise. As co-founder and co-convenor of the Research Community, this volume explores and recounts Paul Smeyers' development of Wittgensteinian scholarship and its legacy in education, his formative role in the development of philosophy of education as an international field, his many international collaborations, the “useless” educational-philosophical deepening of concepts, and the wider educational-philosophical import of this. This gives rise to consideration of the failure of these fields to halt the changes in the governance and status of the university that threatens them, and those practices that remain and that are emerging in academia that we wish to protect, to pass on to the next generation of researchers in these fields.
Categories: Education

Educational Research the Ethics and Aesthetics of Statistics

Educational Research   the Ethics and Aesthetics of Statistics

This fifth volume in their series takes up the ‘gold standard’ use of statistics in case studies not contributed elsewhere. I highly recommend this text to counter a current over-emphasis on technique in research methodology.

Author: Paul Smeyers

Publisher: Springer

ISBN: 9048198720

Category: Social Science

Page: 224

View: 127

Statistics are everywhere. Their power and their undoubted efficacy in many areas have given rise to faith in measurement and metrics. More of them will tell us all that we need to know. Their use carries with it a number of presuppositions: that reality can be satisfactorily represented and that it can be controlled or the risks managed. The papers in this book interpret the ethics and aesthetics of statistics in terms of representation, visualisation and accessibility, focus on the appeal of ‘simplicity’, of technical languages, numbers, diagrams and pictures, and pay attention to their connection with action plans. The book explores what has made educational researchers dependent on statistics, and deals with their use in areas such as the prevalence of maltreatment of children, European citizenship, well-being and happiness, illegal migrants, and university expansion. There is discussion of how the quest for more and better statistics finds its voice in policy initiatives that become slogans, and how public opinion polls are used to rationalise political decision-making. Can a more limited and modest use be made of statistics which does not deflect attention away from education’s core business and which does not destroy the local practical knowledge that on which good education is based? ‘Smeyers and Depaepe continue to bring together a significant international group of educational philosophers and historians on topics of importance to researchers. This fifth volume in their series takes up the ‘gold standard’ use of statistics in case studies not contributed elsewhere. I highly recommend this text to counter a current over-emphasis on technique in research methodology. Use of statistics remains but herein under new, insightful conceptualizations.’ Lynda Stone, Philosophy of Education, University of North Carolina at Chapel Hill, USA ‘Once again, Depaepe and Smeyers succeeded in bringing together distinguished international and cross-disciplinary scholars exploring very timely and critical issues in current educational research. This is a groundbreaking book on a theme that can’t be ignored by educational researchers and those interested in a better understanding of the culture of science and science as culture. Moreover, the present book instigates to study history of educational research, a limited but developing field, and invites reflection to those who are sometimes too reliant on number crunching as a mode of interpretation and rather credulous in the acceptance of institutional records. Frank Simon, Faculty of Psychology and Educational Sciences, Ghent University, Belgium
Categories: Social Science

Citizenship for the Learning Society

Citizenship for the Learning Society

In the light of the notion of governmentality, this book maps this self-understanding of citizenship for the learning society through analysis of education and cultural policy discourses.

Author: Naomi Hodgson

Publisher: John Wiley & Sons

ISBN: 9781119152088

Category: Philosophy

Page: 240

View: 687

Within Citizenship for the Learning Society, the governance of the learning citizen is mapped in relation to European educational and cultural policy. Prevalent notions of voice and narrative - in policy and in educational research - are analysed in relation to Europe’s history. The text is concerned with the way in which ‘European citizenship’ is understood in current policy, the way in which the term ‘citizenship’ operates, and how learning is central to this Analysis combines educational philosophy and theory with anthropological, sociological, and classic philosophical literature Draws on both Continental European (Foucault, Deleuze, Heidegger, Levinas) and American (Cavell, Emerson, Thoreau) philosophy Material is organised in two parts: Part One discusses the discourses and practices of citizenship in the European learning society, in both educational and cultural policy and educational research, from the perspective of governmentality; Part Two provides analysis of particular aspects of this discourse
Categories: Philosophy