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  1. Chains of Dependency: On the Disenchantment and the Illusion of Being Free at Last (Part 1).Paul Smeyers - 2012 - Journal of Philosophy of Education 46 (2):177-191.
    Time, space, causality, communicating and acting together set limits on our freedom. Starting from the position of Wittgenstein, who advocates neither a position of pure subjectivity nor of pure objectivity, and taking into account what is implied by initiation into the symbolic order of language and culture, it is argued that the limitations on our freedom are not to be deplored. The problems of conservatism, relativism and scepticism—which confront us often in the context of education and child rearing—are inadequately dealt (...)
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  • Evidence-Based Practice: On the Function of Evidence in Practical Reasoning.Tone Kvernbekk - 2013 - Studier i Pædagogisk Filosofi 2 (2):19-33.
    There is a vast literature on evidence-based practice in education. What function does evidence have in practical deliberations toward decisions about what to do? Most writers on EBP seem to think of evidence largely as quantitative data, serving as a foundation from which practice could and should be directly derived. In this paper I argue that we are better served by according a different and more indirect function to evidence in practical reasoning. To establish this claim I employ Toulmin’s model (...)
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  • Evidence-based practice and Toulmin.Tone Kvernbekk & Robert C. Pinto - unknown
    There is a vast literature on evidence-based practice in education. Both critics of and adherents to EBP seem to think of evidence largely as quantitative data, serving as a foundation from which practice could and should be derived; in Toulminian terms, evidence is treated solely as data/grounds. I argue in this paper that it is better in educational reasoning to view the function of evidence as backing of the warrant.
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