Wilfred Carr; Can Educational Research be Scientific?, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 35–43, https://doi.org/10.1111.

This paper proceeds through four stages. First, it provides an account of the origins and evolution of the concept of educational theory. Second, it uses this historical narrative to show how what we now call 'educational theory' is deeply rooted in the foundationalist discourse of late nineteenth and early twentieth century modernity. Third, it outlines and defends a postfoundationalist critique of the foundationalist epistemological assumptions on which our understanding of educational theory has been erected. Finally, it argues that the only (...) conclusion to draw from this postfoundationalist critique is that educational theory has run its course and should now be brought to a dignified end. (shrink)

Wilna A J Meijer; The Concept of Education in Contemporary Dutch Philosophy of Education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, P.

Paul Hirst claimed that Richard Peters ?revolutionised philosophy of education?. This does not accord with my experience in the Antipodean periphery. My experience of the work of Wittgenstein, Austin and Kovesi before reading Peters and Dewey, Kuhn and Toulmin subsequently meant that Peters was a major but not revolutionary figure in my understanding of philosophy of education.

Why is freedom of speech so seldom raised as an issue in philosophy of education? In assessing this question, it is important to distinguish (i) between a freedom and its exercise, and (ii) between different philosophies of education. Western philosophies of education may be broadly divided into classes derived from theories of knowledge first articulated in ancient Greece. Freedom of speech is in principle inimical to some of these, while being essential to the objectives of others.

Wilfred Carr; Theories of Theory and Practice, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 177–186, https://doi.org/10.1111/j.146.

This article outlines and appraises the considerable criticism of educational research, both in the United Kingdom and in North America, and shows how it has pointed to a narrowing of what counts as good or worthwhile research in the policy discourse. In particular, this involved prioritising research that purports to show clearly and unmistakably 'what works', and institutionalising this view of research in a range of centres that receive official approval. The article, though recognising the fruit of such centres, challenges (...) the epistemological basis of such a narrowing of what counts as research, and, in doing so, analyses what is meant by evidence, the different kinds and strengths of evidence and the consequent need to democratise the search and appraisal of evidence in the constant refinement and criticism of the evidence. (shrink)

This article addresses the issue of the disciplinary status of Educational Studies, which both in the theoretical discourse and in the practice of this area is far from unambiguous. The issue is relevant not only for theoretical reasons but also for practical and social ones. This is because the status of Educational Studies, by having a decisive impact on the very understanding and nature of studies in education, at least in part may impact changes in educational practice. Two main models (...) of Educational Studies can be differentiated, with additional variation within these models. Among the terms most commonly used in discussion of the disciplinary status of Educational Studies, frequent mention is made of the autonomy that exists in various versions and of interdisciplinarity. This article proposes a new way of understanding this status, which I call the autonomy of Educational Studies as a second-level discipline, which includes aspects of both of the previously mentioned models, yet also adds certain modifications. In the course of my argumentation, I will conduct a comparative analysis of both traditions, and subsequently justify the proposed thesis, and finally briefly indicate potential problems which may be generated by this model. (shrink)