Journal of Philosophy of Education, EarlyView.

This paper deals with the highly personal way an individual makes sense of the world in a way that avoids the pitfalls of the so‐called private language. For Wittgenstein following a rule can never mean just following another rule, though we do follow rules blindly. His idea of the ‘form of life’ elicits that ‘what we do’ refers to what we have learnt, to the way in which we have learnt it and to how we have grown to find it (...) self‐evident. But the reference to the ‘bedrock’, to what was originally learnt, is the only kind of situation for which it makes sense to ask whether the meaning of a concept is correctly stated. Dialogue, conversation, and exchange of ideas are the right ways to characterize all the other situations. The challenge of Wittgensteinian philosophy is therefore that of a balance of the individual and the community, of language and the world. His insistence on the third person is countered by the importance he gives to each individual's personal stance: persons must speak for themselves and do what they can do. Given the growing interest for the kind of educational research where the ‘personal’ is focused on, I will try to take up the challenge to see how here as elsewhere ‘language’ works. By making clear what it does for us, it will gradually become clear how this kind of research may itself have to be reinterpreted. (shrink)

In the light of recent writings of Richard Pring, and in relation to the application of empirical research methods in education, this paper offers a corrective to a neo-realist viewpoint and develops a critical realist perspective. The argument is made that the deployment of empirical research methods needs to be underpinned by a meta-theory embracing epistemological and ontological elements; that this meta-theory does not commit one to the view that absolute knowledge of the social world is possible; and that critical (...) realism is the most appropriate meta-theory to underpin the use of empirical research methods. Further to this, unhelpful dualisms between quantitative and qualitative methodologies, and between structure and agency, are discussed in relation to neo-realist and critical realist perspectives. (shrink)

This paper considers the impact of complexity theory on the way in which we see propositions corresponding to the reality that they describe, and our concept of truth in that context. A contingently associated idea is the atomistic expectation that we can reduce language to primitive units of meaning, and tie those in with agreed units of experience. If we see both language and the reality that it describes and explains as complex, this position becomes difficult to maintain. Complexity theory, (...) with its emphasis on non‐linear and dynamic interactions between multiple variables, within indeterminate and transient systems, supports the case for a connectionist and holistic analysis. Theories are more likely to be under‐determined by evidence and open to interpretation, with the potential for ‘certainties’ weakened. If educational situations are complex, then the drive towards specific and focused research findings that will support policy and practice, and the associated notion of control, is illusory. Rather than providing evidence for prescription, research is thus understood as descriptive and explanatory, within a range of interpretative possibilities. Action takes place within a necessarily incomplete and constantly changing situation, more appropriately understood in terms of survival than control. (shrink)

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 argues, from a critical realist perspective, that it would be beneficial to extend thinking on how personal and social education could become more central to students’ learning. We explore how constructive-informed arrangements which emphasize cognitive skills and affective qualities could be realized through experiential approaches to learning. Our theorizing is informed by neo-Aristotelian thinking on the importance of identifying mutually acceptable value commitments which can cultivate practical wisdom as well as generally benefit society. Thereafter, we outline how the (...) recent writings of Tiberius could inform thinking on how, epistemologically and ethically, a first person perspective on learning and personal growth could connect with normative decision making on how to make good life choices. We conclude by briefly highlighting the methodological potential of using outdoor learning environments to help students make informed and wise judgements which show evidence of discernment, deliberation and effective decision making. (shrink)

Background Supporting physicians in Intensive Care Units s as they face dying patients at unprecedented levels due to the COVID-19 pandemic is critical. Amidst a dearth of such data and guided by evidence that nurses in ICUs experience personal, professional and existential issues in similar conditions, a systematic scoping review is proposed to evaluate prevailing accounts of physicians facing dying patients in ICUs through the lens of Personhood. Such data would enhance understanding and guide the provision of better support for (...) ICU physicians. Methods An SSR adopts the Systematic Evidenced Based Approach to map prevailing accounts of caring for dying patients in ICUs. To enhance the transparency and reproducibility of this process, concurrent and independent use of tabulated summaries, thematic analysis and directed content analysis is adopted. Results Eight thousand three hundred fifty-eight abstracts were reviewed from four databases, 474 full-text articles were evaluated, 58 articles were included, and the Split Approach revealed six categories/themes centered around the Innate, Individual, Relational and Societal Rings of Personhood, conflicts in providing end of life care and coping mechanisms employed. Conclusion This SSR suggests that caring for dying patients in ICU impacts how physicians view their personhood. To resolve conflicts within individual concepts of personhood, physicians use prioritization, reframing and rely on accessible, personalized support from colleagues to steer coping strategies. An adapted form of the Ring Theory of Personhood is proposed to direct timely personalized, appropriate and holistic support. (shrink)

The final-year undergraduate dissertation is commonplace in Education Studies programmes across the world and yet its philosophical assumptions are complex and not always questioned. In England there is evidence to suggest a tacit preference for empiricism in textbooks designed to support early researchers. This brings, we suggest, problems associated with dualism, instrumentalism and of accounting for value, redolent of the dilemmas that emerge from Hume’s empiricist epistemology. The paper suggests that if argumentation were explicitly taught to undergraduates it may help (...) oversee the more judicious use of empirical approaches that are currently privileged in dissertation guidance. (shrink)

Professor Whitty has endorsed the consensus that research into education is empirical social science, distinguishing ‘educational research’ which seeks directly to influence practice, and ‘education research’ that has substantive value but no necessary practical application.The status of the science here is problematic. The positivist approach is incoherent and so supports neither option. Critical educational science is virtually policy-inert. The interpretive approach is empirically sound but, because of the value component in education, does not support education research either, or account for (...) this component.A solution to the latter problem is sought in the debate between Carr and Hirst on the relationship between philosophy and education. This shows Carr making claims that rely on a conception of philosophy that he rejects, while Hirst insists on this conception, uses it to justify practical claims, but denies that this is possible.To achieve a practically relevant analysis of educational research, both need to include second-order, normative, conceptual enquiry into the philosophies that drive educational policy-making and partly regulate teaching methodology. Deweyan, first-order, ‘reflective practice’ needs, then, to be supplemented with second-order reflection.Educational research is philosophy- not science-driven, and is value-led. Consequently, it has the status not of scientific discovery but of practical recommendation. (shrink)

This article focuses on the criticisms of current approaches in educational research methodology. Itsummarizes rationales for mixed methods and argues that the mixing quantitative paradigm andqualitative paradigm is problematic due to practical and philosophical arguments. It is alsoindicated that the current rise of mixed methods work has increased problems with quantitativeand qualitative methods. In this article we offer a different symbolic system, with differentlogical form for describing educational phenomena based on the philosophical assumptions andnew mathematical reasoning: para-quantitativism. Para-quantitative theory is (...) an approachwhich has been developed in respect to close relationship between paradigm and method, using apostpositivist transcendental realism as a philosophical beginning of the research methodology,taking Operational Logic System or Fuzzy Logic System (OLS/FLS) as logic of scientificresearch in education. (shrink)