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  1. Explanatory Judgment, Moral Offense and Value-Free Science.Matteo Colombo, Leandra Bucher & Yoel Inbar - 2016 - Review of Philosophy and Psychology 7 (4):743-763.
    A popular view in philosophy of science contends that scientific reasoning is objective to the extent that the appraisal of scientific hypotheses is not influenced by moral, political, economic, or social values, but only by the available evidence. A large body of results in the psychology of motivated-reasoning has put pressure on the empirical adequacy of this view. The present study extends this body of results by providing direct evidence that the moral offensiveness of a scientific hypothesis biases explanatory judgment (...)
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  • Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education. [REVIEW]Gert J. J. Biesta - 2010 - Studies in Philosophy and Education 29 (5):491-503.
    The idea that professional practices such as education should be based upon or at least be informed by evidence continues to capture the imagination of many politicians, policy makers, practitioners and researchers. There is growing evidence of the influence of this line of thought. At the same time there is a growing body of work that has raised fundamental questions about the feasibility of the idea of evidence-based or evidence-informed practice. In this paper I make a further contribution to this (...)
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  • What is Evidence-based Education?Philip Davies - 1999 - British Journal of Educational Studies 47 (2):108-121.
    This paper argues that education should become more evidence-based. The distinction is made between using existing research and establishing high-quality educational research. The need for highquality systematic reviews and appraisals of educational research is clear. Evidence-based education is not a panacea, but is a set of principles and practices for enhancing educational policy and practice.
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