[Tuesday 24th April]
Introduction: Research as a belief system, a knowledge system, a set of technical procedures. Theories of Knowledge.
• Is educational research different from research in other fields?
• What is the nature of educational knowledge?
• How do we know?
• How does educational research connect with other research fields?
• Why is philosophy important in educational research?
• What is a theory and what elements might it include?
• What is the relationship between theory and practice?
In this introductory session, we shall consider the significance of philosophy in conducting educational research. We shall take a historical perspective in tracing the way educational research has developed over the last century and the philosophical principles, which have underpinned various approaches. A small practical exercise, will invite us to think about how we collect and interpret data and the philosophical issues in making judgements about it. We shall take a preliminary look at theory and consider how it relates to practice. Issues concerned with conducting educational research will be highlighted.
Practical Question: What assumptions about knowledge/ the role of evidence/ the role of research are made by an institution you know well?
Background Readings*:
Hirst, P.H. (1993) ‘Educational Theory’, in M.Hammersley, M (Ed.) Educational Research. London: Paul Chapman.
Carr, W. (1993) ‘What is an educational practice?’, in M.Hammersley, M (Ed.) Educational Research. London: Paul Chapman.
Phillips, D.C. (1987) ‘Perspectives on structure of knowledge’, in Philosophy, Science and Social Inquiry. Oxford: Pergamon
Carr, W. and Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research. Chapter 1. Lewes: Falmer Press.
Walsh, P. (1993) ‘Elementary Maps for Ordering Cultural Capital’, in Education and Meaning: Philosophy in Practice. London: Cassell.
Vandenberg, D. (1974) ‘Phenomenology and educational research’, in D.Denton (Ed.) Existentialism and Phenomenology in Education