PIER – Session 1 + notes

[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


[Notes]

Mike: What is Philosophy?

From pairs:

  • Questioning existing knowledge

  • A critical question for an important issue

  • Understanding and truth

  • Our perception o the world

  • The natre of things (Inquirying the nature of things)

  • The idea of knowledge (PhD)

  • Our contribution for knowledge

  • Find our vocabulary (Philosophical), what we are doing

Mike: Why Philosophy in Educ. Research?

From pairs:

  • To understand student’s place in the world, their context
  • Because the research must have a rationale, a justification
  • As educacionists we have to ask what we are doing
  • Situating our research
  • Understanding ethics
  • The nature of evidence

Paralell question from a student:

Are we inventing things/answers/findings for what we cannot understand? (Myths)


[Watch a video (Primary school)]

  1. Mike assigned: Write continuously about the video. Write without pausing.

  2. The class shared pieces of writings. (only statements)

  3. Selection of statements according to three stances: explanation, description and evaluation

Explanation:

  • Referring to a theory

  • What is the rationale

Description:

  • Physical

  • Sensorial

  • Correspondence (statements and empirical evidence)

Evaluation:

  • Judgement

  • Measurement

  • Comparison

Appeal to truth

  • Correspondence  – empirical – science

  • Coherece – pattern – science + social science

  • Pragmatic – function – action research

  • Consensus – feasible – warranty, triangulation, negotiation

 


My reflections on this lecture