[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:
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Questioning existing knowledge
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A critical question for an important issue
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Understanding and truth
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Our perception o the world
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The natre of things (Inquirying the nature of things)
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The idea of knowledge (PhD)
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Our contribution for knowledge
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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)]
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Mike assigned: Write continuously about the video. Write without pausing.
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The class shared pieces of writings. (only statements)
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Selection of statements according to three stances: explanation, description and evaluation
Explanation:
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Referring to a theory
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What is the rationale
Description:
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Physical
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Sensorial
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Correspondence (statements and empirical evidence)
Evaluation:
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Judgement
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Measurement
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Comparison
Appeal to truth
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Correspondence – empirical – science
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Coherece – pattern – science + social science
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Pragmatic – function – action research
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Consensus – feasible – warranty, triangulation, negotiation
My reflections on this lecture