By David Bridges
The essays carry to modern debates approximately academic study either a primary hand familiarity with the practices and arguments of the tutorial learn neighborhood and a transparent clutch of the ways that philosophical resources and research can tell them. they're either measured and passionate - sparked through an severe own interest, which takes Bridges into unforeseen assets and territory (such because the insights of museology into debates on academic learn as narrative fiction) in addition to extra widely used fabric on the subject of, for instance, matters in regards to the overview of caliber of academic study and the worry for its relevance.
The booklet makes an articulate case, by way of its personal instance in addition to in its argument, for the ongoing contribution of philosophical pondering to the advance and critique of academic learn. will probably be crucial studying for researchers already engaged during this improvement and for masters and doctoral scholars who're coming to phrases with academic study, and it bargains a contribution to the literature in philosophy of schooling that is richly grounded within the wider box of academic research.
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Extra info for Fiction written under Oath?: Essays in Philosophy and Educational Research
The conditions for both the production and validation of research require communities of arguers, enquirers and critics - and a condition for the possibility of such communities of arguers is their sharing in a common language and their shared recognition and reference to some common rules of (in this case) intellectual and creative behaviour. uk/rae and provides a fascinating insight into the diversity of practice in educational research in the UK. THE DISCIPLINE(S) OF EDUCATIONAL RESEARCH 41 argument but also in developing 'standards of enquiry': 'Research exists within communities of discourse which maintain and develop standards of enquiry...
DISCIPLINE AND POST-DISCIPLINARITY Thirty years ago, then, talk of the disciplines of education was a shorthand for history, philosophy, sociology and psychology of education. But today we are confronted by an educational research community characterised by the diversity, hybridisation and the fragmentation of its practices. This was brought home to me very forcibly as I read the descriptions of research methodology attached to the published work submitted for assessment in the UK Research Assessment Exercise.
But if I read, for example, evidence and argument in support of a constructivist view of learning, I have got to do a lot of work to turn this into changes which I should make in my own teaching, and I may need to digest and reflect upon its implications over quite a period of time. Still more complex will be any process by which the same work might affect broader educational policy. But this does not in itself make it any the less applicable or applied, does it? Fourthly, while there may be a considerable weight of opinion in favour of research which has greater rather than lesser application to education, in other words as to what sort of educational research is desirable under particular conditions, this does not amount to a definition of educational research.
Fiction written under Oath?: Essays in Philosophy and Educational Research by David Bridges