Overview
- Provocative and original as it challenges prevailing ideas about the ‘application’ of philosophy and history of education
- Demonstrates in a unique way how philosophical and historical approaches are relevant for the practice and theory of education
- Takes the debate of the historical and philosophical complexities and constraints of the discourse of educational research a step further
Part of the book series: Educational Research (EDRE, volume 4)
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Table of contents (13 chapters)
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Front Matter
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Back Matter
Keywords
About this book
This book focuses on the language of educational research as well as on the language of education. It conceives both as social practices and investigates how rhetoric plays a part in the complex process of historically situated argumentation. The book aims to answer such questions as: ‘What is the nature of the arguments and the kinds of sources one relies on?’ and ‘What kind of reasoning is offered to convince practitioners?’ Taking postmodern criticism seriously, the contributors argue that the scholar or researcher cannot indulge in relativism or be satisfied with a description of particular cases. Instead, theoreticians as well as practitioners have to engage in sound thinking and dialogue. The chapters in this volume highlight relevant characteristics of the language of educational research. In addition, attention is paid to the language of particular debates which figure prominently in the wider educational context, such as the language of goals, of parenting, citizenship and capability.
Reviews
‘This collection of thirteen essays focuses on the language of proofs, argument and rhetoric in educational research in a range of thematically related original pieces that explore the topic and its applications: forms of historical reasoning, the place of rhetoric, educational formalism, the knowledge economy, argumentation, and the role of evidence, amongst others. It explores both the philosophical and methodological meta-issues as well as the important of specific and particular educational languages. The resulting volume is genuinely enlightening and deserves to be read widely by both academic and students within the field of education and across the social sciences.’
Michael A. Peters, Educational Policy Studies, The University of Illinois, USA
‘The contributions to this timely collection of essays place the ‘language’ of education at the centre of a discussion about the practice of educational research and reminds us - both the established and the new researcher - of the need to reflect not only on what we do as researchers and the conceptual tools, methods and sources we use, but also on how we capture in words our actions and conclusions.’
Ian Grosvenor, University of Birmingham, UK
Editors and Affiliations
Bibliographic Information
Book Title: Educational Research: Proofs, Arguments, and Other Reasonings
Editors: Paul Smeyers, Marc Depaepe
Series Title: Educational Research
DOI: https://doi.org/10.1007/978-90-481-3249-2
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2010
Hardcover ISBN: 978-90-481-3248-5Published: 27 October 2009
Softcover ISBN: 978-94-007-3064-9Published: 14 March 2012
eBook ISBN: 978-90-481-3249-2Published: 08 October 2009
Series ISSN: 1878-9447
Series E-ISSN: 2543-0653
Edition Number: 1
Number of Pages: VI, 199
Topics: Educational Philosophy, Educational Policy and Politics, Sociology of Education