A Diagnostic reading of scientifically based research for education

Research output: Contribution to journalArticle

Abstract

This essay offers a diagnosis of what may be at stake in the current preoccupation with defining science based educational research. The diagnosis unfolds in several readings: The first is a charitable and considerate appraisal that draws attention to the fact that advocating experimental methods as important to a science of educational research is not an inherently evil thing to do. Subsequent readings are grimmer, suggesting more deleterious consequences of the science-based research movement for the entire enterprise of educational practice and research. The central thesis of the essay is that making arguments about method and science the focal point in the current quarrel may be largely beside the point. Instead, educational researchers should join the political and public (not just the academic) conversation about the place of educational science in society and about how science is both implicated in and confronts the politics of what counts as knowledge.

Original languageEnglish (US)
Pages (from-to)285-305
Number of pages21
JournalEducational Theory
Volume55
Issue number3
DOIs
StatePublished - Aug 1 2005

Fingerprint

diagnostic
science
educational research
education
educational practice
conversation
politics

ASJC Scopus subject areas

  • Education

Cite this

A Diagnostic reading of scientifically based research for education. / Schwandt, Thomas A.

In: Educational Theory, Vol. 55, No. 3, 01.08.2005, p. 285-305.

Research output: Contribution to journalArticle

@article{668586f37b4d4681a9f3d09305aa8bbc,
title = "A Diagnostic reading of scientifically based research for education",
abstract = "This essay offers a diagnosis of what may be at stake in the current preoccupation with defining science based educational research. The diagnosis unfolds in several readings: The first is a charitable and considerate appraisal that draws attention to the fact that advocating experimental methods as important to a science of educational research is not an inherently evil thing to do. Subsequent readings are grimmer, suggesting more deleterious consequences of the science-based research movement for the entire enterprise of educational practice and research. The central thesis of the essay is that making arguments about method and science the focal point in the current quarrel may be largely beside the point. Instead, educational researchers should join the political and public (not just the academic) conversation about the place of educational science in society and about how science is both implicated in and confronts the politics of what counts as knowledge.",
author = "Schwandt, {Thomas A.}",
year = "2005",
month = "8",
day = "1",
doi = "10.1111/j.1741-5446.2005.00004.x",
language = "English (US)",
volume = "55",
pages = "285--305",
journal = "Educational Theory",
issn = "0013-2004",
publisher = "Wiley-Blackwell",
number = "3",

}

TY - JOUR

T1 - A Diagnostic reading of scientifically based research for education

AU - Schwandt, Thomas A.

PY - 2005/8/1

Y1 - 2005/8/1

N2 - This essay offers a diagnosis of what may be at stake in the current preoccupation with defining science based educational research. The diagnosis unfolds in several readings: The first is a charitable and considerate appraisal that draws attention to the fact that advocating experimental methods as important to a science of educational research is not an inherently evil thing to do. Subsequent readings are grimmer, suggesting more deleterious consequences of the science-based research movement for the entire enterprise of educational practice and research. The central thesis of the essay is that making arguments about method and science the focal point in the current quarrel may be largely beside the point. Instead, educational researchers should join the political and public (not just the academic) conversation about the place of educational science in society and about how science is both implicated in and confronts the politics of what counts as knowledge.

AB - This essay offers a diagnosis of what may be at stake in the current preoccupation with defining science based educational research. The diagnosis unfolds in several readings: The first is a charitable and considerate appraisal that draws attention to the fact that advocating experimental methods as important to a science of educational research is not an inherently evil thing to do. Subsequent readings are grimmer, suggesting more deleterious consequences of the science-based research movement for the entire enterprise of educational practice and research. The central thesis of the essay is that making arguments about method and science the focal point in the current quarrel may be largely beside the point. Instead, educational researchers should join the political and public (not just the academic) conversation about the place of educational science in society and about how science is both implicated in and confronts the politics of what counts as knowledge.

UR - http://www.scopus.com/inward/record.url?scp=33745676743&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33745676743&partnerID=8YFLogxK

U2 - 10.1111/j.1741-5446.2005.00004.x

DO - 10.1111/j.1741-5446.2005.00004.x

M3 - Article

AN - SCOPUS:33745676743

VL - 55

SP - 285

EP - 305

JO - Educational Theory

JF - Educational Theory

SN - 0013-2004

IS - 3

ER -