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Philosophy in educational research: epistemology, ethics, politics and quality

Philosophy in educational research: epistemology, ethics, politics and quality

Bridges, David, author

This text provides critical and reflective discussions of a wide range of issues arising in education at the interface between philosophy, research, policy, and practice. It addresses epistemological questions about the intellectual resources that underpin educational research, explores the relationship between philosophy and educational research, and examines debates about truth and truthfulness in educational research. Furthermore, it looks at issues to do with the relationship between research, practice and policy, and discusses questions about ethics and educational research

eBook, Electronic resource, Book. English. Electronic books.
Published Cham: Springer, [2017]
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Available: Online

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    Barcode Shelfmark Loan type Status
    2594982-1001 E-book Online Available


Statement of responsibility: David Bridges
ISBN: 3319492128, 9783319492100, 9783319492124
Note: Includes bibliographical references and index.
Physical Description: 1 online resource (491 pages) : illustrations.
Subject: Education Research.
Reproduction: Electronic reproduction. Dawson Books. Mode of access: World Wide Web.
Other formats: Also available in printed form.


  1. 1.
  2. Educational Research and Philosophy in `Interesting Times'.- PART 1
  3. Educational Research and its Intellectual Resources.
  4. 2.
  5. The Disciplines and Discipline of Educational Research.
  6. 3.
  7. `Two Cultures' Revisited
  8. Science (`Scientism') and the Humanities in the Construction of Educational Understanding.
  9. 4.
  10. `The Proper Study of Mankind .'? In Defence of the Humanities Against the Ambitions of `Scientific' Psychology.- PART 2: Education as Applied Research
  11. Practice and Policy.
  12. 5.
  13. Educational Research and Practice.
  14. 6.
  15. Educational Research and Policy.- PART 3
  16. Philosophy and Educational Research.
  17. 7.
  18. Philosophising about, as, and in Educational Research.
  19. 8.
  20. Philosophy and Practice
  21. A Philosopher in the Classroom?.
  22. 9.
  23. A Philosopher at Court? A Reflection on an Educational Researcher's Engagement with Policymakers.
  24. 10.
  25. The Roles of `the Philosopher' in an Interdisciplinary Research Group.
  26. 11.
  27. From Philosophising about Educational Research to Researching Philosophy
  28. Reflections on a Reflective Log.- PART 4
  29. Truth(s) in Educational Research.
  30. 12.
  31. Educational Research
  32. Pursuit of Truth or Flight into Fancy?
  33. 13.
  34. Educational Theory, Practice, and Research
  35. Pragmatic Perspectives.
  36. 14.
  37. n=1
  38. The Science and Art of the Single Case in Educational Research.
  39. 15.
  40. Narratives, Fiction, and the Magic of the Real.
  41. 16.
  42. History, Fiction, and Educational Research.
  43. 17.
  44. Interpreting the International and Intranational `Translation' of Educational Policy and Practice
  45. A Case of Opportunism, Serendipity, and Bricolage.- PART 5: Ethics and Educational Research.
  46. 18.
  47. Four Issues for Ethical Code Makers.
  48. 19.
  49. Research for Sale? Epistemic, Moral, and Political Drift through the Commodification of Educational Research.
  50. 20.
  51. `Nothing About us Without us'
  52. The Ethics of Outsider Research.
  53. 21.
  54. Working Without Shame in International Educational Research and Development? From Consequentialism to Casuistry.
  55. 22.
  56. Ethics and Epistemology in Educational Research
  57. Research as `Fiction Written Under Oath'?- PART 6
  58. Research Quality and its Assessment.
  59. 23.
  60. Generic Criteria of Quality in Educational Research.
  61. 24.
  62. The International and the Excellent in Educational Research and its Assessment.
  63. 25.
  64. Research Quality Assessment
  65. Impossible Science, Possible Art?.- EPILOGUE.
  66. 26.
  67. Conversation in the Construction and Representation of Educational Research.