By Paul Smeyers, Marc Depaepe
Education and academic examine, in keeping with the present type, are meant to be anxious with ‘what works’, to the exclusion of all different concerns. around the globe, and especially within the English-speaking international locations, governments search for technique of enhancing ‘student success’ as measured by way of standardized attempt ratings. even supposing such advancements are frequently to be welcomed, they don't solution all major questions on what constitutes solid schooling. additionally the examine on which they're dependent isn't the in basic terms valid solution to do academic study. Social learn, and for that reason academic examine, can't forget about the specific nature of what it experiences: a social job the place questions of which means and price can't be eradicated, and the place interpretation and judgment play a very important role.
In this publication uncommon philosophers and historians of schooling from 6 nations concentrate on the difficult nature of the hunt for ‘what works’ in academic contexts, in perform in addition to in idea. starting with particular difficulties, they circulate directly to extra normal and theoretical concerns, trying to transcend over-simple principles approximately reason and impression and the rhetoric of performativity that at the moment has academic pondering in its grip.
‘Freedom of inquiry in academic learn can now not be taken with no consideration. slim definitions of what constitutes ‘scientific’ learn, investment standards that implement specific study tools, and coverage choice approaches that forget about any examine that's not narrowly utilitarian, create a context in lots of international locations that daunts scholarship of a extra speculative, exploratory, or serious variety.
This e-book brings jointly a superb mix of overseas and cross-disciplinary students who convey the views of historical past and philosophy of technological know-how to invite, ‘How did we arrive at this position? and ‘Where is academic learn heading? The publication illuminates the anti-intellectual outcomes of a ‘what works’ mentality in schooling, and exhibits that the ostensibly ‘scientific’ revolution in academic examine in reality displays an ahistorical and conceptually muddled realizing of what truly constitutes ‘science.’ This e-book couldn't be extra well timed and important.’
Nicholas C. Burbules, Grayce Wicall Gauthier Professor, college of Illinois
‘With learn more and more tied to nation rules with the instrumental goal of guiding tuition reforms, the quantity presents a massive old and philosophical wondering of the chances, obstacles and demanding situations of schooling learn. the world over prime students interact in an important dialog that's subtle and nuanced for figuring out modern debates.’
Thomas S. Popkewitz, the collage of Wisconsin-Madison, USA
This e-book is discovered via the examine group (FWO-Vlaanderen / examine beginning Flanders, Belgium) Philosophy and historical past of the self-discipline of schooling. assessment and Evolution of the factors for tutorial Reseach.
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Extra resources for Educational Research: Why ‘What Works’ Doesn't Work
De Hovre finally catalogues his contributions to reading and writing methods, better known as ‘globalization’, as the best work that has been realized here in recent years (De Hovre, 1936², pp. 432–433). 3. WANTED: HERO The major event in [the] history [of education] was the coming of Christ on earth. Before Christ everything was preparing for his coming, after Christ everything radiates from Him (taken from: Rombouts, 1940³, p. 2). That Catholics, through De Hovre, cited Decroly as an educational hero was, as has already been indicated, not entirely expected.
31 Cf. RA, I, p. 50: according to Verheyen, this was at the request of the printer Haseldonckx, and related to the viability of the printing company. Verheyen, as he said himself, refused. But he was prepared to compromise. The eldest son of Haseldonckx would found the journal and publish it at his own cost. Verheyen linked his name and also those of Roels and Gobbers to the project. Verheyen wrote nothing for it with the exception of the Memorial for Father Haseldonckx. ‘Now, after many years, when I re-read this article’, Verheyen wrote in his autobiographical portfolio, ‘I am happy to have written it’.
How do we explain this hero worship and, even more importantly, is it only something that works, or can we also detect some indications of possible failures or weaknesses? At first sight, we certainly have to admit that it works. Take Ovide Decroly (1871–1932), for instance. This Belgian educationalist and psychologist acquired worldwide renown and, during his lifetime, became a real hero of education. Encyclopaedia entries, reviews, histories of great thinkers, textbooks and so on prove that he still belongs to the canon of education, in particular to that of ‘new education’.