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A Companion to Research in EducationThe Pursuit of Truth(s) in Educational Research

A Companion to Research in Education: The Pursuit of Truth(s) in Educational Research [In a science-based approach to educational research the pursuit of truth only emerges in the form of a quest for evidence or ‘what works’. This chapter elaborates the idea that educational research can hold a different relation to truth, c.q. a relation that takes seriously Hough’s observation that educational researchers and practitioners are beings ‘whose borders are indistinct, merging into the history of the culture that produced [us]’. It will be argued that educational research should conceive of itself as being concerned about precisely this condition if it is to be called educational. What is important in educational research is not what researchers have to say ‘about’ education ‘to’ practitioners. Instead, the educational researcher is someone who makes things educational instead of primarily, or only, researching about education. Likewise, what is important in educational practice is not what practitioners ‘learn from’ research ‘about’ education, but how this allows them to undergo transformation. This (re)introduction of the subjective, the (re)emphasizing of the researcher’s and the practitioner’s investment, does not signify an abdication of truth and knowledge, but a fuller acknowledgement of human involvement in understanding the world.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Companion to Research in EducationThe Pursuit of Truth(s) in Educational Research

Editors: Reid, Alan D.; Hart, E. Paul; Peters, Michael A.
Ramaekers, Stefan
A Companion to Research in Education — Aug 16, 2013
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Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media Dordrecht 2014
ISBN
978-94-007-6808-6
Pages
51 –60
DOI
10.1007/978-94-007-6809-3_7
Publisher site
See Chapter on Publisher Site

Abstract

[In a science-based approach to educational research the pursuit of truth only emerges in the form of a quest for evidence or ‘what works’. This chapter elaborates the idea that educational research can hold a different relation to truth, c.q. a relation that takes seriously Hough’s observation that educational researchers and practitioners are beings ‘whose borders are indistinct, merging into the history of the culture that produced [us]’. It will be argued that educational research should conceive of itself as being concerned about precisely this condition if it is to be called educational. What is important in educational research is not what researchers have to say ‘about’ education ‘to’ practitioners. Instead, the educational researcher is someone who makes things educational instead of primarily, or only, researching about education. Likewise, what is important in educational practice is not what practitioners ‘learn from’ research ‘about’ education, but how this allows them to undergo transformation. This (re)introduction of the subjective, the (re)emphasizing of the researcher’s and the practitioner’s investment, does not signify an abdication of truth and knowledge, but a fuller acknowledgement of human involvement in understanding the world.]

Published: Aug 16, 2013

Keywords: Truth; Wittgenstein; Cavell; Transformation of existence; ‘What works’

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