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Philosophy and Educational Research: a reconsideration of epistemological boundaries

Philosophy and Educational Research: a reconsideration of epistemological boundaries Abstract This paper examines what logically is or ought to be the relationship between philosophy and educational research. It explores the sense in which philosophising itself constitutes a form of research and notes the role of philosophy in addressing the ethical, epistemological and political issues which underpin other forms of educational research of an empirical character. The paper goes on to examine more fully the role of philosophy in empirical research. It explores the complex interplay of logic and psychology in the history and biography of the development of ideas and suggests that this picture argues for freedom of movement between the two in academic lives and institutions. It then takes a step further and, drawing on Quine and Kuhn, challenges the epistemological status of the dichotomy between a posteriori and a priori reasoning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Cambridge Journal of Education Taylor & Francis

Philosophy and Educational Research: a reconsideration of epistemological boundaries

Cambridge Journal of Education , Volume 27 (2): 13 – Jun 1, 1997
13 pages

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References (10)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1469-3577
eISSN
0305-764X
DOI
10.1080/0305764970270202
Publisher site
See Article on Publisher Site

Abstract

Abstract This paper examines what logically is or ought to be the relationship between philosophy and educational research. It explores the sense in which philosophising itself constitutes a form of research and notes the role of philosophy in addressing the ethical, epistemological and political issues which underpin other forms of educational research of an empirical character. The paper goes on to examine more fully the role of philosophy in empirical research. It explores the complex interplay of logic and psychology in the history and biography of the development of ideas and suggests that this picture argues for freedom of movement between the two in academic lives and institutions. It then takes a step further and, drawing on Quine and Kuhn, challenges the epistemological status of the dichotomy between a posteriori and a priori reasoning.

Journal

Cambridge Journal of EducationTaylor & Francis

Published: Jun 1, 1997

There are no references for this article.