The Moral Foundations Of Educational Research: Knowledge, Inquiry and Values
McGraw-Hill Education (UK), Apr 1, 2003 - Education - 141 pages
This book considers what is distinctive about educational research in comparison with other research in the social sciences. As the contributors all agree that education is always an essentially moral enterprise, discussion about methodology starts, not with the widely endorsed claim that educational research should be 'useful' and 'relevant', but with the attempt to justify and elaborate that claim with reference to its moral foundations.
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Chapter 1 Educational research and its histories
Chapter 2 Towards a social history of educational research
thoughts on educational research as moral practice
Chapter 4 The virtues and vices of an educational researcher
the reality of the social fiction
Chapter 6 Research as thoughtful practice
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academic action approach Arendt argue assumptions Basil Bernstein Bourdieu Brian Simon Cambridge concerned conclusions conduct conﬂict constitutes context Countesthorpe critical cultural curriculum deﬁned deﬁnition difﬁcult disciplines discourse dispositions educational inquiry educational research educational studies epistemological ethical example experience Falmer ﬁeld of education ﬁnd ﬁndings ﬁrst Fred Inglis Goodson habitus Hargreaves history of educational human inﬂuence institutions intellectual judgement justiﬁcation kind knowledge Lagemann Lawrence Stenhouse learning lives London means methodological methods moral practice objective one’s Open University Open University Press particular philosophy of education Pierre Bourdieu political principles problems professional proﬁt Qualitative Research questions reﬂected reﬂexivity relation relevance requires research practice rigour Routledge scientiﬁc sense signiﬁcant Sikes social science social world society sociology speciﬁc structure study of education symbolic capital teachers teaching theory thoughtful research tive tradition truth understanding of educational values virtues Wilfred Sellars