Smeyers / Depaepe Educational Research: Proofs, Arguments, and Other Reasonings

Proofs, Arguments, and Other Reasonings
1. Auflage 2009
ISBN: 978-90-481-3249-2
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Wasserzeichen (»Systemvoraussetzungen)

E-Book, Englisch, 199 Seiten

This book focuses on the language of educational research as well as on the language of education. It conceives both as social practices and investigates how rhetoric plays a part in the complex process of historically situated argumentation. The book aims to answer such questions as: 'What is the nature of the arguments and the kinds of sources one relies on?' and 'What kind of reasoning is offered to convince practitioners?' Taking postmodern criticism seriously, the contributors argue that the scholar or researcher cannot indulge in relativism or be satisfied with a description of particular cases. Instead, theoreticians as well as practitioners have to engage in sound thinking and dialogue. The chapters in this volume highlight relevant characteristics of the language of educational research. In addition, attention is paid to the language of particular debates which figure prominently in the wider educational context, such as the language of goals, of parenting, citizenship and capability.

Autoren/Hrsg.

Smeyers, Paul

Depaepe, Marc

Inhaltsverzeichnis

1;Contents;6
2;1 Rhetoric and Argument in the Language of Education and of Educational Research;8
3;2 Beyond Arguments and Ideas: Languages of Education;16
3.1;2.1 Introduction;16
3.2;2.2 The Concept of Parole and Langue in Political Philosophy;19
3.3;2.3 Archaeology and Postmodernism;21
3.4;2.4 Educational Languages;24
3.5;2.5 Outlook;26
3.6;2.6 Notes;27
3.7;References;27
4;3 Sources in the Making of Histories of Education: Proofs, Arguments, and Other Forms of Reasoning from the Historians Workplace;30
4.1;3.1 Pedagogical Periodicals: The Mother of All Sources;32
4.2;3.2 Bibliographies of Works and Sources: Focusing (Still Too Much) on a Definitive Synthesis;34
4.3;3.3 Educational Statistics: A Policy-Coloured Source for Research into Long-Term Processes That Can Hardly Stand Alone;35
4.4;3.4 The Textbook: Assert the Appreciation but Also the Historicity as well as the Contextualization of a Source;38
4.5;3.5 Material Sources of Education: More than Artefacts from the Educational Memory;41
4.6;3.6 By Way of Conclusion: Beyond Iconophobia ;42
4.7;References;44
5;4 Educational Formalism and the Language of Goals in American Education, Educational Reform,and Educational History;47
5.1;4.1 Education is an Expression of the Social Goals of Liberal Democracy;48
5.2;4.2 Educational Reform Movements Are Efforts to Reorder Educational Goals;49
5.3;4.3 Reform Is Better at Changing Educational Goals than Educational Practices;52
5.3.1;4.3.1 The Case of Educational Progressivism;53
5.3.2;4.3.2 Administrative Progressives;54
5.3.3;4.3.3 Pedagogical Progressives;55
5.4;4.4 Historical Research on Education Is Focused More on Goals than Outcomes;55
5.5;4.5 The Generalized Failure to Accomplish Educational Goals;58
5.6;4.6 Roots of the Failure to Realize Educational Goals;59
5.6.1;4.6.1 Organizational Factors That Impede Goal Realization in the American Setting;60
5.6.2;4.6.2 Loose Coupling;60
5.6.3;4.6.3 Weak Administrative Control over Instruction;61
5.6.4;4.6.4 Another Impediment: The Peculiar Nature of Teaching as a Practice;62
5.7;4.7 Why Do We Tolerate an Educational System That Fails to Realize Our Goals?;63
5.8;4.8 Notes;65
5.9;References;65
6;5 The Language of Education and the Language of Educational Research: The Knowledge Economy, Citizenship and Subjectivation;67
6.1;5.1 Introduction;67
6.2;5.2 An Economy of Knowledge;68
6.2.1;5.2.1 Nation-State and European State;69
6.2.2;5.2.2 Space and Borderlessness;70
6.2.3;5.2.3 The Focus on the Individual;71
6.3;5.3 Knowledge of the Self;72
6.4;5.4 Historical Knowledge;76
6.5;5.5 Conclusion;79
6.6;5.6 Notes;80
6.7;References;80
7;6 Parenting in a Technological Age;82
7.1;6.1 Introduction;82
7.2;6.2 The Essence of Technology Is Nothing Technological;83
7.3;6.3 What Parenting Means;86
7.4;6.4 The Borders of Parenting;90
7.5;6.5 Implications for Those Who Want to Help Parents;93
7.6;6.6 Conclusion: The Most Sufficient Tool an Expert Can Make Is an Incomplete One;94
7.7;6.7 Notes;95
7.8;References;95
8;7 Capability and the Language of Educational Research;97
8.1;7.1 Introduction;97
8.2;7.2 Higher Education Policy and the Hyperreal;97
8.3;7.3 Utilitarianism and Higher Education;99
8.4;7.4 Utilitarianism and Adaptive Preferences;103
8.5;7.5 The Language of Capability;106
8.6;7.6 Conclusion;109
8.7;References;109
9;8 A Rhetoric for Educational Research;112
9.1;8.1 Introduction;112
9.2;8.2 Part I: Background;113
9.2.1;8.2.1 Rhetoric of Inquiry;113
9.2.2;8.2.2 Tradition;115
9.2.3;8.2.3 Rhetoric and Philosophy of Education;117
9.3;8.3 Part II: Exemplar;118
9.3.1;8.3.1 Educational Research;118
9.3.1.1;8.3.1.1 Rhetoric of Science;119
9.3.1.2;8.3.1.2 Ethos;120
9.3.1.3;8.3.1.3 Booth;121
9.3.1.4;8.3.1.4 Exemplar in Educational Research;123
9.4;8.4 Conclusion;125
9.5;8.5 Notes;126
9.6;References;127
10;9 Arguments and Proofs About Arguments and Proofs;130
10.1;9.1 Introduction: Rhetoric, Old and New, and Mathematics: Never the Twain Shall Meet?;130
10.2;9.2 A Proof Is Always Better than an Argument, Is It Not?;131
10.3;9.3 Education and Educational Research;133
10.4;9.4 The Dream That Was Never Realized;135
10.4.1;9.4.1 How Does a Proof Work?;135
10.4.2;9.4.2 How Concepts Are Created;138
10.5;9.5 The Importance of Being Stylish;139
10.6;9.6 Avoiding the Slippery Slope;140
10.7;9.7 Looking Ahead;142
10.8;9.8 Notes;142
10.9;References;144
11;10 Evidence and Argumentation in Educational Research;146
11.1;10.1 I;146
11.2;10.2 II;147
11.3;10.3 III;148
11.4;10.4 IV;150
11.5;References;151
12;11 Half a Language: Listening in the City of Words;152
12.1;11.1 I;153
12.2;11.2 II;155
12.3;11.3 III;160
12.4;11.4 Notes;162
12.5;References;163
13;12 Revisiting Achilles Sadness that No Method Can Be Found;164
13.1;12.1 Introduction;164
13.2;12.2 The Educational Realm and the Historical Embeddedness of Arguments;166
13.3;12.3 Further Specifications Concerning Educational Research and a Preliminary Conclusion;168
13.4;12.4 Cluster A Answers: Seeing the Point of What is Argued for;169
13.4.1;12.4.1 Offering Differentiations and Indicating 'What Has Been Forgotten';169
13.4.2;12.4.2 Drawing Further Implications of What Is at Stake;170
13.4.3;12.4.3 Offering Additions to the Research Agenda;171
13.5;12.5 Cluster B Answers: One Should Take into Account ;172
13.5.1;12.5.1 Prioritizing Something Else on the Agenda;172
13.5.2;12.5.2 Seeing the Point of What Appeals (or Has Lost Its Appeal);174
13.5.3;12.5.3 Stressing Belonging to a Community of Researchers;174
13.5.4;12.5.4 Stressing Belonging to the Community of All Those Involved in the Educational Debate;175
13.6;12.6 Educational Research: Rhetoric, Evocation and Commitment;176
13.7;12.7 Notes;177
13.8;References;179
14;13 Reasoning from Educational Research to Policy;180
14.1;13.1 Educational Research and Policy: The Context;180
14.2;13.2 How Policy Is Made and How It Ought to be Made: A Sustainable Distinction?;181
14.3;13.3 Reasoning from Research to Policy;185
14.3.1;13.3.0 (i) Research as Providing a Basis for Policy;186
14.3.2;13.3.0 (ii) The Derivation of Policy from Research;187
14.3.3;13.3.0 (iii) The Resources Which Research Offers Policy Makers;189
14.4;13.4 Complexity, Reasoning and Public Deliberation;190
14.5;13.5 Epilogue: What Sort of a Theory Do We Need to Provide and Account of the Relationship Between Research and Policy?;192
14.6;13.6 Notes;193
14.7;References;194
15;Notes on Contributors;196
16;Index;200