Christopher Winch

Educational Explanations


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the research in question in each case itself generates findings that have a bearing on philosophical reflection. The mutuality of interest here is richly developed.

      Educational research seeks explanations of problems, and there is a need to understand not only the differences in kind between explanations but how they can work in complementary ways, in conducting reason-based explanations appropriate to the task at hand. This book provides a clear and engaging account of how this can be done. Winch has provided a clear guide to show how those involved across the range of research into education can work together better in furtherance of this aim.

      The present writer has been active in the philosophy of education for over thirty five years and an empirical education researcher for thirty. Although I am by no means unique, the combination of the roles of philosopher and empirical educational researcher is fairly uncommon. Despite the widespread critique of empirical educational research within the philosophy of education community I am convinced that I have gained much in knowledge and understanding from both these enterprises and indeed one of the arguments of this book is that they are more closely related than is often supposed. No-one will be convinced of this stance if those who defend it are not prepared to engage in a careful accounting of the strengths and weaknesses of empirical educational research as it is conducted and in a critical appraisal of its presuppositions. This the present book attempts to do.

      There are good reasons, therefore, for revisiting this troubled academic relationship and to try to effect a more fruitful engagement between the two research communities to the mutual profit not just of them but of educational practices and those who benefit from them. I am well aware of the difficulties of moving individuals from entrenched positions, but, among other things, this book is an attempt to do so.

      There are a number of tasks which this book aims to accomplish. First, to establish that empirical educational enquiry should seek after truth wherever possible. Second, to show that empirical educational enquiry aims to present explanations for how and why educational institutions exist and educational processes occur. Third, the nature of educational explanation as a truth-oriented but pragmatic rather than absolutist enterprise is advocated. Fourth, the importance of understanding in terms of conceptual structure, internal meanings and reasons are emphasised as prerequisites of satisfactory educational explanations. Fifth, the preceding four theses are defended through the examination of four case studies of empirical educational research programmes. Sixth and finally, the implications of this account of educational explanation are drawn out for future research programmes and the preparation of teachers.

      THE PRINCIPAL CLAIMS OF THE BOOK

      It is no exaggeration to say that in recent decades educational research has undergone a crisis of confidence, particularly but not exclusively within the world of educational policymaking. Dissatisfaction has been expressed both with the quality and the usefulness of such research. Conceptual research on education tends to be regarded with some suspicion as something that is either of little practical value or which undermines existing practices. But empirical research fares little better, with scepticism expressed both about its quality (Tooley and Darby 1998) and about its applicability (Hillage et al. 1998). More recently there have been moves to tie funding to preferred approaches to empirical research such as intervention studies and randomised control trials (RCTs) and to disseminate in accessible form what the findings of such studies are and how they are relevant to the improvement of educational practice. In the UK alone we see organisations such as the Educational Policy Institute (EPI), the Educational Endowment Foundation (EEF), and the Sutton Trust, not to mention meta-researchers Robert Slavin and John Hattie gaining a significant amount of influence in the propagation of studies of ‘what works’ in educational practice. One should also mention the rising interest in the deliverances of educational research from within the teaching profession, such as ResearchEd in the UK, which betoken a wish by teachers to become more active consumers of and even participants in educational research and also to have a say in what