Synopses & Reviews
Three issues feature as the central themes throughout this book: the nature of social science in general; the nature of educational enquiry in particular; and the links between the language and concepts of research, on the one hand, and those of practice and policy on the other. In analyzing and interrelating these themes, Richard Pring shows their relationship to such central philosophical concepts as meaning, truth, and objectivity. This lucid and ambitious study will be seen as a classic of educational literature.<br/><br/>Reviews of the first edition include:<br/><br/>"A stimulating and readable book...Pring gives a succinct account of the different philosophical positions and makes a balanced evaluation of their strong and weak points...should be compulsory reading for all trainee teachers let alone educational researchers." <br/>-Dr Paul Martinez, Learning and Skills Development Agency Reviews Editor <br/><br/>"This volume is a textbook and a manifesto, and research students will welcome the clarity with which the various concepts, tools and approaches are outlined. Most teachers will be stimulated by it." <br/>- Times Educational Supplement<br/><br/>"Professor Pring's work is far more than the title modestly claims it to be. As much a primer in philosophy of education as a specialist work on the philosophy of educational research it is lucid and concise on topics ranging from the aim[s] of education to the nature of knowledge."<br/>- Education Review>
Synopsis
This classic text in educational research literature has been thoroughly updated to take into account new philosophical theories and the current political context for educational research. Remaining, however, are the three, key central themes: the nature of social science in general; the nature of educational enquiry in particular; and the links between the language and concepts of research, on the one hand, and those of practice and policy on the other. In analyzing and interrelating these themes, Richard Pring shows their relationship to such central philosophical concepts as meaning, truth, and objectivity.
About the Author
Richard Pring is Emeritus Professor at the Department of Education, and Emeritus Fellow of Green Templeton College, University of Oxford, UK. He was Lead Director of the six year Nuffield Review of 14-19 Education and Training for England and Wales, and until 2003, Professor of Educational Studies, University of Oxford, UK, where he was Director of the Department. He is the author of John Dewey (2007), Philosophy of Education: Aims, Theory, Common Sense and Research (2004), Education for All (edited, 2009), The Life and Death of Secondary Education for All (2012) and Evidence-Based Practice in Education (edited with Gary Thomas, 2005).
Table of Contents
Foreword to Third Edition
1. Setting the scene: criticisms of educational research
2. Doing philosophy: defining what you mean
3. The focus of educational research: practice and policy
4. Research methods: philosophical issues they raise
5. Quantitative and qualitative research: a false dualism
6. Key concepts and recurring conflicts
7. Competing philosophical positions
8. Research into practice: action and practitioner research
9. Quality of educational research
10. Ethical dimensions to educational research
11. Political context of educational research
12. Conclusion: the nature and future of educational research
Bibliography
Index