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Presidential Address: The academic discipline of education. Reciprocal relationships between practical knowledge and academic knowledge
Author(s) -
Wyse Dominic
Publication year - 2020
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1002/berj.3597
Subject(s) - scholarship , argument (complex analysis) , discipline , sociology , relevance (law) , body of knowledge , presidential address , epistemology , relation (database) , higher education , pedagogy , engineering ethics , social science , political science , computer science , biochemistry , chemistry , philosophy , public administration , database , law , engineering
This article explores the nature of education as a vital part of human knowledge. The argument that is presented addresses the critique of education as having epistemological weaknesses as an academic discipline. The argument is framed by scholarship that has categorised the discipline of education as derived from three main traditions of knowledge. In order to explore the coherence of education as a discipline, contrasts are made with other disciplines such as mathematics and sciences. The article also reviews scholarship in relation to the concept of education research that is close‐to‐practice , and the relevance of this to understanding education as an academic discipline. The article concludes by suggesting a new model that shows the relationships between practical knowledge and academic knowledge that are an intrinsic part of education. A more confident portrayal of education as an academic discipline is also advocated.