The Non‐theoretical View on Educational Theory: Scientific, Epistemological and Methodological Assumptions

This article examines the underlying problems of one particular perspective in educational theory that has recently gained momentum: the W ilfred C arr approach, which puts forward the premise that there is no theory in educational research and, consequently, it is a form of practice. The article highlights the scientific, epistemological and methodological assumptions inherent in such a view. The argument is developed as follows: first, it expounds what C arr understands by the methodology of action research and educational theory, setting out his distinctive view. Secondly, it explains that both C arr's underlying methodology, as well as his theoretical alternative, are based on a particular perspective on Social Science. Thirdly, it reveals C arr's epistemological assumptions and the resultant educational consequences.