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The Non‐theoretical View on Educational Theory: Scientific, Epistemological and Methodological Assumptions
Author(s) -
Penalva José
Publication year - 2014
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/1467-9752.12087
Subject(s) - epistemology , philosophy of education , sociology , educational research , education theory , social science , higher education , philosophy , law , political science
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.