Post-criticality and the pursuit of an empirical philosophy of education: epistemology, methodology, ethics.
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| Title: | Post-criticality and the pursuit of an empirical philosophy of education: epistemology, methodology, ethics. |
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| Authors: | Schildermans, Hans1 (AUTHOR), Vlieghe, Joris2 (AUTHOR), Wortmann, Kai3 (AUTHOR) |
| Source: | Journal of Philosophy of Education. Dec2024, Vol. 58 Issue 6, p929-939. 11p. |
| Subject Terms: | *Education research, *Theory of knowledge, *Theory-practice relationship, Empirical research, Ethics |
| Abstract: | This article examines the relevance of post-criticality as a research stance across various traditions in educational research. After problematizing the dominance of critical approaches centred on deconstruction and denunciation, the authors advocate instead for an empirical philosophy of education. This article sets the stage for a suite of articles, published in this issue, which explore affirmative, engaged methodologies that prioritize proximity to educational practices over detached critique. Collectively, the articles investigate how post-critical methodologies can produce richer understandings of educational realities and foster meaningful connections between theory and practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Philosophy of Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article examines the relevance of post-criticality as a research stance across various traditions in educational research. After problematizing the dominance of critical approaches centred on deconstruction and denunciation, the authors advocate instead for an empirical philosophy of education. This article sets the stage for a suite of articles, published in this issue, which explore affirmative, engaged methodologies that prioritize proximity to educational practices over detached critique. Collectively, the articles investigate how post-critical methodologies can produce richer understandings of educational realities and foster meaningful connections between theory and practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03098249 |
| DOI: | 10.1093/jopedu/qhae075 |
