LEADER 04186nam 22005415 450 001 9910155273403321 005 20200705062918.0 010 $a9783319492124 024 7 $a10.1007/978-3-319-49212-4 035 $a(CKB)3710000000964833 035 $a(DE-He213)978-3-319-49212-4 035 $a(MiAaPQ)EBC4755475 035 $a(EXLCZ)993710000000964833 100 $a20161201d2017 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPhilosophy in Educational Research$b[electronic resource] $eEpistemology, Ethics, Politics and Quality /$fby David Bridges 205 $a1st ed. 2017. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2017. 215 $a1 online resource (XIX, 479 p. 1 illus.) 311 $a3-319-49210-1 311 $a3-319-49212-8 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $a1. Educational Research and Philosophy in ?Interesting Times? -- PART 1: Educational Research and its Intellectual Resources -- PART 2: Education as Applied Research: Practice and Policy -- PART 3: Philosophy and Educational Research -- PART 4: Truth(s) in Educational Research -- PART 5: Ethics and Educational Research -- PART 6: Research Quality and its Assessment -- EPILOGUE. 330 $aThis book provides critical and reflective discussions of a wide range of issues arising in education at the interface between philosophy, research, policy and practice. It addresses epistemological questions about the intellectual resources that underpin educational research, explores the relationship between philosophy and educational research, and examines debates about truth and truthfulness in educational research. Furthermore, it looks at issues to do with the relationship between research, practice and policy, and discusses questions about ethics and educational research. Finally, the book delves into the deeply contested area of research quality assessment. The book is based on extensive engagement in empirically based educational research projects and in the institutional and professional management of research, as well as in philosophical work. It clarifies what is at stake in international debates around educational research and teases out the nature of the arguments, and, where argument permits, the conclusions to which these point. The book discusses these familiar themes using less predictable sources and points of reference, such as: codes of social obligation in contemporary Egypt and New Zealand; the ?Soviet?, and the inspiration of the nineteenth-century philosopher, Abai in contemporary Kazakhstan; seventeenth-century France, Pascal, and the disputes between Jesuits and Jansenites; eighteenth-century Italy, Giambattista Vico, and la scienzia nuova; ?educational magic? in traditional Ethiopia; and ends at a banquet with Socrates and dinner with wine and a conversation-loving Montaigne. . 606 $aEducation?Philosophy 606 $aPhilosophy and social sciences 606 $aEducation?Research 606 $aEducational Philosophy$3https://scigraph.springernature.com/ontologies/product-market-codes/O38000 606 $aPhilosophy of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/E25000 606 $aResearch Methods in Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O54000 606 $aPhilosophy of the Social Sciences$3https://scigraph.springernature.com/ontologies/product-market-codes/E36000 615 0$aEducation?Philosophy. 615 0$aPhilosophy and social sciences. 615 0$aEducation?Research. 615 14$aEducational Philosophy. 615 24$aPhilosophy of Education. 615 24$aResearch Methods in Education. 615 24$aPhilosophy of the Social Sciences. 676 $a370.1 700 $aBridges$b David$4aut$4http://id.loc.gov/vocabulary/relators/aut$0939622 906 $aBOOK 912 $a9910155273403321 996 $aPhilosophy in Educational Research$92531911 997 $aUNINA