Items related to Educational Research: Proofs, Arguments, and Other...
Synopsis
1. RHETORIC AND ARGUMENT IN THE LANGUAGE OF EDUCATION AND OF EDUCATIONAL RESEARCH.- 2. BEYOND ARGUMENTS AND IDEAS: LANGUAGES OF EDUCATION.- 3. SOURCES IN THE MAKING OF HISTORIES OF EDUCATION: PROOFS, ARGUMENTS AND OTHER FORMS OF REASONING FROM THE HISTORIAN'S WORKPLACE.- 4. EDUCATIONAL FORMALISM AND THE LANGUAGE OF GOALS IN AMERICAN EDUCATION, EDUCATIONAL REFORM, AND EDUCATIONAL HISTORY.- 5. THE LANGUAGE OF EDUCATION AND THE LANGUAGE OF EDUCATIONAL RESEARCH: THE KNOWLEDGE ECONOMY, CITIZENSHIP AND SUBJECTIVATION.- 6. PARENTING IN A TECHNOLOGICAL AGE.- 7. CAPABILITY AND THE LANGUAGE OF EDUCATIONAL RESEARCH.- 8. A RHETORIC FOR EDUCATIONAL RESEARCH.- 9. ARGUMENTS AND PROOFS ABOUT ARGUMENTS AND PROOFS.- 10. EVIDENCE AND ARGUMENTATION IN EDUCATIONAL RESEARCH.- 11. HALF A LANGUAGE: LISTENING IN THE CITY OF WORDS.- 12. REVISITING ACHILLES' SADNESS THAT NO METHOD CAN BE FOUND. EDUCATIONAL RESEARCH: TO WHOM SHOULD WE TALK, FOR WHAT PURPOSE AND IN WHAT WAY?.- 13. REASONING FROM EDUCATIONAL RESEARCH TO POLICY.- 14. NOTES ON CONTRIBUTORS. INDEX.
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Review
‘This collection of thirteen essays focuses on the language of proofs, argument and rhetoric in educational research in a range of thematically related original pieces that explore the topic and its applications: forms of historical reasoning, the place of rhetoric, educational formalism, the knowledge economy, argumentation, and the role of evidence, amongst others. It explores both the philosophical and methodological meta-issues as well as the important of specific and particular educational languages. The resulting volume is genuinely enlightening and deserves to be read widely by both academic and students within the field of education and across the social sciences.’
Michael A. Peters, Educational Policy Studies, The University of Illinois, USA
‘The contributions to this timely collection of essays place the ‘language’ of education at the centre of a discussion about the practice of educational research and reminds us - both the established and the new researcher - of the need to reflect not only on what we do as researchers and the conceptual tools, methods and sources we use, but also on how we capture in words our actions and conclusions.’
Ian Grosvenor, University of Birmingham, UK
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