Context, Concepts and Content: Prescriptions for Empirical Research
Keywords:
empirical research, educational research, philosophy of education, conceptual analysis, research methodologyAbstract
The author argues for the importance of sound philosophising for empirical research in education. Without a clear and coherent conceptualisation of the context of research—in this case, the educational enterprise—the appropriateness of a particular piece of research cannot be assessed. We are in need of a satisfactorily articulated nucleus of key concepts in education. In addition, the concepts on which the research is focused need to be satisfactorily articulated, and the particular content in question needs to be regarded as a key variable. The paper helps to show what is involved in satisfactory conceptualization.
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References
Barrow, Robin. (1980). Happiness. Oxford: Martin Robertson.
Barrow, Robin. (1981). The Philosophy of Schooling. Brighton, Sussex: Wheatsheaf.
Barrow, Robin. (1984). Giving teaching back to teachers. Brighton, Sussex: Wheatsheaf.
Bennett, Neville. (1976). Teaching styles and pupil progress. London: Open Books.
Hospers, John. (1967). An introduction to philosophical analysis (2nd ed.). London: Routledge & Kegan Paul.
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