The Analytic and the Arbitrary in Educational Research
Mots-clés :
educational research, educational psychology, analytic rigour, pseudoempirical research, Jan Smedslund, conceptual analysis, research methodologyRésumé
Les chercheurs dans le domaine de l'éducation ont toujours fait appel à la psychologie pour se donner des méthodes de connaissance qui présenteraient une valeur pratique sur le plan pédagogique. De leur côté, les principales branches de la psychologie ont cherché à être plus rigoureuses et scientifiques en ayant recours aux méthodes propres aux sciences physiques. Si cette tendance générale a eu pour effet bénéfique d'entraîner plus de rigueur dans la mise à l'essai de propositions éducationnelles diverses, on n'a pas noté pour autant des progrès semblables dans la rigueur des analyses. L'auteur de cet article soutient que les modèles de la recherche fondés sur les méthodes propres aux sciences physiques sont peut-être moins appropriés dans le domaine de l'éducation qu'une conception de la psychologie davantage apparentée à la géométrie. L'oeuvre de Jan Smedslund y est présentée et des exemples tirés de ses recherches sont analysés.
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