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Philosophy and Theory in Educational Research: Writing in the margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility – and opening possibilities – for educational research. Drawing on their own research and theoretical and philosophical sources, the authors investigate the important issue of what it means to read and write when there is no prescribed structure. Innovative in its contribution to the literature, this edited volume enlightens readers in three ways. The volume focuses on the practices of reading and writing that are central to research in educational philosophy, suggesting that these practices constitute the research, rather than simply reporting it. It is not a prescriptive guide and should not be read procedurally. Rather, it is intended to illustrate the possibilities for this kind of research, and to suggest starting points for those pursuing research projects. Finally, attention is given to the ways in which conducting educational philosophy can be educative in itself, both to the researcher in writing it, and to its audience in reading it. With contributions from international scholars in the field of educational philosophy, this book is a valuable guide for practitioner-researchers, taught postgraduate and doctoral students, and early career researchers in university education departments. Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.
Philosophy and Theory in Educational Research
Language: en
Pages: 182
Authors: Amanda Fulford, Naomi Hodgson
Categories: Education
Type: BOOK - Published: 2016-06-10 - Publisher: Routledge

Philosophy and Theory in Educational Research: Writing in the margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility –
Thinking in Education Research
Language: en
Pages: 296
Authors: Nick Peim
Categories: Education
Type: BOOK - Published: 2018-03-08 - Publisher: Bloomsbury Publishing

Thinking in Education Research examines the resources available from philosophy and theory that can be practically applied to any educational research project. Nick Peim argues that the current well-established divide between theory and the empirical in research methods is unhelpful to students. Instead, Thinking in Education Research looks at major
Philosophy and Theory in Educational Research
Language: en
Pages: 182
Authors: Amanda Fulford, Naomi Hodgson
Categories: Education
Type: BOOK - Published: 2016-06-10 - Publisher: Routledge

Philosophy and Theory in Educational Research: Writing in the margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility –
Philosophy and Community
Language: en
Pages: 280
Authors: Amanda Fulford, Grace Lockrobin, Richard Smith
Categories: Philosophy
Type: BOOK - Published: 2020-01-09 - Publisher: Bloomsbury Publishing

'Why should we care about philosophy?' Public philosophy, or 'doing philosophy' in the community, is an important and growing trend – revealed not only by the phenomenon of the Parisian philosophy café, but also the contemporary rise of multiple grassroots projects, for example the Philosophy in Pubs movement. This book
Philosophy of Educational Research
Language: en
Pages: 184
Authors: Richard Pring
Categories: Education
Type: BOOK - Published: 2010-07-15 - Publisher: Bloomsbury Publishing

Three issues feature as the central themes throughout this book: the nature of social science in general; the nature of educational enquiry in particular; and the links between the language and concepts of research, on the one hand, and those of practice and policy on the other. In analyzing and