The essays bring to contemporary debates about educational research
both a first hand familiarity with the practices and arguments of
the educational research community and a clear grasp of the ways in
which philosophical sources and analysis can inform them. They are
both measured and passionate - sparked by an intense personal
curiosity, which takes Bridges into unexpected resources and
territory (such as the insights of museology into debates on
educational research as narrative fiction) as well as more familiar
material relating to, for example, issues about the assessment of
quality of educational research and the concern for its relevance.
The book makes an articulate case, by its own example as well as
in its argument, for the continuing contribution of philosophical
thinking to the development and critique of educational research.
It will be essential reading for researchers already engaged in
this development and for masters and doctoral students who are
coming to terms with educational research, and it offers a
contribution to the literature in philosophy of education which is
richly grounded in the wider field of educational research.
General
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