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Books > Social sciences > Education > Organization & management of education
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Production, Presentation, and Acceleration of Educational Research: Could Less be More? (Hardcover, 1st ed. 2021)
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Production, Presentation, and Acceleration of Educational Research: Could Less be More? (Hardcover, 1st ed. 2021)
Series: Educational Research, 11
Expected to ship within 10 - 15 working days
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Is educational research chasing the trends one can observe in big
sciences, mimicking what happens, some would say successfully,
elsewhere in academia? The question in the title of this edited
collection took its inspiration from a verse by Goethe: Wer Grosses
will, muss sich zusammenraffen. In der Beschrankung zeigt sich erst
der Meister. Such confinement or limitation that may show mastery
does not characterize at all the present state of the educational
research publication scene. Instead, there have never been more of
such publications which follow each other with an increasing speed.
It may therefore be interesting to delve into the reasons of this
development that is characteristic of what is published in this
field as in many or almost all fields of scholarly work. The
chapters in this collection address aspects of the
(re)presentation, dissemination and reception, and the production
and acceleration of educational research. An international group of
scholars, philosophers and historians of education, address
questions such as 'Why publish?', 'The lust for academic fame',
'Why educational historiography is not an unnecessary luxury?', and
'Ways of knowing'. The twelve chapters are preceded by an
introduction where issues of plurality and diversity in the study
of education are at centre stage and followed by an Epilogue
written by the Editors of the Springer Series Educational Research.
Paul Smeyers and Marc Depaepe offer some final reflections after a
journey of two decades that took them and the colleagues
participating in the Research Community from 1999 till 2018
floating on the current of the Zeitgeist that carried the
Discipline of Education. They claim finally that mastery in the
study of education requires restraint.
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