Is philosophy of education a historical mistake? Connecting philosophy and education differently

In this article, I suggest that the question whether the proper place for philosophy of education is in the domain of philosophy or the domain of education cannot be resolved as long as we think of the connection between philosophy and education in terms of the idea of 'philosophy of education'. To substantiate this point, I look into the history of the idea of 'philosophy of education', both as a general idea and with regard to the way in which it became institutionalised in universities in the English-speaking world. I contrast this with the way in which the academic study of education developed in German-speaking countries in order to highlight that 'philosophy of education' is not the only way in which philosophy and education can be connected. Being aware that the connection between philosophy and education can be made differently not only provides a way out of the discussion about the proper identity and location of philosophy of education, but also hints at forms of philosophically informed scholarship that are more firmly based with the academic field of education rather than that they remain a halfway house in between philosophy and education

On the two cultures of educational research, and how we might move ahead: Reconsidering the ontology, axiology and praxeology of education

In this paper I focus on a split within the field of educational research between those who approach education as an activity or practice governed by cause–effect relationships and those who see education as a human event of communication, meaning making and interpretation. Rather than just arguing against the former and in favour of the latter view, I outline a way forward in which the question of how education works and how it can be made to work better is considered a legitimate question, but where the answer to this question takes into consideration the specific nature of educational processes and practices. In order to do so I explore the ontology, the axiology and the praxeology of education through a discussion of the question of how education actually works (ontology), the question of what education might work for (axiology), and the question of what this means for making education work and making it work better in the everyday practice of teaching (praxeology). I preface this discussion with observations about the differing ways in which education as a field of academic scholarship has developed in Europe, in order to highlight that ‘educational research’ exists in at least two distinctively different configurations, and to show how the way in which the field has established itself in the German-speaking world might provide helpful resources for conceiving of educational research in a more educational manner

Two worlds of educational research? Comparing the levels, objects, disciplines, methodologies and themes in educational research in the United Kingdom and Germany, 2005–2015

Embedded in social worlds, education systems and research reflect distinct national trajectories. We compare two contrasting traditions of educational research (ER). Whereas British ER exhibits a multidisciplinary and pragmatic character, German ER reflects pedagogy and mainly humanities-based traditions. Yet, in both countries, policymakers’ growing demand for evidence in ER resulted in increased funding, specific research programs, and mandatory large-scale assessments. These have reshaped the field, suggesting more similar ER agendas. Based on a comprehensive original dataset of basic ER projects funded by the main grant- making agencies in both countries (2005–2015), we analyze five dimensions: levels, objects, disciplines, methodologies, and themes. We find epistemic drift, with partial convergence characterized by a multi-level focus, multidisciplinary approach, strongly empirical and quantitative methodology, and a premium on teaching and learning themes. The cases remain distinct in exploring systemic questions in a wider contextual frame (UK) or concentrating more narrowly on the individual learner (Germany)