Challenging the dominance of psychology in understanding human relations, this book critiques the perception of psychology as a purely scientific discipline. It redefines childhood education by emphasizing the importance of the humanities, advocating for a broader interpretive framework that values diverse perspectives in educational contexts.
Exploring the intersection of social issues, philosophy, and the history of education, this book introduces the concept of 'Educationalization.' The editors argue that education is increasingly viewed as a central solution to broader human challenges, prompting a critical examination of this trend. Through a collection of essays, it challenges readers to reconsider the role of education in society and its implications for addressing complex social problems.
Highlighting the philosophical underpinnings of educational research, the book contends that effective inquiry transcends traditional research methods. It emphasizes the importance of understanding the underlying principles and concepts that shape educational practices, suggesting that a philosophical approach can lead to deeper insights and more meaningful outcomes in the field of education.
Focusing on the reliance of educational researchers on statistics, this book delves into their application across various critical areas, including child maltreatment, European citizenship, well-being and happiness, illegal migration, and the expansion of universities. It critically assesses how these statistical methods shape understanding and policy in these significant social issues.
This collection explores concepts and theories of change in educational research, focusing on reform discourses and fields of change. It addresses diverse issues, including girls’ education in France, educational neuroscience, professionalization in Child Protection, and mathematics discourses. The volume critically examines the pervasive crisis rhetoric in American Education Research, the current university climate, and perspectives on teacher education. It features in-depth studies that integrate historical and philosophical perspectives on education. Educational research often operates within a discourse of change, whether aiming for grand transformations like emancipation or more modest support for specific reforms. This work poses essential questions: Are expectations for change justified? How have discourses around change evolved? What do researchers mean by concepts like reform, improvement, and innovation? Does this optimistic discourse reflect particular historical and cultural viewpoints? Is it overly ambitious for educational research to claim solutions to social problems? By addressing these questions, the collection challenges conventional ideas about the application of philosophy and history in education, highlighting their relevance for educational practice and research. This publication is part of the efforts by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) focused on the Philo