The Undergraduate Education Studies Dissertation: Philosophical Reflections upon Tacit Empiricism in Textbook Guidance and the Latent Capacity of Argumentation

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• 作者：Howard Gibson ; Darren Garside
• 关键词：Empiricism ; Dualism ; Values ; Argumentation
• 刊名：Studies in Philosophy and Education
• 出版年：2017
• 出版时间：March 2017
• 年：2017
• 卷：36
• 期：2
• 页码：115-130
• 全文大小：
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Educational Philosophy; Philosophy of Education;
• 出版者：Springer Netherlands
• ISSN：1573-191X
• 卷排序：36

文摘

The final-year undergraduate dissertation is commonplace in Education Studies programmes across the world and yet its philosophical assumptions are complex and not always questioned. In England there is evidence to suggest a tacit preference for empiricism in textbooks designed to support early researchers. This brings, we suggest, problems associated with dualism, instrumentalism and of accounting for value, redolent of the dilemmas that emerge from Hume’s empiricist epistemology. The paper suggests that if argumentation were explicitly taught to undergraduates it may help oversee the more judicious use of empirical approaches that are currently privileged in dissertation guidance.