Title: No harm done: The implications for educational research of the rejection of truth
Authors: Ramaekers, Stefan # ×
Issue Date: May-2006
Publisher: Blackwell publishing
Series Title: Journal of philosophy of education vol:40 issue:2 pages:241-257
Abstract: In much educational theory there is concern about claims that the concept of truth has no place anymore in educational thinking. These claims are generally identified as 'postmodernist' or 'poststructuralist'. The fear is that when abandoning the quest for truth we enter the domain of mere belief, and in this way leave education without firm grounds. In this article I examine some examples of what is often crudely lumped together as 'postmodernist' educational research. What is at stake here, I argue, is not so much a rejection of the quest for truth as rather a shift of focus to a different set of questions and interests: for example, existential questions. Against the contemporary, dominant focus on evidence-based practice, which conceals the person behind the method (textbook, rules, techniques), here the embodied person with her individual investment in education is brought into the light again.
ISSN: 0309-8249
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Educational Sciences Research Units (-)
× corresponding author
# (joint) last author

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