NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1069596
Record Type: Journal
Publication Date: 2004-Jun
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0313-5373
Is "Education" Becoming Irrelevant in Our Research?
Webster, R. S.
Australian Journal of Teacher Education, v29 n1 Article 3 Jun 2004
It is argued in this paper that in a culture of "performativity" research into "education" is often avoided. It is observed in many research publications that attention is given to techniques of learning, teaching, management, social equity, identity formation, leadership and delivery of the curriculum, without a justification being offered as to why such instrumental approaches should be regarded as being "educational". Often research quite unproblematically adopts rational-economic justifications couched in terms of "efficiency" and "effectiveness". Such approaches are however identified as nihilistic and not educational (Blake "et al.", 2000). In his book "After Virtue" (1984), Alasdair MacIntyre argues that the language of morality is under a state of grave disorder. It is here argued that similarly the language of education is also under threat of becoming 'irrelevant' in a highly technocratic world. Pring (2000) describes the discourse of education as consisting of five concepts: learning; teaching; process; worthwhileness; and personhood. It is proposed here that these latter three in particular are too often being neglected in our research. This paper seeks to examine how these two concepts of "worthwhileness" and "personhood" are integral to education, and how researchers may usefully integrate these into their own research practices.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A