ERIC Number: EJ869400
Record Type: Journal
Publication Date: 2009-Dec
Abstractor: As Provided
Reference Count: 0
Broadening the Debate: Comments on Michael J. Feuer's "Moderating the Debate"
Educational Theory, v59 n5 p503-510 Dec 2009
In "Moderating the Debate: Rationality and the Promise of American Education", Michael Feuer argues that insights from cognitive science and the theory of bounded rationality can help us understand why educational policy makers overreach in seeking optimal solutions to educational problems. In this essay, Emily Robertson argues that cognitive science is of limited help for two reasons. First, since the findings of the theory of bounded rationality are supposed to describe how we actually do make decisions under conditions of uncertainty, it is unclear how those findings can help us explain why educational policy makers have apparently used different decision-making strategies. Second, the idea that educational reform can be set right by being made the province of more fully rational policy makers neglects the public, value dimension of education, and thus obscures some of the true sources of overpromising.
Descriptors: Educational Change, Cognitive Psychology, Educational Policy, Cognitive Science, Epistemology, Foundations of Education, Educational Theories, Debate, Educational Philosophy, Educational Research
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A