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Gingell, John; Winch, Christopher – Studies in Philosophy and Education, 2006
We begin by examining the widespread scepticism about the value of empirical educational research that is found within sections of the philosophy of education community. We argue that this scepticism, in its strongest form, is incoherent as it suggests that there are no educational facts susceptible of discovery. On the other hand, if there are…
Descriptors: Teacher Effectiveness, Educational Research, Educational Philosophy, Teaching (Occupation)