The Moral Foundations of Educational Research: Knowledge, Inquiry and Values

Sikes, Patricia J.
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  • The Moral Foundations of Educational Research: Knowledge, Inquiry and Values
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    He does not deny the value of social scientific research in those settings; his point is simply that such research is not educational, in the sense of serving educational policy-making and practice; and that there is a need for research which is educative in this sense. CDA brings in a layered research methodology that allows to investigate the dynamics between structure and agency, while Action Research helps to free CDA from the confines of academia, since it allows to carry out its research in real life situations i. Abell, J. But his attempt to show that natural science is governed by an instrumental orientation is not convincing: it treats a positivist account of natural science as sound, appealing to the fact that positivist philosophers regarded prediction as symmetrical with explanation and emphasised the role of experimental testing in validating knowledge. It is that question which this paper seeks to address.

    How educational neuroscience will contribute to 21st century education. Creating an appropriate 21st century education. Information Age Education pp. Eugene, Oregon, USA. Brown, R.

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    The biologizing of cognition, development, and education: approach with cautious enthusiasm. Psychology Review, 10 3 , Campbell, S. Embodied minds and dancing brains: New opportunities for research in mathematics education. In Theories of mathematics education pp. Springer Berlin Heidelberg. Educational Neuroscience: Motivations, methodology, and implications. Eisner, E.

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    The educational imagination: On the design and evaluation of school Programs. New York: Macmillan Publishing Company.

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    Ferrari, M. What Can Neuroscience Bring to Education. Fischer, K. Mind, Brain, and Education, 3 1 , The future of educational neuroscience. Mind, Brain, and Education, 4 2 , Gardner, H. An education grounded in biology: Interdisciplinary and ethical considerations.

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    Mind, Brain, and Education, 3 2 , Geake, J. Position statement on motivations, methodologies, and practical implications of educational neuroscience research: fMRI studies of the neural correlates of creative intelligence. Educational philosophy and theory, 43 1 , Goswami, U. Neuroscience and education. British Journal of Educational Psychology,74 1 , Hardiman, M. Neuroethics, neuroeducation, and classroom teaching: Where the brain sciences meet pedagogy. Neuroeducation: Learning, arts, and the brain. A multiperspective approach to neuroeducational research.

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    Howard-Jones, P. Co-constructing an understanding of creativity in drama education that draws on neuropsychological concepts. Educational Research, 50 2 , The need for interdisciplinary dialogue in developing ethical approaches to neuroeducational research.

    Kim, S. Neuroscientific model of motivational process. Frontiers in Psychology, 4 1 , doi: Lalancette, H. Educational Neuroscience: Neuroethical Considerations. International Journal of Environmental and Science Education, 7 1 , Meltzoff, A.

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    Foundations for a new science of learning. Science, , Mertens, D. Research and evaluation in education and psychology 2nd ed. Sage Publications: Thousand Oaks.

    The Moral Foundations of Educational Research: Knowledge, Inquiry, and Values

    Sciences, A. National , Facilitating interdisciplinary research. Nouri, A. Defining the Boundaries for Neuroeducation as a Field of Study. Educational Research Journal, 27 1. Organisation for Economic Co-operation and Development. Pincham, H. Forging a new path for educational neuroscience: an international young-researcher perspective on combining neuroscience and educational practices.

    The Moral Foundations of Educational Research: Knowledge, Inquiry and Values

    Trends in Neuroscience and Education, 3 1 , Popper, K. Conjectures and refutations: The growth of scientific knowledge. New York: Routledge and Kegan Paul. Sanders, D. Educational inquiry as developmental research. Researcher,10 3 , One significant implication of this argument is the need to strengthen the quality of the research component in graduate programs of the field and train interested researchers in the identification and formulation of relevant research questions.

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    Ansari, D. Connecting Education and Cognitive Neuroscience: Where will the journey take us. Educational Philosophy and Theory, 43 1 , Neuroeducation—a critical overview of an emerging field. Neuroethics, 5 2 , Brandt, R. How educational neuroscience will contribute to 21st century education.

    Creating an appropriate 21st century education. Information Age Education pp. Eugene, Oregon, USA. Brown, R. The biologizing of cognition, development, and education: approach with cautious enthusiasm. Psychology Review, 10 3 , Campbell, S.

    Embodied minds and dancing brains: New opportunities for research in mathematics education. In Theories of mathematics education pp. Springer Berlin Heidelberg. Educational Neuroscience: Motivations, methodology, and implications. Eisner, E. The educational imagination: On the design and evaluation of school Programs. New York: Macmillan Publishing Company. Ferrari, M. What Can Neuroscience Bring to Education.

    Fischer, K. Mind, Brain, and Education, 3 1 , The future of educational neuroscience.