Non-compliant Theory within the Philosophy of Education? Outlines towards the Potentials of Theoretical Reflection in Educational Research.

Author(s):

Richard Kubac

Conference:

ECER 2009

Network:

13. Philosophy of Education - Standard submissions

Format:

Paper

Session Information

13 SES 01, Educational Philosophy and Policy

Paper Session

Time:

2009-09-28

09:15-10:45

Room:

HG, HS 41

Chair:

Roland Reichenbach

Contribution

Considering the current shift taking place in educational research towards evidence-based research, this paper will discuss the issue of the future relevance of functions and, indeed, potentials of theoretical reflection as such. It was already during the dispute over Positivism in the 1970ies (cf. Popper vs. Adorno, in Adorno 1971) that an all encompassing instance of meta-theoretical reflection for analysis, description and explanation of genuinely pedagogic matters began to recede in favour of a diversification of forms of knowledge (cf. Lyotard 1994, Vogel 1998). Which in turn generated doubts as to a rationality that organizes and unifies as well as in fact radically questions the possibility of non-perspective theoretical views. As a result of that very development the above mentioned evidence-based research claims to juxtapose a strict operational practice of pedagogic concepts against a seemingly unavailable substantial fundament of educational theory (cf. Pongratz/Wimmer/Nieke 2006). Now, it may appear as though empiric ways of approach would make redundant any kind of theoretical reflection. The merit of theory seems, at best, to lie in the inevitable contextualisation of research results, which, however does not yield a high performance. In contrast to this probably dominant yet popular view this contribution offers an approach to theoretical procedures that focuses on the politics of diverse and divergent issues of knowledge and rationality. No longer does it constantly remind one of the necessity of differentiating between such concepts as quaestio facti (context of discovery) and quaestio iuris (context of justification) – an anyway artificial and thus outdated analytical distinction. Bearing in mind that a homogeneous area or intelligible sphere of reason that completely merges or amalgamates empiricism with reflection is no longer imaginable. Therefore what is in question is a resort of reflection which is not submissive to empiricism but rather one that is both open-minded and sensitive towards manifold interpretations, differences, and inhomogenities: from matters of fact to matters of concern (cf. Latour 2004).

Method

The theoretical approach of this contribution is characterized as hermeneutical reflection and critical analysis of concepts of the philosophy of education. The methodological framework is orientated on recent approaches in critical theory and poststructuralist philosophy.

Expected Outcomes

Fully in line with the concept of relentless theory (cf. Meyer-Drawe 1988 and 1989) this paper will introduce an instance of reflection which will no longer be based upon a single and well inaugurated authority of reason and will criticize any detectable weaknesses of empirical approaches. Consequently, it will present a non-compliant theory by nature. This approach will acknowledge its very specific own stance of perspective which in turn has a performative capacity of a daring objection of its own compared to the otherwise invisibly hidden normativity of factualness.

References

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Author Information

Richard Kubac

University of Vienna

Department of Education and Human Development

Vienna

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