By Alan D. Reid (auth.), Alan D. Reid, E. Paul Hart, Michael A. Peters (eds.)

This quantity deals a different observation at the various ways in which academic inquiry is conceived, designed and critiqued. a world group of students examines cross-cutting subject matters of the way study in schooling is conceptualised, characterized, contextualised, legitimated and represented. Contributions contain specifically commissioned essays, severe commentaries, vignettes, dialogues and circumstances. every one part discusses the importance of a posh terrain of rules and reviews that could tell pondering and perform in academic study. the result's an intensive and available quantity that provides clean insights into the views and demanding situations that form various genres of analysis in schooling. ​

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The vulnerability they detect within one’s concepts and conceptions in researching education must be admitted, even as we pursue very public and very concrete research programmes. Vlieghe and Decuypere show the reader ways in which they no longer cling to ‘a priori established methodologies’ as they engage in an experimental attitude and approach to dealing with the present. This is because they draw from a broad repertoire of approaches, even as they always have to countenance the prospect that new and perhaps unexplored ways of doing research are necessary ‘to take this present seriously’.

In other words, Alexander invites researchers of education to share and examine the warrants and grounds for any claims to equivalence and legitimacy of diverse theories and understanding of knowledge and knowing through education research, including how they relate to technical and practical knowledge interests as objects and outcomes of educational inquiry. It is here that he most heavily emphasises the value of what he sees as a possibly productive shift in dominant concept, to that of conceiving of educational research as more an ‘art’ than a ‘science’.

Making things public . . is thus the result of existential-ethical work on the self that breaks open the common horizon of our selfunderstanding and taken for granted practices (that is, what ‘we’ regard as ‘matters of fact’), and hence transforms them into ‘matters of concern’. This integration of the view of philosophy as a shared way of life, with research as involving a questioning and studying of ‘ourselves’, alongside education as inviting a self-transformation and extending that invitation to others, is an incredibly challenging concept, and conception, of researching education.

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