Wyse, D;
(2020)
Presidential Address: The academic discipline of education. Reciprocal relationships between practical knowledge and academic knowledge.
British Educational Research Journal
, 46
(1)
pp. 6-25.
10.1002/berj.3597.
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Abstract
This article explores the nature of education as a vital part of human knowledge. The argument that is presented addresses the critique of education as having epistemological weaknesses as an academic discipline. The argument is framed by scholarship that has categorised the discipline of education as derived from three main traditions of knowledge. In order to explore the coherence of education as a discipline, contrasts are made with other disciplines such as mathematics and sciences. The article also reviews scholarship in relation to the concept of education research that is close-to-practice, and the relevance of this to understanding education as an academic discipline. The article concludes by suggesting a new model that shows the relationships between practical knowledge and academic knowledge that are an intrinsic part of education. A more confident portrayal of education as an academic discipline is also advocated.
Type: | Article |
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Title: | Presidential Address: The academic discipline of education. Reciprocal relationships between practical knowledge and academic knowledge |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.1002/berj.3597 |
Publisher version: | https://doi.org/10.1002/berj.3597 |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
Keywords: | Education research, academic discipline, practitioner research |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
URI: | https://discovery.ucl.ac.uk/id/eprint/10092017 |
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