Three issues feature as the central themes throughout this book: the nature of social science in general; the nature of educational enquiry in particular; and the links between the language and concepts of research, on the one hand, and those of practice and policy on the other. In analyzing and interrelating these themes, Richard Pring shows their relationship to such central philosophical concepts as meaning, truth, and objectivity. This lucid and ambitious study will be seen as a classic of educational literature.
Reviews of the first edition include:
’A stimulating and readable book…Pring gives a succinct account of the different philosophical positions and makes a balanced evaluation of their strong and weak points…should be compulsory reading for all trainee teachers let alone educational researchers.’
-Dr Paul Martinez, Learning and Skills Development Agency Reviews Editor
’This volume is a textbook and a manifesto, and research students will welcome the clarity with which the various concepts, tools and approaches are outlined. Most teachers will be stimulated by it.’
– Times Educational Supplement
’Professor Pring”s work is far more than the title modestly claims it to be. As much a primer in philosophy of education as a specialist work on the philosophy of educational research it is lucid and concise on topics ranging from the aim[s] of education to the nature of knowledge.’
– Education Review
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