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The undergraduate Education Studies dissertation: philosophical reflections upon tacit empiricism in textbook guidance and the latent capacity of argumentation

Gibson, H and Garside, D (2016) 'The undergraduate Education Studies dissertation: philosophical reflections upon tacit empiricism in textbook guidance and the latent capacity of argumentation.' Studies in Philosophy and Education. ISSN 1573-191X

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Abstract

The final-year undergraduate dissertation is ubiquitous in Education Studies programmes and yet its philosophical assumptions are complex and not always questioned. What underpins the determination to preference empirical methods in one institution but avoid them in another is rarely made explicit. We find evidence in textbooks for early researchers a preference for philosophical empiricism. This brings, we suggest, problems commonly associated with dualism, instrumentalism and of accounting for value, reminiscent of the dilemmas associated with Hume’s epistemology. The paper suggests that if argumentation were explicitly taught to undergraduates it may help oversee the more judicious use of empirical approaches that are currently privileged in dissertation guidance.

Item Type: Article
Keywords: empiricism, dualism, values, argumentation
Divisions: Institute for Education
Date Deposited: 21 Jul 2015 14:52
Last Modified: 01 Mar 2017 01:40
URI: http://researchspace.bathspa.ac.uk/id/eprint/5771
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