Year: 2025
Type: conference-paper
Abstract: The dominance of empirical research impacts a different approach to the understand of and theorizing about education. Typically, the empiricist begs the question at issue by talking, for instance, about the importance of leadership in school effectiveness without giving any attention to problematizing what leadership means and how norms of leadership bias our understanding of its fundamental features. In this talk we address the nature of philosophy and philosophizing before exploring case studies of the work of philosophers of education. The hope is to enlighten us away from accepting knowledge claims at first blush and to support the capacity to interrogate received opinion and wisdom.
Author: Holligan, Christopher; id_orcid 0000-0001-7995-797X
Language: English
Subfield: Philosophy
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7051788081
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