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Values and ideals in teachers professional judgement. Educational Research and Evaluation, 13(3), 295–301.īiesta, G. Bridging the gap between educational research and educational practice: The need for critical distance. Evidence-based practice and the democratic deficit of educational research. Haifa: Studies in Education (University of Haifa).īiesta, G. Toward a new critical language in education (pp. Gur Ze’ev (Ed.), Critical theory and critical pedagogy today.
What can critical pedagogy learn from postmodernism? Further reflections on the impossible future of critical pedagogy. Philadelphia: University of Pennsylvania Press.īiesta, G. Beyond objectivism and relativism: Science, hermeneutics, and praxis. Moral issues in educational praxis: A perspective from pedagogiek and didactiek as human sciences in continental Europe. As I am generally concerned about the expectations policy makers hold about what evidence can and should achieve in professional practices such as education, my contribution is primarily meant to provide educators and other professionals with arguments that can help them to resist unwarranted expectations about the role of evidence in their practices and even more so of unwarranted interventions in their practices.Īx, J., & Ponte, P. Against this background I outline the case for the idea of value-based education as an alternative for evidence-based education. Taken together these deficits not only raise some important questions about the very idea of evidence-based practice but also highlight the role of normativity, power and values. In the epistemological domain there is a knowledge deficit, in the ontological domain an effectiveness or efficacy deficit and in the practice domain an application deficit.
I focus on the epistemological, ontological and praxeological dimensions of the discussion and in each domain identify a deficit. In this paper I make a further contribution to this discussion through an analysis of a number of assumptions that inform the discussion. At the same time there is a growing body of work that has raised fundamental questions about the feasibility of the idea of evidence-based or evidence-informed practice. There is growing evidence of the influence of this line of thought. The idea that professional practices such as education should be based upon or at least be informed by evidence continues to capture the imagination of many politicians, policy makers, practitioners and researchers.
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