Ideology and Empirical Pedagogy: Questions for debate
Abstract
As empirical researchers in education, we must also use pedagogy in order to explain what we do and how we do it, in a clear and understandable manner, and most importantly, why we do it. In recent years we verified the tendency to replace the logic of educational research - know / decide / improvement – with another one primarily oriented toward publishing papers in high impact journals. With this study we aim to make a reflection on some of the conceptual and methodological weaknesses many of the empirical studies in the field of education have, that can generate implausible results and biased interpretations. Ultimately, it is about making a wake-up call to researchers, so that their ideology and academic interest do not prevail over the epistemological, methodological and ethical principles that should govern all empirical work on pedagogy.
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