A philosophically-informed pedagogy may prove more beneficial for teachers than data-driven initiatives unsuited to the complexities of educational practice, argues Alka Sehgal Cuthbert in the Education Forum’s regular column for Teach Secondary…

“…Experimental research can falsify hypotheses and raise questions for further investigation. It is designed to empirically test theoretical claims. It does not ‘provide theory’. In fact, a recent study suggests that there’s little connection between teachers poring over research data and helping students learn more effectively – though many corporate entities have been doing rather well from the modern trend towards data-fetishisation in education.

When it comes to teaching, helping pupils learn and acquiring understanding of formal knowledge, teachers would do better by turning to philosophy, rather than data or narrowly focused research studies…”

Read the full article on Teachwire.