Abstract
Why should anyone be inclined to speak of an educational science? What is science being contrasted with? What purpose might an educational science serve? These questions raise issues of both descriptive and programmatic kinds. The descriptive issue concerns how far what currently goes on in the study of education is appropriately seen as science. The programmatic has to do with the agenda for the future direction of the subject. In the following pages the target for a Wittgensteinian attack will come into view as an appropriate vocabulary is gradually marshalled.
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© 1995 Springer Science+Business Media Dordrecht
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Standish, P. (1995). Why We Should not Speak of an Educational Science. In: Smeyers, P., Marshall, J.D. (eds) Philosophy and Education: Accepting Wittgenstein’s Challenge. Philosophy and Education, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2616-0_9
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DOI: https://doi.org/10.1007/978-94-017-2616-0_9
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-4613-0
Online ISBN: 978-94-017-2616-0
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