Language and Educational Research

This paper takes as its starting point the two paradigms for educational research discussed by Richard Pring in an earlier edition of this journal. The focus is on the role of language and how it might function in relation to research. Drawing on the work of Charles Taylor it is argued that language can legitimately be conceived as constitutive of certain aspects of reality. Taylor's position, it is suggested, indicates a possible relationship between language and reality which transcends both representationalism and inferentialism. Some indications of the implications of this perspective for education are briefly considered.     

Language and Educational Practice

This paper picks up and discusses issues regarding the relationship between language and practice commented upon by Michael Fielding in an earlier edition of this journal. The position taken is sympathetic to Fielding's concerns but attempts to situate the debate in a wider theoretical perspective. The basic thrust of the argument centres around two considerations: the extent to which language may be said to be partly constitutive of educational practices and a radical misconception as to the nature of education inherent in what Fielding labels 'the language of performativity'.     

'THE POLITICS OF FAITH AND THE POLITICS OF SCEPTICISM': MICHAEL OAKESHOTT, EDUCATION AND EXTREMISM

ABSTRACT:  This paper considers a distinction between two types of politics developed by Michael Oakeshott in his book The Politics of Faith and the Politics of Scepticism (1996) and argues that the theoretical framework proposed supplies an illuminating and productive perspective for examining the notion of political extremism. These positions are linked to two other important aspects of his work, namely his account of 'enterprise' and 'civil' association and his differentiation between abstract philosophical entities and concrete political situations. There is also a discussion of the idea of 'perfectionism' which is central to the politics of faith. The paper concludes with a consideration of some of the implications for political education arising from this analysis.