Dissertations and research in in-service education: the other approach

Abstract

There are two broad approaches to research and dissertations that are available to the in-service student. One is empirical, the other is analytical, or philosophical or even literary. Students often take it for granted that only empirical research is respectable or useful. This article reminds tutors and students on in-service courses that the literary or philosophical approach is perfectly acceptable. This reminder uses a series of arguments that refer to the accessibility of philosophical research for the in-service student and also to the foundational, practical, supportive and inspirational nature of philosophical inquiry. This case for philosophical inquiry is supported by a number of references to relevant journals, topics and questions which illustrate the practicality, diversity and feasibility of this mode of inquiry