Abstract
In Part IV I discussed a number of different issues relating to the truth claims that might be made for educational research, i.e. questions to do with the epistemology of educational research. So far in Part V, I have turned to ethical requirements and constraints on the conduct of research and different ways in which the dilemmas they present may be resolved. In this chapter, I want to bring the epistemological and ethical issues together, to consider the relationship between them, and in particular to explore the argument that ethical considerations might even substitute for epistemological requirements in educational research. The chapter will explore the ways in which ethical considerations might inhibit the pursuit of knowledge and understanding; the extent to which they provide the necessary conditions for and support the development of such understanding; and, most challengingly, the extent to which, as is sometimes argued, they can substitute for epistemological principles, rendering these redundant.
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