How Philosophical and Empirical Research Can Work Together

Abstract

This chapter examines the point where it is appropriate to review the situation concerning the expertise needed to carry out good-quality empirical educational research (EER) and the ways in which it can be developed. The foregoing argument leads us to propose a 'research tradition' for EER. The role of research-based evidence, Kvernbekk argues, is to provide backing for an argument warrant that allows the policymaker to make the transition from problem to solution. The role of researchers in evidence-based policy is, although indirect, important and must extend beyond the successful execution of randomised control trial. The study of empirical social science and educational research methods is also unlikely to engage deeply with the philosophical tools needed to successfully carry out social science and educational research. Understanding of the nature of social explanation in terms of reasons as well as of causes and of the relationship between them is therefore fundamental to adequate research into education.