Abstract
In this paper, we examine the current state of educational research through the framework of “use‐inspired” knowledge. Previous discussions regarding the nature of educational research have disproportionately focused on the soft/applied nature of knowledge in the discipline or a need for methodological priority. After acknowledging these arguments, we consider the role of education as a professional discipline in American colleges and universities, and explore the inherent relationship between researchers and practitioners. Use‐inspired knowledge prioritises practice, encourages translational research, fosters interdisciplinarity and dissolves rigid educational structures.
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