Abstract
The use of operational definitions is necessary to educational research of the “normal” kind, but can easily lead to philosophical naiveté and the misleading reporting of results. Robert Ennis's recommendations on the logical form of operational definitions are supported, as a means of avoiding constricting research dogmas, but a case is also made for reminding research trainees of the richness of many educational concepts borrowed from ordinary usage, and of what Polanyi calls the fruitfulness of concepts that are not completely specifiable.
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