Abstract
The paper argues that policy-oriented educational research, specifically large-scale quantitative research, has produced a new kind of knowledge, which is herein termed third order knowledge. This expert knowledge distinguishes itself from tacit knowledge, everyday knowledge and social science knowledge through its purposes and sources. Third order knowledge is defined as knowledge of and for experts that has as its purpose the legislation and regulation of everyday lives. It is proposed that the power and influence vested in the production and use of expert knowledge motivates a critical analysis. This analysis is contextualized in an historical study of representations of knowledge, using a philosophical framework and social theory.
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