Abstract
In this article, I present the argument that educational theory has specific character, which distinguishes it from most scientific disciplines. It requires the application of not only strictly scientific methods, which essentially consist of descriptions and explanations, but also normative ones, which indicate how it is related to philosophy and ethics. Its essential connections with philosophy and ethics cause that clear and final thesis (e.g. about educational aims) are actually impossible to claim, but from the other hand, it is the only discipline (excluding normative ethics) which, according to its definition, tries to answer practical-moral questions.The crucial elements of this analysis are (1) the presentation of the justification of a thesis on the specific character of educational theory, which will be accomplished with the concept of “research potential”, formulated for its purposes, and (2) showing the consequences of this particular characteristic of the discipline being discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
