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Informationen zum Autor Claudia Ruitenberg is Assistant Professor of Philosophy of Education at the University of British Columbia in Vancouver, Canada. She teaches courses in educational theory, philosophical research methods, and critical thinking. She has published articles in the Philosophy of Education Yearbooks , the Journal of Philosophy of Education , Studies in Philosophy of Education , and Educational Philosophy and Theory . Her research interests include philosophical research methods, discursive performativity and its relation to freedom of speech, hate speech and censorship in education, agonistic political theory and the implications for political education, and queer theory. Klappentext Educational research addresses a plethora of questions. And yet many of the most pressing questions that confront education simply cannot be answered with empirical data: they often require a philosophical approach. But what exactly is it that philosophers do? This collection of essays examines a range of philosophical methods in educational research, demonstrating how philosophy of education can be understood methodologically, whilst offering critical consideration of the consequences of methodological analysis. The contributors show the way that, from different philosophical traditions, specific modes of thinking and writing can be distilled that allow philosophers of education to think and communicate reflexively about what they do and how they do it. The authors draw from both analytical and Continental traditions, with some focusing on well-established approaches, such as conceptual analysis and phenomenology, and others proposing new terms and approaches, such as 'presumptive tautology'. The book fills a significant gap in the research methods literature in education and the social sciences and humanities, and is an invaluable source for anyone teaching and studying in these fields. It presents a clear picture of how philosophical traditions can be brought to bear on educational questions, and it provides an opportunity for philosophers of education to think about how to account for their practice. Educational research addresses a plethora of questions. And yet many any of the most pressing questions that confront education simply cannot be answered with empirical data....
