On the Use of Empirical Research for the Development of a Theory of Pedagogy

Abstract

Abstract While philosophical scholarship and empirical research are frequently presented as discrete activities, I argue that both are essential to a project such as developing a theory of pedagogy. Functions and limits of philosophical work are outlined as background to my argument for systematic data gathering about the operation of power in pedagogy. Drawing upon work which is primarily philosophical in character from both radical pedagogy literature and Foucaultian literature, an empirical study is outlined. Examples are presented which demonstrate the benefits to be gained from employing both types of intellectual activity.