Evidence-Based Education [...]

Using Dewey’s practical epistemology, I showed that research cannot supply us with rules for action but only with hypotheses for intelligent problem solving. Research can only tell us what has worked in a particular situation, not what will work in any future situation. The role of the educational professional in this process is not to translate general rules into particular lines of action. It is rather to use research findings to make one’s problem solving more intelligent. This not only involves deliberation and judgment about the means and techniques of education; it involves at the very same time deliberation and judgment about the ends of education — and this in a strict and conjugate relation with deliberation and judgment about the means. (Source)

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