Theory and Practice in Historical Research
The purpose of this paper is to investigate the relationship between theory and practice in the study of educational history as a discipline. Attention is given to the apparent dichotomy between practitioners of historical research, concerned primarily with an empirical orientation to the reconstruction of educational events, and theoreticians, given to the analysis of events in the light of a closer consideration of history’s methodological and philosophical underpinnings. The problem is explored with reference to the exercise of value judgements that consciously or otherwise guide the long-standing process of historical criticism so integral to the reconstruction of events. The implications for research are examined in relation to three different methodological approaches to the study of the past.
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Document Type: Research Article
Affiliations: University of Alberta
Publication date: 1996-01-01
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