Abstract
Education is about promoting particular change and development. Educational research should reflect the special ontology of education, which we characterize in terms of meaningful movement in motion, where different interest holders have positions, purposes, and potential. Methodologically, this implies a focus on actuality and generativity rather than on generalizable laws. This would mean that there is no replication crisis in education because there is no stable, universal system of relations within which results can be replicated. We call for collaboration with philosophers in enabling educational researchers to deliberate on the conception(s) of causality appropriate to their specific work and argue that more generally, to contribute to the flourishing of education, educational research needs to shift attention from mechanistic to intentional (teleological) conceptions of causation.
Original language | English |
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Title of host publication | The Routledge Handbook of Causality and Causal Methods |
Publisher | Taylor and Francis |
Pages | 671-682 |
Number of pages | 12 |
ISBN (Electronic) | 9781003528937 |
ISBN (Print) | 9781032260198 |
DOIs | |
Publication status | Published - 30 Dec 2024 |
Bibliographical note
Publisher Copyright:© 2025 selection and editorial matter, Phyllis Illari and Federica Russo. All rights reserved.