John Hattie on interpretation, the story of research and the necessity of falsifiability

Questioning how philosophy may inform educational research is fraught with difficulties because these two domains of inquiry are always and already seamlessly entwined. A convincing response to this issue of philosophically informed research may take the form of a personal account in which these fields find themselves merged in the practices, thoughts, influences and experiences of the researcher. The following dialogue with John Hattie offers such a personal narrative about the connections between educational research and the philosophies and theories that inform it.