chapter  5
What Constitutes Knowledge?
Pages 19

What we refer to as knowledge is problematic. Human knowledge, knowledge about humans, and knowledge derived from research about human education are constituted by a variety of forces. In this section let us contemplate the nature of this complex notion in light of its effect on educational research. We might start with the idea that any research strategy presupposes an epistemological stance. It is our charge to interrogate that stance.