ABSTRACT
This conclusion presents some closing thoughts on the preceding chapters of this book. Education should employ a conception of causation that accommodates its complex nature and the dynamic relations involved in creating change. There is much discussion about evidence in the evidence-based practice (EBP) literature such as where it comes from, how it should be collected, research evidence versus practice evidence. EBP is basically a causal story, but tempered with argumentation theory and system theory. System theory brings different conceptual resources and therefore possibilities of seeing things differently and/or seeing different issues. The function of the evidence is indirect, it is brought to the fore by argumentation theory, and RCTs do not tell people nearly as much as we seem to think they do. Regarding RCTs, it is important to remember that we have to distinguish between finding causes and using them. RCTs are good for finding causes and for distinguishing causal connections from other forms of dependencies.
