ABSTRACT

It is fairly unusual to have a chapter concerned with pedagogy, i.e. the science of teaching, in a book concerned with the philosophy of education. Partly, this is because philosophers have been generally sceptical about the evidence of such a science; and partly because even those philosophers who might think that there are things to be known about effective teaching see the matter as a case for empirical research or common sense rather than philosophical reflection. We have some sympathy with both these attitudes, We suspect that any attempt to produce recipes for teaching which aspire to scientific rigour must fail. We also believe that, by and large, it is factual research rather than philosophical argument which should underpin effective teaching. However, we also think that there are interesting philosophical issues here concerned with the conceptualisation of good practice within teaching, the ways in which notions of good practice involve a careful consideration of educational aims and the very possibility of establishing relevant factual research. In this chapter we will explore these issues.