ABSTRACT
Scrupulous attention to data, fair consideration to alternative interpretations and theories, and an implicit understanding of the principles that warrant moves from data to constructs are among the features that set disciplined knowledge apart from opinion, folklore and mere whimsy. Yet these features are not the exclusive property of the scientific disciplines. Instead, and this is fundamental to the case we wish to advance, these features can be found in any enterprise in which rigorous thought is appropriate. So these features accompany thinking about science, about educational research and about one’s own teaching.
