ABSTRACT
Situating these concerns in humanism, broadly conceived, has certain aff ordances. Most specifi cally, it allows us to see our roles as researchers and practitioners in a much more expansive theater of intervention and action than the ones typically delimited by particular fi elds of inquiry. As a critical practice, humanism situates all our work in an ongoing discussion around selfunderstanding and self-realization. This seems a particularly apt and timely gesture. Our moment is marked by proliferating projects and agendas-the dispersal of fi elds and their attendant positions. Humanism provides an overarching set of “touchstones” for thinking through what evidence means-and might mean-for educational researchers and practitioners today.
