ABSTRACT
Chapter 10 brings our argument about the narrow and prescriptive “scientific” emphasis within the contemporary epistemology of education to a close. The chapter revisits the two main research questions guiding our inquiry and asserts the functional narrow role of the contemporary “science of education” which works to shield a broader epistemologization of education and to attach a normative prescriptive “fail-safe” set of practices to it as a field of power. This “science of education” is about the framing of educational problems in specific yet reductive ways; classroom teachers are not up to the mark, education systems are not performing, students are not achieving and so on. It is reductive and focuses purely on the field of education as a contributor to increased economic production. We finish the book by saying that there needs to be a greater respect for teachers as educators, who are guided by a clear and professional philosophy of educational aims and purposes. This means giving attention to a “rediscovery” of teaching where an epistemology of education is grounded in educator agency and a scientific temper with the capacity to offer what we take to be truly educational experiences.
