ABSTRACT
Philosophical or theoretical research in education is often referred to as non-empirical, or desk-based. There are a number of interrelated problems with this. First, it sets up an unhelpful dichotomy between empirical and non-empirical research. Second, it implies that, unlike ‘empirical’ research, which is concerned with gathering sensedata through, for example, observation, interviews, or measurement, philosophical or theoretical research is concerned only with abstract ideas, not concrete practices, experiences, or phenomena. Third, on the basis of the second assumption, philosophical or theoretical research is seen to be of less value in the study of education, where the predominant concern is with improving policy, curriculum, and pedagogy, to produce better outcomes. This concern is understandable. If we want concrete solutions to problems, philosophical or theoretical research might seem a frustrating indulgence. However, part of what we want to draw attention to here is the fact that empirical/non-empirical, theory/practice are not either/or choices that need to be made in educational research: all research starts from questions raised by observed phenomena, lived experience, existing practices, new policies, etc., and all research is underpinned by philosophical tenets, regardless of whether philosophical analysis forms part of that research or not.
