–It’s a bag of gold.
—What would I do with a bag of gold?
—What would you like to do with a bag of gold?
—I don’t have time for your philosophical questions.
The aim, therefore, of the philosophy of education must be to get at the meanings, the assumptions, the commitments which are implicit, but too often unacknowledged, within the educational practices already engaged in. Such an ‘uncovering of meaning,’ critically engaged in, inevitably reveals beliefs which are not sustainable or which require refining. They put the practitioners in touch with intellectual and moral traditions which give greater depth to what they are doing and which provide the basis of professional commitment, often against Government or others who wish to import a more impoverished language of educational purposes.
–Richard Pring, Philosophy of Educational Research, 3rd ed. (Bloomsbury Academic, 2015)
Time for a word-association game. Like Kafka and his companions as they read his writings together, we can laugh until we cry.
Practical (pedant alert: not parallel!)
Operational (and operationalize)
Not one of these words is necessarily a bad thing (ok, maybe the concept of a “takeaway” is a bad thing and always already reductive). Yet how quickly these words enlarge to fill our entire field of view. How loud and near they become, so much so that anything outside their lexicon comes to sound like a lonely bell tolling from an ivory tower.
But send not to learn for whom the bell tolls! Here is Pring again:
Similarly with educational research. Here, as elsewhere, there is the constant danger of the ‘bewitchment of the intelligence by the use of language.’ It is easy to stipulate a straightforward statement of aims, broken down with a finite range of measurable objectives or targets. It is relatively easy then to identify the means which, empirically, can be shown to attain these targets. It would seem to be but a matter of administrative efficiency to ensure, through various ‘performance related awards’ or through relevant funding ‘drivers’ and ‘levers,’ that a compliant teaching force will adopt the right means to attain the right ends.
But the more philosophically minded have doubts.
Indeed. To take up yet another metaphor: trains are good things, and if we are to rely on them, we do well to run our trains on time. But we must not be too narrowly practical. Not too “grounded.” Without the 30,000 foot view as our foundation, we may find we have operationalized our timely trains thus: