Part three of my ten-part investigation into the purpose of education, following the inquiry of the House of Commons Select Committee, discusses Thomas Kuhn and the relativism espoused by many modern educationalists
Parts two and three of my series are looking into why educationalists commonly use “logical positivism” as a “generalized term of abuse”, thereby justifying their widespread hostility to “evidence based practice” and demonstrating a sort of fuzzy relativism based on untestable, private intuition. After discussing what is often seen as the coup de grace for positivism, the work of Thomas Kuhn, I return to the central issue, which is the measurability of our educational objectives, with reference to the question I put at the end of part one to Professor Gert Biesta.
Part two of my ten-part investigation into the purpose of education, following the inquiry of the House of Commons Select Committee, examines logical positivism
Before I address Professor Biesta’s reply to the question I posed at the end of part one, I am going to spend two instalments discussing logical positivism. Even though this requires a bit of a philosophical dive, I think it is justified because without understanding the fundamental argument about logical positivism, the more concrete disagreements about educational purpose will be difficult to untangle. The elephant represents the fact that all the other, non-elephantine occupants of the room are divided between two almost completely incompatible ways of thinking about truth and logic—they follow incommensurable paradigms, in the approved, post-modernist jargon—and without understanding that important fact, it will not be possible to understand why so many people seem to be talking past each other, almost as if speaking different languages.