Abstract
Paul Smeyers argues convincingly that ‘educational research should be seen as a performative intervention’: in effect, as a move in a language game. This chapter explores some of the controversial implications of this position, construing it as contributing to a broader philosophical debate about realist and relativist orientations in educational research that raises many issues about research, policy and practice. The challenge for the relativist is to articulate a set of criteria for arbitrating between incommensurable positions. Smeyers, drawing on the later Wittgenstein, adopts the concept of the language game, but does not consider (other than in passing) the radical implications of its deployment in the postmodern literature, most notably by Jean-François Lyotard. Smeyers also (perhaps for lack of space) employs an unproblematised conception of causation to progress his argument. It is suggested that the consequences of fully embracing Wittgenstein and/or Lyotard in educational research would be far reaching, involving more than the embracing of an interpretive paradigm as commonly construed.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Dewey J (2000) Experience and nature. Dover, London
Houser N (2000) Introduction. In: Peirce CS (ed) Writings of Charles Sanders Peirce: a chronological, vol 6. Indiana University Press, Bloomington, pp xxv–lxxxiv
Hume D (2008) An enquiry concerning human understanding. Hackett, Indianapolis
Kuhn TS (1996) The structure of scientific revolutions. University of Chicago Press, Chicago
Lyotard J-F (1984) The postmodern condition. Manchester University Press, Manchester
McDowell J (1996) Mind and world. Harvard University Press, Cambridge
Peirce CS (1878) How to make our ideas clear. Pop Sci Mon 12:286–302
Popper K (1963) Science as falsification. In: Conjectures and refutations. Routledge and Kegan Paul, London, pp 33–39
Sellars W (2008) In the space of reasons. Harvard University Press, Cambridge
Stables A (2008) Dewey, semiosis and difference: implications for pragmatic philosophy of education. Contemp Pragmatism 5(1):147–161
Stables A (2010) Making meaning and using natural resources: education and sustainability. J Philos Educ 44(1):137–151
Wittgenstein L (1967) Philosophical investigations. Blackwell, Oxford
Wittgenstein L (2001) On certainty. Blackwell, Oxford
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Stables, A. (2014). Relativism, Research and Social Responsibility: Some Remarks Inspired by Smeyers, Wittgenstein and Lyotard. In: Reid, A., Hart, E., Peters, M. (eds) A Companion to Research in Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6809-3_10
Download citation
DOI: https://doi.org/10.1007/978-94-007-6809-3_10
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-6808-6
Online ISBN: 978-94-007-6809-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)