Abstract
This chapter raises fundamental problems with the idea that disciplines comprise our key epistemic categories. It argues that knowledge is comprised of our best theories at any given time and their relationship to disciplines is complex. However disciplines do provide a social context for the development and appraisal of theories . However, they are also distinguished by power structures which make any straightforward appraisal of what may constitute our best theories more difficult.
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Notes
- 1.
It should be stressed that Young and I are much closer together on this issue than we have previously been.
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Lauder, H. (2014). The Problem with ‘Disciplines’ of Educational Research. 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_6
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DOI: https://doi.org/10.1007/978-94-007-6809-3_6
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