Relevance of Educational Research: An Ontological Conceptualization

Autor/inn/en	Akkerman, Sanne F.; Bakker, Arthur; Penuel, William R.
Titel	Relevance of Educational Research: An Ontological Conceptualization
Quelle	In: Educational Researcher, 50 (2021) 6, S.416-424 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bakker, Arthur) ORCID (Penuel, William R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211028239
Schlagwörter	Educational Research; Research Utilization; Educational Philosophy; World Views; Epistemology; Social Change; Social Values + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Forschungsumsetzung; Bildungsphilosophie; Erziehungsphilosophie; World view; Weltanschauung; Erkenntnistheorie; Sozialer Wandel; Sozialer Wert
Abstract	Educational research is repeatedly confronted with the question of its relevance. Current interpretations of relevance narrowly focus on outcomes and impact of research. In this essay, we propose an alternative, ontological conceptualization of relevance, arguing that more is at stake than outcomes and impact. We characterize the ontology of education and learning in terms of people's meaningful movements in an always changing world and propose that relevance of educational research resides in what we call "ontological synchronization"--continuous attunement to what is happening and matters at hand, and what future is being generated, including what values and judgments researchers themselves perpetuate in society. Such synchronization, we conclude, hinges on a disciplinary and ethical commitment to principles of actuality and generativity. We discuss what such conceptualization of relevance implies for educational research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01