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What is the role of values in educational research?  Is a genuinely educational science possible?  By appealing to developments in critical theory, the philosophy of science and the philosophy of the social sciences, Wilfred Carr provides answers to these questions which vindicate the idea of an educational science that is not 'on' or 'about' education but 'for education' - a science genuinely committed to promoting educational values and ideals.","brand":"WoB","offers":[{"title":"GB \/ GOOD \/ INTERNAL","offer_id":49514295099665,"sku":"GOR003482583","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49601019478289,"sku":"GOR002333483","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ WELL_READ \/ SBYB","offer_id":50455059497233,"sku":"CIN033519186XA","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/033519186X.jpg?v=1751423052"},{"product_id":"becoming-critical-book-wilfred-carr-9781850000907","title":"Becoming Critical","description":"First published in 1986. 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Focusing on the enduring trends in this field, this lively and informative Reader provides broad coverage of the field and includes crucial topics. With an emphasis on contemporary pieces that deal with issues relevant to the immediate real world, this book represents the research and views of some of the most respected authors in the field today. Wilfred Carr also provides a specially written introduction which provides a much-needed context to the role of philosophy in the current educational climate. 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This book argues that any serious study of these changes has to engage with complex questions about the role of education in a modern liberal democracy.  Were these educational changes informed by the needs and  aspirations of a democratic society?  To what extent will they promote democratic values and ideals?  These questions can only be adequately addressed by making explicit the political ideas and the underlying philosophical principles that have  together shaped the English educational system.  To this end, the book provides a selective history of English education which exposes the connections between decisive periods of educational change and the intellectual and political climate in which it occurred.  It also connects the educational policies of the 1980s and 90s to the political ideas of the New Right in order to show how they are part of a broader political strategy aimed  at reversing  the democratic advances achieved through the intellectual and political struggles of the nineteenth and twentieth centuries.  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