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dc.contributor.authorMoran, Paul*
dc.date.accessioned2016-08-01T09:35:16Z
dc.date.available2016-08-01T09:35:16Z
dc.date.issued2016-10-19
dc.identifier.citationMoran, P. (2016). The future of educational research: Has Nietzsche led the way? Research in Education, 96(1), 19-22. doi:10.1177/0034523716664601en
dc.identifier.issn0034-5237
dc.identifier.urihttp://hdl.handle.net/10034/617796
dc.descriptionEditorial for Journalen
dc.description.abstractA peculiar and persistent feeling of enervation accompanies and describes a certain, rapidly predominating place; a place that is an end; the very end; the end of hope; the termination of difference; the triumph of fear; the automatic capitulation of one’s own and others’ being; but most depressingly of all, it is a dreadful place, because it is an end without end. This is a place that is almost featureless; a place that is almost empty, and yet claustrophobic; a place that is reductive, isolated, and inescapable; a place that is determined to forge everything fated to be caught within its limiting space, into its own precisely narrow identity of sparse functionalism. This place is what education, particularly state education, since state schooling led the way, has become. And unsurprisingly, perhaps even predictably, with little or no resistance, this is what educational research has developed into; predominantly, as the state’s supporting mechanism. But worse: for some time, and quite desperate not to see its own shame, this has become, overwhelmingly, the uncritical, blind concern, the stark, empty, dismal future, of educational research.
dc.language.isoenen
dc.publisherSage
dc.relation.urlhttp://rie.sagepub.com/
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEducation
dc.subjectNietzsche
dc.subjectResearch
dc.titleThe future of educational research: has Nietzsche led the way?
dc.typeOther
dc.identifier.eissn2050-4608
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalResearch in Educationen
dc.date.accepted2016-06-30
or.grant.openaccessYesen
rioxxterms.funderunfundeden
rioxxterms.identifier.projectunfundeden
rioxxterms.versionCVoRen
refterms.dateFCD2019-07-15T15:07:21Z
refterms.versionFCDCVoR
refterms.dateFOA2018-07-19T15:43:08Z
html.description.abstractA peculiar and persistent feeling of enervation accompanies and describes a certain, rapidly predominating place; a place that is an end; the very end; the end of hope; the termination of difference; the triumph of fear; the automatic capitulation of one’s own and others’ being; but most depressingly of all, it is a dreadful place, because it is an end without end. This is a place that is almost featureless; a place that is almost empty, and yet claustrophobic; a place that is reductive, isolated, and inescapable; a place that is determined to forge everything fated to be caught within its limiting space, into its own precisely narrow identity of sparse functionalism. This place is what education, particularly state education, since state schooling led the way, has become. And unsurprisingly, perhaps even predictably, with little or no resistance, this is what educational research has developed into; predominantly, as the state’s supporting mechanism. But worse: for some time, and quite desperate not to see its own shame, this has become, overwhelmingly, the uncritical, blind concern, the stark, empty, dismal future, of educational research.


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