Subjects
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- This page, located in the commons, is the conceptual pathway page for Subjects on StudyPlace. For an alphabetical list of active subjects, consult the Subjects category.
Subjects comprise the disciplined forms of inquiry that generate the current state of knowledge about education and pedagogy. In developing this section, we aim to put forward an organization of pedagogical knowledge that will be clear, complete, and conducive to good judgment. In an idealized way, we should indicate all the major matters that graduate schools of education collectively present as potential concerns for advanced, systematic study. The category list orders them alphabetically and below, the pathway list organizes them thematically in an effort to make some conceptual sense of the whole set.
Here are the subjects of pedagogical knowledge and practice organized in an initial schematic outline, which should undoubtedly engender debate and alternatives. How should it be revised? Graduate schools of education display significant (and probably increasing) divergence in how they group and present their coverage of pedagogical knowledge. Such divergence is probably healthy and inevitable as each adapts to its internal tensions and vies with other schools for students and resources. Yet there should be some effort to clarify the coherence of the whole field. Let us make that an ongoing topic of discussion and inquiry in The Commons, using On_the_organization_of_pedagogical_knowledge as its overall locus. Pending some tentative consensus on an alternative emerging from that discussion, let us use the following framework, as represented on this page, for developing a substantive presentation of the various components, confident that we can map the paths to them in a new order when it has become clear that an alternative is indeed superior to what is here.
Interpretative disciplines
None of these subjects fits snugly within the distinction between interpretative and explanatory disciplines because real scholars engage in both interpretation and explanation to one degree or another. In the hands of a master such as Max Weber, the mix of interpretation and explanation became very hard to unravel, yet the distinction is essential to his work. While never pure, it remains useful to distinguish between interpretation (or hermeneutic) and explanation, in contrast to bandying forth, once again, the lame division between qualitative and quantitative research. For instance, compare the substance of two articles in the Stanford Encyclopedia of Philosophy on Hermeneutics and Scientific Explanation with the potpourri of passing references that come up on searching for qualitative and quantitative in that source.
- Anthropology and education
- Comparative education
- History and education
- Philosophy and education
- Politics and education
Explanatory disciplines
- Cognition and education
- Demographics and education
- Economics and education
- Psychology and education
- Sociology and education
Clinical disciplines
Except where