Sub-theme 4: Research on Education and Training: the philosophical and ideological issues

Due to their very topic, educational and training researches are subjected to interrogations about their purposes, reference to values (Charlot, 1997; Lessard; 2006) related to the axiological and/or ideological register.

- One of the constant criticisms made to educational and training researches is about the ideological biases, in the sense of partisanship (Tooley, 1998) from the researchers or from the established norms and values (Debeauvais) possibly put into question. The point here would be to question the relationship between the research on education and training and the political individual. Because of its very nature, this research field cannot exclude the political dimension from its work, in the sense of the reference to the axiological or utopian dimension. On the other hand, science being inexorably ideological (Ardoino, 1999) invites us to rethink the relationship between science and politics, between research on education and politics, in the sense of of their interweaving or intertwining.

- The issues of social justice, equality of chances, equity attracts researches in education, not least due to the increased significance given by societies faced with increasing phenomenon: immigration, unemployment, insecurity, individualism, recognition, enhancement of the autonomy, of self-development, etc.

- We may study the ideological issues of the development of standards, of learning outcomes as much in the research than in the practice of education and training on a global scale, seeking “good practices”, and “quality” of educational and training researches.

- We can also consider other logics underlying research practices in other social worlds, which are not, for example, rationalist foundations and which raise distinctive philosophical and ideological challenges. This is an opportunity to compare various orientations that motivate future research in the field of education.