Abstract

In their article, Publish yet perish: On the pitfalls of philosophy of education in an age of impact factors, the authors want to bring to our attention the increased use of quantitative metrics to measure scholarly output of academics, that such measurements are not only incomplete, but that they disadvantage philosophy of education scholars in particular, and that an alternative form of evaluation—one that focuses on comparisons of philosophy of education scholars within their own sub-discipline—might be a better option. The case is made by examining journal publishing efforts and evaluation systems in three countries: Netherlands, South Africa, and Norway. The first two countries each represent a different side of the same coin: the complicated nature of isolating impact and value of philosophy of education research given its applicability to multiple disciplines and the lack of an empirically substantiated sub-disciplinary identity, and the recognition that the emphasis ..