Abstract

Interpretations of educational theory as essentially empirical conceive education and teaching as skill-based technologies which can be scientifically researched. Those in the educational research community who resist this picture nevertheless often regard good educational practice as empirically researchable by more ‘particularistic’ means (for example, action research). However, this chapter argues that such empiricist approaches neglect or distort what are essentially moral rather than scientific or technical questions. On this view, education is essentially a moral practice, ethical deliberation lies at the heart of principled educational enquiry and the expertise of teachers is better conceived in terms of virtues rather than skills.