Abstract

This paper proceeds through four stages. First, it provides an account of the origins and evolution of the concept of educational theory. Second, it uses this historical narrative to show how what we now call 'educational theory' is deeply rooted in the foundationalist discourse of late nineteenth and early twentieth century modernity. Third, it outlines and defends a postfoundationalist critique of the foundationalist epistemological assumptions on which our understanding of educational theory has been erected. Finally, it argues that the only conclusion to draw from this postfoundationalist critique is that educational theory has run its course and should now be brought to a dignified end.