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Professor Richard Pring, PhL (Gregorian, Rome), BA (UCL), PhD (London). Honours: Bene Merente Medal (Pope Pius XII, 1959), Hon. D.Litt (University of Kent, 1984), Aga Khan Award of Distinction, 2008), Hon.D.Litt, (University of London: Inst. of Education, 2015).
In the light of recent writings of Richard Pring, and in relation to the application of empirical research methods in education, this paper offers a corrective to a neo-realist viewpoint and develops a critical realist perspective.
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Richard talks of the inevitability of this exercise in a context of scarce resources. However, faced with diminishing funds and the inevitability of pain and embarrassment attending resourcing decisions, it is the cowardly solution to retreat into secrecy and to reject democratic legitimacy; wheeling and dealing on the inside is a weak
Professor Richard Pring is an Honorary Research Fellow in the Department of Education, Oxford University. Since retiring as Director of that department in 2003, he has led the Nuffield Review of 14-19 Education and Training in the UK and several subsequent large-scale research projects.
Dec 11, 2018 · The text explores key themes such as critical realism, teachers as researchers and a way forward for policy through carefully selected examples from Richard Pring’s writings. A short introduction is provided for each chapter to help readers to understand the significance of what is presented and how this relates to other chapters in the book.
- Richard Pring
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Mar 7, 2003 · Journal of Philosophy of Education. The ‘False Dualism’ of Educational Research. Richard Pring. First published: 07 March 2003. https://doi.org/10.1111/1467-9752.00171. Citations: 85. PDF. Tools. Share. Abstract. Educational research is being subject to damaging criticism from both outside and within the research community.
Jul 21, 2021 · Reflecting on the meaning and purpose of an education at the mercy of political changes and innovation, this book considers the social, historical, religious.
