Given all the talk one can find about “science" in education these days, I thought it might be wise to climb back up the logical tree and examine some more fundamental variations about the nature of education.
Art versus science
One of the basic tensions regarding the appropriate uses of “science” is that educators take differing views on the very nature of teaching. Teaching, some folks aver, may take some guidance from scientific findings, but only a little. Teaching according to some educators is fundamentally an art. Others might disagree, arguing that even though there are performative aspects to teaching, the critically important parts of it can be described suing empirical research methods. Teaching really should be considered a scientific enterprise.
