,# 2006 University of South Africa
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
EDRHOD-G/1/2007±2009
97989703
3B2
A4-icon style
, (iii) EDRHOD-G/1/2007±2009
Contents
Unit Page
1 Reason and action 1
2 How to argue 21
3 Research, values and education 43
, (iv)
g OUTCOMES FOR THIS MODULE
After you have worked through this module, you will be able to
(1) argue, in detail, how the work of the researcher and scholar are
linked to lifelong learning
(2) draw up a research problem based on a reasoned, structured
argument
In this module, we will be examining and exploring the role of the
educator as a researcher, scholar and lifelong learner. To do this, we
will be using an approach that you may not be familiar with. This
approach is based on problem-solving, questioning and argument.
Research, problem-solving and questioning are all tools of a philosophy
known as critical rationalism. For the purposes of this module, you do
not need to worry about the theoretical details of critical rationalism.
All you need to know is that critical rationalism focuses on problem-
solving. It also focuses on information Ð specifically, we will be
encouraging you to seek out relevant information and to argue.
Critical rationalism is particularly suited to the classroom because
critical rationalism wants teachers and learners to think for themselves
and to question what they are told.
We believe that this approach leads to research of a high quality that is
relevant. As you will see while working through the three units that
make up this module, all research work, and particularly research
work in education, needs to be open to new ideas and new solutions.
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
EDRHOD-G/1/2007±2009
97989703
3B2
A4-icon style
, (iii) EDRHOD-G/1/2007±2009
Contents
Unit Page
1 Reason and action 1
2 How to argue 21
3 Research, values and education 43
, (iv)
g OUTCOMES FOR THIS MODULE
After you have worked through this module, you will be able to
(1) argue, in detail, how the work of the researcher and scholar are
linked to lifelong learning
(2) draw up a research problem based on a reasoned, structured
argument
In this module, we will be examining and exploring the role of the
educator as a researcher, scholar and lifelong learner. To do this, we
will be using an approach that you may not be familiar with. This
approach is based on problem-solving, questioning and argument.
Research, problem-solving and questioning are all tools of a philosophy
known as critical rationalism. For the purposes of this module, you do
not need to worry about the theoretical details of critical rationalism.
All you need to know is that critical rationalism focuses on problem-
solving. It also focuses on information Ð specifically, we will be
encouraging you to seek out relevant information and to argue.
Critical rationalism is particularly suited to the classroom because
critical rationalism wants teachers and learners to think for themselves
and to question what they are told.
We believe that this approach leads to research of a high quality that is
relevant. As you will see while working through the three units that
make up this module, all research work, and particularly research
work in education, needs to be open to new ideas and new solutions.
