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Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education

机译：为什么“行之有效”仍然行不通：从循证教育到基于价值的教育

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The idea that professional practices such as education should be based upon or at least be informed by evidence continues to capture the imagination of many politicians, policy makers, practitioners and researchers. There is growing evidence of the influence of this line of thought. At the same time there is a growing body of work that has raised fundamental questions about the feasibility of the idea of evidence-based or evidence-informed practice. In this paper I make a further contribution to this discussion through an analysis of a number of assumptions that inform the discussion. I focus on the epistemological, ontological and praxeological dimensions of the discussion and in each domain identify a deficit. In the epistemological domain there is a knowledge deficit, in the ontological domain an effectiveness or efficacy deficit and in the practice domain an application deficit. Taken together these deficits not only raise some important questions about the very idea of evidence-based practice but also highlight the role of normativity, power and values. Against this background I outline the case for the idea of value-based education as an alternative for evidence-based education. As I am generally concerned about the expectations policy makers hold about what evidence can and should achieve in professional practices such as education, my contribution is primarily meant to provide educators and other professionals with arguments that can help them to resist unwarranted expectations about the role of evidence in their practices and even more so of unwarranted interventions in their practices.
机译：诸如教育之类的专业实践应基于或至少以证据为依据的想法继续吸引着许多政治家，决策者，从业者和研究人员的想象力。越来越多的证据表明这种思路的影响。同时，越来越多的工作提出了关于基于证据的实践或基于证据的实践的想法的可行性的基本问题。在本文中，我将通过分析一些有助于该讨论的假设为这一讨论做出进一步的贡献。我将重点放在讨论的认识论，本体论和人类行为学方面，并在每个领域确定不足之处。在认识论领域中存在知识缺陷，在本体论领域中存在有效性或功效缺陷，而在实践领域中存在应用缺陷。这些缺陷加在一起，不仅对基于证据的实践的概念提出了一些重要的问题，而且突出了规范性，权力和价值观念的作用。在此背景下，我概述了将基于价值的教育作为基于证据的教育的替代方案的理由。由于我通常担心决策者对在教育等专业实践中可以并且应该实现哪些证据的期望，我的贡献主要是为教育工作者和其他专业人员提供论点，以帮助他们抵制对教育角色的无端期望。他们的做法的证据，甚至更多地证明他们的做法受到不必要的干预。

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