Philosophy of Education and the Contested Nature of Empirical Research: A Rejoinder to D.C. Phillips.

The authors comment on an article by D. C. Phillips which attempts to rescue empirical research in education from terminal defects. They challenge Phillips's defense of empirical research in education and argues that his attack on contemporary educational philosopher Kieran Egan fails to address the force of the latter's most contemporary critique. The thesis of Phillips's dialectic includes the policy developers and academics who demand that empirical research in education respect classical experimental design.