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W. D. NEAL In one sense, research in education has been carried on for as long as education itself. Whenever an attempt is made to organise thought or to try to improve what is being done, it might be claimed that the research process is in operation. However, educational research on a properly organised basis has been evident for only a little more than fifty. years. Along with work generally in the social sciences, research has gained a social and theoretical importance of its own, apart from its subject matter. The current stage of development shows a few broad principles, large masses of semi-digested data and a few research techniques. One of the characteristics of a profession, however, should be that its members generally base their theory and practices on as sound a scientific framework as possible. Furthermore, they should be ever ready to slough off the old in favour of the new, once it has been tried and proven. Those who exercise leadership in the educational profession, for example, headmasters, inspectors and other adminstrators should impress by the stature of their scholarship, as well as by their experience, and much of that scholarship should emerge from experimental and
Australian Journal of Education – SAGE
Published: Apr 1, 1959
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