Educational Explanations. Christopher Winch
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of what is meant by ‘teacher effectiveness’, a separate conceptual investigation that needs to be concluded before any study can begin.
16 16 Although RCTs most obviously have their home in causal explanations, they do not prove causality; they eliminate other candidate explanations. But the most likely explanation may be one which is either based on normative or motivational factors. See the discussion of Winch and Gingell (1994) in Chapter 7 of this book.
17 17 Another view, to be found, for example in Vico (1744) is what our reason tells us should be our guiding principles, a view sometimes known as ‘natural law’ which, in the Christian tradition, is based on the ‘Golden Rule’ or the ‘Law of God’ (see Hobbes 1651, esp Bk. III). Although of great interest, this is not of immediate relevance to this enquiry.
18 18 This is not an issue peculiar to education. There are plenty of other ‘social phenomena’ which participants would regard as a good: religious worship, the administration of justice, even the conduct of war. Clark’s injunction is applicable against any form of systematic social enquiry.
19 19 Bearing in mind that educational practices are preparatory to participating in a society with such values.
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