دانلود مقاله ترجمه شده فلسفه ی آموزش و تأثیر روبه رشد پژوهش تجربی و آزمایشی بر روی آن

Empirical research methods have been used in education since the end of the 19^th century. Initially experimental methods taken from psychological laboratories of the time were used and quickly also complemented with applied statistics methods which were popularized in American educational science first and foremost by Edward Thorndike. These procedures made it possible to study large test series of students who before had been outside the horizon of education. Field observations were also developed, making it possible to study concrete phenomena in children's play or in adolescents' behavior. The pioneer of this current of research was the psychologist G. Stanley Hall

This international research had undisputed advantages and was also supported politically or by teacher unions. Indeed, demands of the public or relevant groups of stakeholders influenced the behavior of educational science. This in turn brought with it another advantage: Philosophical abstractions had to be avoided as did classification into opposing philosophical camps or approaches. Theoretically speaking, there are no "isms" in empirical research which did not require long-term devotees, but rather merely topics and methods. The topics are practice-oriented and the methods are just as transparent as they are demanding, requiring instruction and constant training

Findings of early empirical research also seemed to actually have an immediate benefit. The famous learning curve from memory research gained admission to the classroom as did the intelligence test and achievement measurements and also contemporary management methods designed to ensure an efficient school organization. One of the adherents and supporters of the “efficiency” movement in the United States was, as is generally known, John Dewey,1 who often referred to empirical findings or psychological theories