While teachers and practitioners are increasingly expected to conduct research on their own practice, there is a lot of educational research that is not directly involved in practice. This often leads to unilateral research perspectives on educational practice. Therefore, this article calls for an alternative model of researching educational practice, summarised through the term ‘pedagogical science’. We argue that practical and normative theories that seek to improve educational practice should be combined with theories that aim to describe and explain. It is further argued that the combination of such perspectives and theories, a so‐called stereoscopic point of view, can allow for a thorough and holistic investigation of educational practice. As part of this argumentation, the article addresses critical questions of various theoretical models of educational research, models that are being used in Scandinavian, European and Anglo‐American research on educational practice. With reference to interdisciplinary models of educational research, such as educational sciences, learning sciences and Bildungswissenschaften, there are trends in which pedagogy is marginalised. Thus, the second argument of the article calls for placing pedagogy at the centre of knowledge production in a broad sense, after which pedagogy is made into a source of knowledge for pedagogical science, which sets forth to test and provide empirical support for pedagogy‐based knowledge.
Professor emeritus, NLA Høgskolen i Bergen. SAMMENDRAG Lov om Behandling af forsømte Børn af 6te Juni 1896 er et velkjent aktstykke i europeisk sosialhjelpshistorie, hvor Norge fikk lovfestet et offentlig barnevern med myndighet til å gripe inn i familier ved foreldresvikt. Lovens bakgrunn, intensjoner og virkningshistorie er kjent fra tidligere forskning, uten at foreldrerettsperspektivet har vaert gjenstand for undersøkelse. Denne artikkelen drøfter forholdet mellom foreldrerett og samfunnsmakt i sosialpolitikken. I Stortinget ble det reist kritiske spørsmål til om foreldreretten var tilstrekkelig ivaretatt, om premisser for inngripen i familieinstitusjonen, og om kvaliteter ved alternative oppdragelsesinstitusjoner. Bak kritikken lå liberale verdier og et ønske om å beskytte familier mot urettmessig maktbruk. Ordskiftet om foreldreretten fikk ikke konsekvenser for lovutformingen, men gir innsikter om samfunnselitens forståelse av forholdet mellom barn, foreldre og samfunn omkring århundreskiftet. Nøkkelord Vergerådsloven, foreldrerett, forsømte barn, Bernhard Getz.
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