Throughout the course, we examine the historical and philosophical underpinnings of what is considered “knowledge” in scientific inquiry. The journey begins with a re-examination of the history of science, focusing on core epistemological and ontological questions: What is knowledge? What counts as valid knowing? And how do our assumptions about reality shape the way we conduct research?

Rather than focusing on individual doctoral projects, the course aims to strengthen broader academic competence and theoretical awareness. Participants engage with fundamental concepts such as society, individual, language, power, symbols, and knowledge, as well as key educational phenomena like teaching, learning, identity, and subject formation.

A variety of theoretical perspectives and methodological traditions are introduced, offering different ways of framing and understanding complex phenomena. We analyze how various research traditions conceptualize theory—whether emerging from empirical analysis or grounded in philosophical assumptions—and how they approach data collection, analysis, and representation.

By the end of the course, participants will have gained deeper insight into:

• The relationship between theory, methodology, and data
• The diversity of theoretical and analytical frameworks in educational research
• How different research traditions generate and validate knowledge
• The critical evaluation of research findings, including questions of validity and reliability

This course provides a unique opportunity to expand your theoretical toolkit and engage in meaningful dialogue about the nature and practice of educational research.