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The movement towards 'evidence based' policy and practice has raised, again, important questions about the extent to which policy can be derived from research and about the kind of evidence which should inform policy.

The relevance of expertise to professional education and practice is explored in this collection of original contributions from educationalists, philosophers and psychologists.* Discusses the increasingly prominent debates about the nature of know-how in mainstream analytical epistemology* Illuminates what is involved in professional expertise and the implications of a sound understanding of professional expertise for professional education practice, curriculum design and assessment* All contributions are philosophically grounded and reflect interdisciplinary advances in understanding expertise

Democracy and Education from Dewey to Cavell is an original interpretation of American philosophy, that explores the differences between Cavell and Deweyan pragmatism. .

Levinas, Subjectivity, Education explores how the philosophical writings of Emmanuel Levinas lead us to reassess education and reveals the possibilities of a radical new understanding of ethical and political responsibility.

The growing use of the internet in education and its enormous potential for the future raise important philosophical questions about, for instance, teaching and learning, equality and access, the structure of digitised knowledge or the social role of education.

EDUCATIONAL EXPLANATIONSEducational Explanations is a comprehensive study of the main philosophical questions that confront empirical educational researchers. The book outlines the sense in which empirical educational research pursues truth and sets out and defends an account of its task as the offering of explanations for the many educational problems that claim our attention. The book goes on to look at the criteria for high quality research, the relationship between different methodological approaches and the scope and limits of intervention studies. At all stages detailed examples are presented to make the argument clearer. A distinctive feature of the book is the presentation of four detailed case studies, over four chapters, of influential educational research programmes that not only examine what they have achieved, but emphasise the conceptual issues that researchers are confronted with as they seek to provide explanations. The book goes on to examine the impact of empirical educational research on educational practice and on the practice of teachers in particular.