Koulutustutkimuksen arkkitehtuurit

Translated title of the contribution: Architectures of research on schooling and education

Hannu L.T. Heikkinen, Tomi Kiilakoski, Rauno Huttunen, Mervi Kaukko, Stephen Kemmis

    Research output: Contribution to journalArticleOtherpeer-review


    The article examines the theoretical and philosophical foundations of educational research from the point of view of practices. This investigation is based on the assumption that the ultimate goal of education is not knowing, but to promote a good life. On this view, education is understood an initiation into practice; the understanding that education is an initiation into knowledge is an intermediate stage on the way to being initiated into practices. This view entails a shift from an epistemological to an ontological perspective, which focus on being and becoming. We are discussing our ontological foundation by looking at what for knowledge is needed for: for what kinds of practices, for what kind of life in the world. We apply Stephen Kemmis's interpretation combining Aristotelian and Habermasian views on knowledge and its social interests. When examining education as a practice, we focus our attention on what factors enable or promote the formation of certain types of practices and what limits their development. From this point of view, practices are studied through the framework of the theory of practice architectures. The central message of this theoretical article is that the theory of practice architecture opens a way to continue the critical emancipatory project by providing conceptual and methodological tools for educational research to analyze the underlying prerequisites of social practices.
    Translated title of the contributionArchitectures of research on schooling and education
    Original languageFinnish
    Pages (from-to)368-383
    Number of pages16
    Issue number5
    Publication statusPublished - 2018


    • praxis
    • practice architectures
    • practice research
    • Aristotle
    • Finland
    • educational research
    • non-formal learning
    • forms of knowledge
    • knowledge interests
    • theory of practice architectures

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