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Andrea Marcelli, « The Epistemology of Doctoral Education: Manner or Revolution? », HAL-SHS : sciences de l'éducation, ID : 10670/1.owcp3u
Italian doctoral education in the pedagogical field faces the general condition of graduates in the social sciences: EQF 6 and EQF 7 (bachelor's and master's) courses do not always train students in research. This lack of training does not manifest in terms of scientific writing, but rather in communication. The latter occurs in an academic context dominated by what this paper defines as 'the manner', that is, the neopositivistic modus operandi for the drafting and distribution of scientific studies. Hence, the two horns of the dilemma: if the doctoral student does not learn to be mannerist, they risk exclusion; however, the manner itself marginalizes the creativity and eccentricity typical of heuristic phenomena in science. By reconsidering this issue in light of the epistemological shifts of the twentieth century, it is possible to redefine doctoral education in terms of an idea of science as the result of an exercise in discursive rationality.