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Evidence-Based Policy: Epistemologically Specious, Ideologically Unsound

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Controversies in Education

Part of the book series: Policy Implications of Research in Education ((PIRE,volume 3))

Abstract

Evidence-based policy is often presented as a simple solution to complex social problems. It is portrayed as an unimpeachable methodology, promising to deliver unarguable results. Beneath the shiny surface however, there is much that can and should be disputed. This chapter draws on current epistemological debates to argue that there is no single version of ‘evidence’ that renders it immune to scientific critique. Indeed, what counts as evidence is precisely under dispute, and there is no escape from debates about evidence. Secondly, ways in which ‘evidence’ is deployed by politicians and planners, can also be subjected to critique. At times, efforts to use ‘evidence’ as a means to impart a veneer of scientificity, are little more than a legitimation device, for political decisions that have already been taken, or for reasons of expediency. Examples from the field of education are given, that illustrate the argument.

All intellectual activity can be seen as terrorism against established canons, whether science, culture or sociology.

(Ulitskaya 2011: 178)

What matters is what works.

(New Labour, c. 1997)

the search for certainty is indeed literally a Kinderkrankheit.

(Feyerabend, letter to Lakatos, 27th. Dec. 1974)

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Notes

  1. 1.

    Although there is some evidence that Feyerabend later reconciled with Kuhn on a number of points (Hoyningen Huene 2000: 113–114).

  2. 2.

    PISA results released in late 2010 included China’s participation for the first time. The Chinese sample was restricted to pupils from schools in Shanghai.

  3. 3.

    Chicago Public School.

  4. 4.

    Prairie State Achievement Test.

  5. 5.

    American College Test.

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Authors and Affiliations

  1. University of Sydney, Sydney, Australia

    Anthony Welch

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Correspondence to Anthony Welch .

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Editors and Affiliations

  1. Fac. Education & Social Work, University of Sydney, Sydney, New South Wales, Australia

    Helen Proctor

  2. Fac. Education & Social Work, University of Sydney, Sydney, New South Wales, Australia

    Patrick Brownlee

  3. University of Sydney Fac. Education & Social Work, Sydney, New South Wales, Australia

    Peter Freebody

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Welch, A. (2015). Evidence-Based Policy: Epistemologically Specious, Ideologically Unsound. In: Proctor, H., Brownlee, P., Freebody, P. (eds) Controversies in Education. Policy Implications of Research in Education, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-08759-7_6

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