Introduction: Post-Criticality and the Pursuit of an Empirical Philosophy of Education

Abstract

This article examines the relevance of post-criticality as a research stance across various traditions in educational research. After problematizing the dominance of critical approaches centered on deconstruction and denunciation, the authors advocate instead for an empirical philosophy of education. This introduction sets the stage for a suite of articles that explore affirmative, engaged methodologies, which prioritize proximity to educational practices over detached critique. Collectively, the articles investigate how post-critical methodologies can produce richer understandings of educational realities and foster meaningful connections between theory and practice.