Scientific autonomy in disciplinary research in education

Abstract

Based on a conviction that there is a problematic deficit of internal debate within the research area of pedagogy in Sweden, with repercussions in poor evaluations in public spheres, especially concerning schooling and teacher education, it is argued that a basic reason behind this is unsufficient care about the distinguishing features of pedagogy as a scientific discipline. A conception of such features is presented and examplified. In particular postgraduate education is stressed as a vital aspect of disciplinary progress, and areas of possible development in this respect are described.