First three paragraphs:
Alchemists did masses of data collection, seeking correlations. In the process they learnt a great many useful facts – but lacked deep explanations. Searching for correlations can produce results of limited significance when studying processes with an underlying basis of mechanisms with astronomical generative power. But this correlation-seeking approach characterises much educational research.
Accelerated progress in chemistry came from developing a deep explanatory theory about the hidden structure of matter and the processes such structure could support (atoms, subatomic particles, valence, constraints on chemical reactions, etc.). Thus deep research requires (among other things) the ability to invent powerful explanatory mechanisms, often referring to unobservables.
My experience of researchers in education, psychology, social science and similar fields is that the vast majority of the ones I have encountered have had no experience of building, testing, and debugging, deep explanatory models of any working system. So their education does not equip them for a scientific study of education, a process that depends crucially on the operations of the most sophisticated information processing engines on the planet, many important features of which are still unknown. [Read more…]