This article develops the idea that the sciences of the design perspective offer a more adequate solution for bridging the gap between explanations and prescriptions in educational research. This idea is developed over the following steps: first, the scope of the analysis and the problem of the relationship between explanations and prescription are expounded; second, the article examines the relevance of the science of the design perspective and the advantages compared with the traditional view in educational research; third, it considers educational research as a science of design; and finally, predictions and prescriptions are assigned a new role in the field of educational research.
DunneJ. (1993) Back to the Rough Ground: ‘phronesis’ and ‘techné’ in modern philosophy and in Aristotle. Notre Dame, IN: University of Notre Dame Press.
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HargreavesD.H. (1998) Creative Professionalism: The role of teachers in the knowledge society. London, Demos.
