Fadhila Rachmadani, Norainie Ahmad

Philosophy of Educational Policy: Problems, Challenges, and Possibilities

Introduction

Philosophy of educational policy: problems, challenges, and possibilities. Explore the philosophy of educational policy, analyzing its problems, challenges, and future possibilities through ontological, epistemological, and axiological lenses.

Abstract

Educational policy is a conceptual basis that is essential for the implementation of education. Educational policy also holds an important position, role, and function in the implementation of education at the micro, meso, and macro scales. This article focuses on the problems, challenges, and future possibilities regarding educational policy from a philosophical perspective. This paper aims to explore the problems, challenges, and various future possibilities in the field of educational policy through the lens of philosophy, specifically ontology, epistemology, and axiology. This literature-based paper is a qualitative study that refers to John Ward Creswell 's book entitled "Qualitative Inquiry and Research Design: Choosing Among Five Approaches". This research is a type of library research using data collection techniques that involve reading literature sources such as books, journals, and studies, which are then classified for further analysis of the literature. The results of this study reveal the hidden philosophical meanings behind the problems and challenges of educational policy, serving as reflective material to consider and estimate various future possibilities concerning the development of educational policies deemed appropriate and suitable for formulation and implementation in the education sector. The findings of this study also pave the way for various studies in the field of educational policy analyzed through the 'lens' of philosophy.

Review

This paper, "Philosophy of Educational Policy: Problems, Challenges, and Possibilities," proposes a timely and relevant exploration into the foundational aspects of educational policy. The abstract clearly articulates the central role of educational policy at various scales and positions its inquiry within a philosophical framework. Specifically, the study aims to illuminate the problems, challenges, and future possibilities in this domain through the lenses of ontology, epistemology, and axiology, thereby seeking to uncover the underlying philosophical dimensions of policy formulation and implementation. The methodology is described as a qualitative, literature-based study, drawing on library research and referencing Creswell's work on qualitative inquiry. A significant strength of this proposed work lies in its ambitious interdisciplinary approach, bridging the often-separated fields of philosophy and educational policy. By explicitly engaging with ontological, epistemological, and axiological perspectives, the paper holds the potential to offer a much-needed critical and reflective space for understanding the implicit assumptions and values that shape educational governance. The stated goal of revealing "hidden philosophical meanings" and providing "reflective material" suggests a valuable contribution to both academic discourse and policy-making practice. Furthermore, the paper's aim to "pave the way for various studies in the field of educational policy analyzed through the 'lens' of philosophy" underscores its potential to stimulate further research and deepen scholarly engagement with this crucial topic. While the abstract outlines a compelling scope, there are areas where further specificity or clarification would enhance its impact. For instance, the abstract mentions "problems and challenges" but refrains from giving any indication of *which* particular issues will be foregrounded, leaving the reader to wonder about the concrete applications of the philosophical analysis. Methodologically, stating that it is a "qualitative study that refers to John Ward Creswell 's book entitled 'Qualitative Inquiry and Research Design: Choosing Among Five Approaches'" in the context of "library research" could benefit from greater elaboration on how Creswell's designs are specifically adapted or applied to a purely literature-based review. A reviewer might also seek more insight into the nature of the "various future possibilities" discovered – are these theoretical frameworks, specific policy recommendations, or new directions for philosophical inquiry? Elucidating these aspects would strengthen the abstract's promise of significant and actionable findings.

Full Text

Comments

You need to be logged in to post a comment.