There is another domain of investigation which some scholars consider
research. It includes philosophical analysis, especially conceptual analysis,
the situation of educational issues within a philosophical tradition,
the examination of epistemological and axiological assumptions, criticism
and so forth. I view such activities as scholarship, but not as
research in the sense in which it is used in this text. The principal
difference is the lack of primary data in those approaches which rely
entirely on critical thinking and analysis of existing literature and theory.