Behind every approach to teaching method, behind every plan for administrative
organization of the schools, behind the structure of every
1As we stated in the Introduction, modes of philosophical inquiry are discussed throughout the chapter. Also, see Kincheloe (1991), especially
Chapter 3, on “Exploring Assumptions Behind Educational Research: The Nature of Positivism,” pp. 48–66.
school curriculum stands a body of accepted doctrine—assumptions,
concepts, generalizations, and values. In short, every practical approach
to the art of teaching is shored up by some constellation of accepted
ideas. Very often, however, the very presence of this body of ideas goes
unnoticed. Its acceptance is largely unconscious and based on tradition.