Citation

Bridges D, Watts M. J. Philos. Educ. 2008; 42: 41-62.

Copyright

(Copyright © 2008, John Wiley and Sons)

DOI

10.1111/j.1467-9752.2008.00628.x

PMID

unavailable

Abstract

This article is centrally concerned with the sort of knowledge that can and should inform educational policy—and it treats this as an epistemological question. It distinguishes this question from the more extensively explored question of what sort of knowledge in what form policy-makers do in fact commonly take into account.