The central theme of the research programme ‘Education for the good life in a diverse society’ is the search for and justification of educational practices that best facilitate the development of children to lead a good life in a society that is culturally, morally and religiously diverse.
The programme aims to elucidate from a theoretical/ philosophical perspective which (cultural) practices positively influence the development of children and how their participation in these practices facilitates their development. By means of theoretical reflection and empirical research it investigates cognitive, moral, social and religious aspects of upbringing and primary education, with a particular attention to identity development and civic education.
The research programme takes as its starting point the pedagogical and educational topics that are of prime importance to parents, teachers and educational policy makers. There are two lines of research that set the research agenda of this programme for the coming years: i) ideals and identity of educators and children and ii) meaningful education, both in relation to flourishing in a diverse society and related to citizenship education.
To ensure that the philosophical/theoretical analyses and evaluations are ‘empirically grounded’ and ‘psychologically realistic’, the researchers take into account data from empirical educational, psychological, sociological and religious studies/theological research. Moreover, within the programme qualitative and quantitative empirical research is being conducted with a view to provide the empirical data to advance theory development. The empirical research is instigated by theoretical questions and for the purpose of infusing the philosophical or theoretical investigations with the required empirical material.
The practice and action oriented approach of the programme is also preferred because of the intention to contribute, primarily in an indirect manner, to the innovation of practices by professionals working in educational domains/settings based on normative aims and empirically supported interventions.
Dr. Ina ter Avest, Dr. Gerdien Bertram-Troost, Dr. Marjolein Dobber, Dr. Michalis Kontopodis, Prof. dr. Siebren Miedema, Prof. dr. Bert van Oers, Dr. Marjoke Rietveld-van Wingerden, Prof. dr. Doret de Ruyter, Dr. Anders Schinkel.
Postdoc researchers and PhD students