Hirst on educational theory

Paul Hirst’s writings about the nature of educational theory continue to be important to the field of education. In this paper I unpack and analyse in some detail his conception of educational theory. I centre my discussion on three issues. First, I look at the ‘big picture’, how Hirst situates educational theory between the foundational disciplines and educational practice, and in so doing endows it with a specific function. His view is contrasted with the view of D.J. O’Connor; the discussion between the two of them is well-known. Second, with the big picture in place, I inquire deeper into Hirst’s view of the raison d’être of educational theory. Here his views are compared with those of the German philosopher of education Erich Weniger. Finally, I discuss Hirst’s later revisions of his view, most notably his argument that the justification of educational theory by the foundational disciplines is not enough. Educational theory must also pass the test of practice, he claims. I judge this to be a considerable change, one that blurs the big picture rather than making it clearer.