It is a fact of human nature that we are driven by a desire to classify and clarify meaning. And paradoxically, when we find that things are just too complex to easily classify, we feel somehow cheated and irritated. So it is with the clamour for research based evidence in education at the moment.
Wherever there is a question about our existence and circumstance, there is a tendency to turn to science for answers and to ‘garner the authority of science to underwrite one’s favourite view’ (Barad 2007). This is a pattern we can see in education