This article seeks to examine some of the problems in current policy, pedagogy and practice through the concept of reductionism. It examines various forms which this may take involving inappropriate scientific methodologies, a diminished sense of structure (or, conversely, agency), temporal confusion and teleological/ethical reductionism, drawing on examples from natural and social sciences as well as education. It draws on Critical Realist understandings of causality, stratification and emergence to ground the discussion ontologically and epistemologically. The article then builds on this theoretical foundation for a critical discussion of teaching and learning, poverty-related underachievement, school development, and evidence-based teaching.

中文翻译：

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教育理论中的还原论问题：复杂性，因果关系，价值观

本文旨在通过还原主义的概念来研究当前政策，教学法和实践中的一些问题。它以自然科学，社会科学以及教育为例，研究了可能采取的各种形式，包括不适当的科学方法，结构感（或相反地，代理性）减弱，时间混乱和目的论/伦理还原论。它利用批判现实主义者对因果关系，分层和出现的理解，以本体论和认识论为基础进行讨论。然后，本文以这一理论基础为基础，对教学与学习，贫困相关的学业落后，学校发展以及循证教学进行了批判性讨论。