"It might help to check, or at any rate challenge, moves towards a narrow view of what we can hope from a social science, and excessive skepticism on the possibility of objectivity and freedom from those values that distort rather than favor rational inquiry." [from an article in the British Journal of Educational Studies, 1994]
These words from a review of his most recent book summarize Professor Phillips' research and his work with doctoral and master's students in the School of Education. Trained initially as a biologist and science teacher in Australia, Professor Phillips moved his interests into the philosophy of social science and history of nineteenth and twentieth century thought, concentrating on the emergence of the social sciences and educational research. His courses, books and articles aim to stimulate educational researchers to be reflective about the methods they are using, the assumptions they make that underlie their research, and the implications for policy and practice that they draw from their work. Furthermore, recent intellectual trends in the English-speaking world, and also in Europe, are forcing scholars to rethink the nature of knowledge and its claim to be objective; Professor Phillips' writings place him at the center of the vigorous debates over this central issue amongst scholars in education around the world.
Current Research: Theoretical and methodological issues in program evaluation; applied social science and educational research methodology; constructivist positions in math and science education and in philosophy.
Education: BSc, BEd, and MEd, University of Melbourne; PhD in Philosophy of Education and Philosophy of Science, University of Melbourne (1968).
Professional Experience: Visiting Professor, New Zealand, Australia, and United Kingdom (1972-1991); Christensen Fellow, St. Catherine's College, Oxford (1993).
Stanford from 1974. Classes include Introduction to Philosophy of Social Science; Popper, Kuhn, and Lakatos; Introduction to Issues in Evaluation; The Role of Knowledge and Learning in Teaching.
Activities and Awards: Co-editor, Philosophy and Education (book series); Section Editor, International Encyclopedia of Education. (Past Roles: Chair, Stanford Social Sciences and Educational Practice Program Committee; President, Philosophy of Education Society; Acting Dean, Stanford Continuing Studies Program and Summer Session; Three-term President, Stanford Chapter of the American Association of University Professors.)
Publications: Author or co-author of
The Social Scientist's Bestiary (1992);
Toward Reform of Program Evaluation (1980);
Philosophy, Science, and Social Inquiry (1987);
Perspectives on Learning (1991);
Visions of Childhood (1986);
From Locke to Spock (1976);
Holistic Thought in Social Science (1976);
Theories, Values, and Education (1971);
Evaluation and Education (co- editor, 1991);
author of many other articles and chapters.