Description:
In this article we argue for an approach to educational researchbased on philosophical hermeneutics. In this approach an understandingof educational issues could be based on interpretationsof empirical data related to theory. Our argument is that variousaspects of the educational system can be understood if a distance isenabled between a pre-specified theoretical frame and empiricaldata. Conceptualised as a field the interpretational frame suggestedin this article illuminates different aspects related to educationaltheory, and thereby interpretations of that which is near andtaken for granted are made both explicit and possible.