It is argued that much of what we now call 'educational research' is n
ot truly so. Educational research is often construed on a bureaucratic
model, or a model of 'theory' and 'practice', when in reality it requ
ires certain very general intellectual and moral virtues. These can on
ly flourish under certain preconditions: essentially, the establishmen
t of permanent interdisciplinary teams which will handle the relevant
questions with sufficient sophistication.