¶ … educational theories in the light of political context. Hence the paper provides a springboard for insight into some essential interconnections between educational approaches and movements, motivational goals of the researchers and the varied opinions of the educationists and experts, through presenting alternative arguments. The Works Cited three sources in MLA format. The Political Context of Educational Theory: Alternative Arguments

Where all believe in the significance of education for the development of personality and for the welfare of the nation, many support the various important and blatant theories and educational movements. However, there is still a decent number that presents alternative arguments in their effort to prove that educational research (and related public funding) world-over is being used not only as a tool to inculcate sense of discipline and responsibility but also to gain political ends.

Following passages of the research paper will present arguments from various educationists and researchers thereby quoting examples cited by them in support of their alternative arguments.

In educational research society, large number of researchers and educationists are interconnected in some way or the other, usually forming groups with the ones sharing similar viewpoints on a certain theory or a movement in the field of education. Therefore, there always follows a chain of arguments.

For instance, when Dr. Strauss questioned the validity and adequacy of the reading research program as...

Stone, arguments that were countered again by Strauss in clarification of what he meant by what he said, refuting Stones claim as well as examples. Dr. Strauss considered the nature of reading research program by Lyon as inadequate for the masses. According to him, the program abandons "social and psychological components of reading" (Stone: 31-32). Moreover, he was of the view that without eradication of socioeconomic discrepancies existing in the United States, rate of illiteracy cannot be diminished, an angle that the schema of NICHD lacks, for the active experimentation that involves unnatural ways of gauging and drafting educational programs assists little to ameliorate the contemporary educational arena. Stone counteracts the opinion by Strauss, for the researcher advocates the Institute on its efforts to experiment with the recent findings believing in and presenting another view that even if experiments and innumerable studies conducted are impractical, paper work alone is insufficient for obtaining desired goals. Thereby asserting the notion that for a drastic positive change in educational policy, "rigorous experimentation" is strongly needed (Stone: 31-32). Dr. Strauss has refuted this opinion of experimentation needed urgently for the betterment of educational standards. Alternately, the neurologist clarified both his position and his opinion by giving examples of anthropological explorations (Strauss: 32-33) where experimental approach is not only irrelevant but is a waste of public funding linking it with educational reading which is an act wherein experimentation is flawed in comparison with descriptive form of research and practice, shedding light on the faulty "alphabetic principle," the basis for NICHD research program, which neglects the highly important functioning of symbols (Strauss: 32-33).
Furthermore, Stone refutes the opinion by Strauss while commenting on his article. He strongly disagrees with Strauss on the point that naturally available perfect conditions are the best means for enhancing reading and learning skills in children (Stone: 31-32). Alternately, Stone supports Lyon in employing synthetic approaches for the sound education…