What is it with education that make many critics leave their role as an informed researcher and argue on the basis of personal opinions?
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In this paper, we have analyzed a nationwide debate following the introduction of an individual merit system for educational development. When reforms are aimed towards research, even the toughest discussions can most often be resolved when arguments are backed by evidence. Not surprisingly, as this goes hand in hand with the language and mindset of the receivers in the research community. But, when it comes to reforms about educational development, the picture looks quite different. Here, evidence in not enough. Suddenly large parts of the research community behave in an unscholarly way, basing their arguments on personal opinions about teaching backed by what otherwise would be dismissed as anecdotal evidence.