Why does Education Research Fail?

Agenda defeats Research, boxingThe act of creating educational policies is political by default; the whole of a people will be held accountable to obeying the laws of that policy. This would be simple if there was a group consensus of what to teach, when to teach, and how-to-teach-what-to-whom; of course, there is not. The difficulty stems from the power of education as a sociological sculpting tool to shape our future, and there is no consensus of what that “shape” should be. Conflicts arise as factions hold antithetical (as opposed to orthogonal) beliefs of what constitutes a healthy human society, and each faction fights to reign control of the sculpting tool of tomorrow. Education is a critical tool for political leaders to push their agendas, to sculpt their future societal ideals, and we have warring factions.
So, how do we resolve these conflicts? How do we accomplish the chelonian task of creating an educational policy? How do we reach a consensus as to the best methods of teaching our children?  One would think educational research would be the ultimate mediator. One would think that the  science of learning assessment, the detailed analysis of how we learn, when we learn, and why we learn would be the objective heavyweight that would be the authority on how-to-teach-what-to-whom, and knock out the conflicts, but it is not.  Why do you think that is?

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