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Margaret Eisenhart argued that SRE defends a conception of science in the sense of postpositivism, not positivism, and this is important because the former accommodates both patterned behavior and human intentionality. See Margaret Eisenhart, “Science Plus: A Response to the Responses to Scientific Research in Education,” Teachers College Record 107, no. 1 (2005): 52–58. We will have occasion to return to this logic a few more times in this book. Before then, and to be clear, we are not arguing that science can only be understood positivistically.

88 So while we will take the committee at its word that it is not intending to advocate particular methods, we still argue in chapter 2 that it nonetheless advocates scientism, since “science” as defined by the committee is fundamentally only a method. Margaret Eisenhart, who was a member of the NRC committee, defends SRE from many of these critiques. She grants that the report paid little attention to how qualitative research can contribute to the study of education, but explains that the report, for all its problems, seeks to counter long-standing low opinions of education research, a particularly important task given that the federal government has the purse strings.

80 We find such critiques tiresome and beside the point, as they actually wind up supporting the view that there is a distinction between science and nonscience, premised, at root, on methodological grounds. Indeed, when Frederick Erickson and Kris Gutierrez critiqued SRE’s implication that science is about certainty by claiming that “Real science is not about certainty but uncertainty,”81 their claim makes sense only upon accepting the existence of a “real” science, which is intelligible only upon the recognition of an “unreal” science, or a nonscience.

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