A NOTE ON HISTORY, EDUCATIONAL-POLICY, AND THE USES OF THE PAST

The purpose of this paper is to examine how the historian's values inform the history of educational policy. The problem is explored with reference to Kuhn's understanding of value judgment and theory choice. When applied to a case study of policy-oriented history, these understandings suggest that Kuhn's analysis functions as a heuristic device in assessing the normative dimensions of historical research.