New publication by Roger McDermott, Mats Daniels, John N.A. Brown, and Åsa Cajander in ITiCSE 2025
When we talk about research in Computing Education, we often refer to data-driven studies—statistical analyses of learning outcomes, empirical classroom studies, or qualitative work grounded in social science methods. But what if we also turned to philosophy to better understand how and why we teach computing?
In our newly published paper, “Determining the Scope of the Philosophy of Computing Education,” we explore what it means to apply philosophical inquiry within computing education research. Inspired by similar movements in engineering education, we ask fundamental questions:
- What is the nature of computing as a discipline?
- What assumptions shape our teaching practices?
- How can conceptual analysis complement empirical and qualitative research?
Rather than offering yet another case study or dataset, this paper delves into the foundations of the field itself. We suggest that a philosophical perspective can enrich our understanding of key concepts, challenge unexamined assumptions, and help clarify the methods and goals of computing education research.
This is not about replacing empirical work—but about broadening the conversation. By including philosophical methods, we can develop a more reflective and mature field, better equipped to navigate the ethical, conceptual, and educational challenges of a rapidly changing discipline.
👉 You can read the full open-access paper here:
https://doi.org/10.1145/3724363.3729049
We look forward to continuing the conversation with the wider computing education community.