It seems to me that one thing educational theory has been unable to address is the possibility of multiple theoretical perspectives, the possibility that there is no one taxonomy, set of standards, methodology, etc., that will define The Way to do education.Courtesy of Half and Hour.
Certainly, any approach to learning theory that suggests that an experiment can be conducted in (say) a double-blind model in order to test hypotheses in terms of (say) achievement of learning outcomes in my view demonstrates a fundamental misunderstanding of the nature of the enquiry.
We need to move beyond consensus, beyond sameness.
This is the sort of rationalization you get from a non-professional in a pseudo-profession with no standards of accountability who wants to continue practicing proven, unsound methods no matter the results.
Imagine walking into a doctor's office with a migraine and doctor Killpatient wants to put you on a regimine of anal leeching. When you question his methodology and suggest that the medical research has shown that a triptan class of medications is the most effective course of treatment, the good doctor informs you that there are multiple theoretical medical perspectives and that there is no standard that defines how to do medical treatment. As he's pulling out the leeches, he informs you that any theory that suggests that double-blind experimentation that tests the achievement of medical outcomes is a fundamental misundestanding of the nature of the medical inquiry. It's time to move beyond consensus.
At this point, most sane people would be out the door already, leaving the little cloud of smoke like in the roadrunner cartoons.