Thanks, Robert. I hope it did not come across as if I was replacing one extreme with another, as that is precisely what I was aiming to avoid! I wholeheartedly agree that education research need not be flawed as a concept. But It requires nuanced interpretations that acknowledge the limitations of empirical methods. Instead we see large swathes of the education community gravitating to studies it does not fully comprehend. Ideologues are only too keen to reference research that is consistent with their beliefs. Even well-intentioned educators fall prey to citing outcomes of flawed studies. As a discipline, Education lacks even a basic threshold of rigour.
Can you point to a body of educational research that meets your criteria of rigour?