What is it with education that make many critics leave their role as an informed researcher and argue on the basis of personal opinions?

In this paper, we have analyzed a nationwide debate following the introduction of an individual merit
system for educational development. When reforms are aimed towards research, even the toughest
discussions can most often be resolved when arguments are backed by evidence. Not surprisingly, as this goes hand in hand with the language and mindset of the receivers in the research
community. But, when it comes to reforms about educational development, the picture looks quite
different. Here, evidence in not enough. Suddenly large parts of the research community behave in
an unscholarly way, basing their arguments on personal opinions about teaching backed by what
otherwise would be dismissed as anecdotal evidence.