Becoming Critical: Education, Knowledge, and Action Research"Life is hard for Anne and her father under Cromwell's harsh rule, which has reduced them from wealth to poverty. With one friend fearing for his life and another apparently lost to her, a man she hates sees her as a way of fulfilling all his ambitions. Will she have to surrender to him or lose everything?"--EBL. |
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Page 41
... knowledge . But not all the knowledge that teachers have provides an equally profitable starting point for the enterprise of critical reflection . The next section sets out some of the kinds of knowledge that teachers have and employ ...
... knowledge . But not all the knowledge that teachers have provides an equally profitable starting point for the enterprise of critical reflection . The next section sets out some of the kinds of knowledge that teachers have and employ ...
Page 134
... knowledge in terms of natural scientific knowledge , makes it virtually impossible to comprehend science as just one form of knowledge among others . In order to show how this involves a reversal of the proper relationship between ...
... knowledge in terms of natural scientific knowledge , makes it virtually impossible to comprehend science as just one form of knowledge among others . In order to show how this involves a reversal of the proper relationship between ...
Page 135
... knowledge taking the form of scientific explanations . However , by saying that this kind of knowledge relates to a technical interest , Habermas does not mean that the pursuit of this knowledge is always motivated by a concern for ...
... knowledge taking the form of scientific explanations . However , by saying that this kind of knowledge relates to a technical interest , Habermas does not mean that the pursuit of this knowledge is always motivated by a concern for ...
Contents
Teachers Researchers and Curriculum | 7 |
The Natural Scientific View of Educational | 51 |
The Interpretive View of Educational Theory | 83 |
Copyright | |
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Other editions - View all
Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Limited preview - 2003 |
Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Limited preview - 2003 |
Common terms and phrases
achieve activity actors aims approach to educational argued beliefs Chapter classroom collaborative commitment communities of action concepts concerned constraints context critical educational science critical social science critical theory curriculum research Deakin University discourse educa educational action research educational practice educational problems educational research educational situations educational theory emancipatory action research enquiry epistemology example explanandum explanations framework Frankfurt School Geelong Habermas Habermas's hermeneutic historical human ideas ideology improvement individuals institutions interest interpretive approach involved Kegan Paul KEMMIS kind knowledge learning London means methods nature objective observations paradigm participants particular perspective philosophy Philosophy of Education phronesis political positivism positivist praxis produced professional purpose questions rational reflection relationship requires role Routledge and Kegan scientific self-reflection sense social reality society sociology of education strategies structure task teachers teaching technical theoretical theorists theory and practice tional tions transform truth values view of educational