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. |
From inside the book
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Page 73
... theoretical ' . their practical effects are not unimportant . For example , if the positivists ' separation of theory and observation is untenable , if observations are indeed impregnated with theory , then theoretical advances are not ...
... theoretical ' . their practical effects are not unimportant . For example , if the positivists ' separation of theory and observation is untenable , if observations are indeed impregnated with theory , then theoretical advances are not ...
Page 109
... theoretical but never both , educational problems are never theoretical . General or ' context - free ' educational problems ( for example , What should be taught to children ? What should a ' core curriculum ' contain ? ) are no Et ...
... theoretical but never both , educational problems are never theoretical . General or ' context - free ' educational problems ( for example , What should be taught to children ? What should a ' core curriculum ' contain ? ) are no Et ...
Page 115
... theoretical knowledge into rules of action overlooks the simple point that gaps between theory and practice , whether they occur for theoreticians or educators , are closed by the practitioners themselves formulating decisions in the ...
... theoretical knowledge into rules of action overlooks the simple point that gaps between theory and practice , whether they occur for theoreticians or educators , are closed by the practitioners themselves formulating decisions in the ...
Contents
Further Reading | 7 |
The Positivist Approach to the Problem of Theory and Practice | 61 |
Criticisms of Positivism | 71 |
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 context critical educational science critical social science critical theory curriculum research Deakin University dialectical discourse educa educational action research educational practice educational problems educational research educational situations educational theory emancipatory action research enlightenment enquiry example explanandum explanations framework Frankfurt School Geelong groups Habermas Habermas's hermeneutic historical ideas ideology improvement individuals institutions interests interpretive approach involved Kegan Paul KEMMIS kind knowledge learning London means methods nature objective organization paradigm participants particular perspective philosophy Philosophy of Education phronesis political positivism positivist praxis produced professional questions rational reflection relation relationship requires role Routledge and Kegan scientific self-reflection sense society sociology Sociology of Education strategies structure task teachers teaching technical theoretical theorists theory and practice tion tional transform values view of educational