"Comments on Bulterman-Bos": What Should Education Research Do, and How Should It Do It?

Autor/in	Wiliam, Dylan
Titel	"Comments on Bulterman-Bos": What Should Education Research Do, and How Should It Do It?
Quelle	In: Educational Researcher, 37 (2008) 7, S.432-438 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X08325678
Schlagwörter	Stellungnahme; Evidence; Classification; Educational Philosophy; Theories; Epistemology; Educational Research; Theory Practice Relationship; Teacher Role; Problems; Relevance (Education); Criticism; Educational Environment; Educational Researchers; Research Utilization; Educational Principles + Suchen Sie Ihr Suchwort? Evidenz; Classification system; Klassifikation; Klassifikationssystem; Bildungsphilosophie; Erziehungsphilosophie; Theory; Theorie; Erkenntnistheorie; Bildungsforschung; Pädagogische Forschung; Theorie-Praxis-Beziehung; Lehrerrolle; Problemsituation; Relevance; Relevanz; Kritik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Forschungsumsetzung; Bildungsprinzip
Abstract	In this article, three theoretical perspectives are used to extend Bulterman-Bos's (2008) argument regarding a clinical approach to education research. First, three intellectual virtues identified by Aristotle--"episteme," "techne," and "phronesis"--are related to the requirements of the "pure" education researcher, the skilled practitioner, and the clinical researcher, respectively. Second, Churchman's typology of inquiry systems--based on whether the primary source of evidence is logic, observation, representation, dialectic, or values--is offered as a way of conceptualizing different kinds of inquiry in education. Third, recognizing that much practitioner knowledge is tacit, Nonaka and Takeuchi's model of knowledge conversion is suggested as a tool with which knowledge gained through different methods of inquiry might be brought into productive dialogue. (Contains 1 figure, 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10