My feeling that something was seriously wrong with the educational theory of professional practice was aroused some 20 years ago when I compared the dominant disciplines approach to theory, with my reflections on my classroom practice. Whilst I fully acknowledge the personal benefits I gained from studying the disciplines, this approach failed to produce a description and explanation for my professional practice. As a teacher I needed to feel confident that the profession possessed an educational theory which could relate directly to educational practice in classrooms. In constructing an alternative to the disciplines approach I have sought to show where insights from this approach can be integrated within the living alternative. This has required the rejection of fundamental assumptions. I am thinking of the rejection of propositional forms of educational theory. The rejection of the clarification of the meaning of values solely through conceptual analysis, and the rejection of a solely linguistic approach to generalisability.
- Research-based Professionalism,
- Living Educational Theory,
- Politics of Educational Knowledge
Available at: http://works.bepress.com/jack_whitehead/3/