What Should Education Research Do, and How Should It Do It? Export

@article{citeulike:3432313, 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. 10.3102/0013189X08325678}, author = {Wiliam, Dylan}, citeulike-article-id = {3432313}, citeulike-linkout-0 = {http://dx.doi.org/10.3102/0013189X08325678}, citeulike-linkout-1 = {http://edr.sagepub.com/cgi/content/abstract/37/7/432}, doi = {10.3102/0013189X08325678}, journal = {EDUCATIONAL RESEARCHER}, keywords = {forschungskommunikation, wissenschaftstheorie}, month = {October}, number = {7}, pages = {432--438}, posted-at = {2008-10-21 11:58:30}, priority = {2}, title = {What Should Education Research Do, and How Should It Do It?}, url = {http://dx.doi.org/10.3102/0013189X08325678}, volume = {37}, year = {2008} }

TY - JOUR ID - citeulike:3432313 L3 - citeulike-article-id:3432313 N2 - 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. 10.3102/0013189X08325678 IS - 7 JF - EDUCATIONAL RESEARCHER EP - 438 TI - What Should Education Research Do, and How Should It Do It? VL - 37 SP - 432 KW - forschungskommunikation KW - wissenschaftstheorie AU - Wiliam, Dylan PY - 2008/10/01/ UR - http://dx.doi.org/10.3102/0013189X08325678 ER -