Session Information
Contribution
In the context of a key philosophical distinction between ‘practice’ and ‘technique’, I shall consider the implications of identifying education as a practice. Focusing on neo-Aristotelian and other contemporary approaches to this distinction, I shall examine the kind of engaged agency and practical knowledge embodied in good teaching. Mindful of related debates about ‘overcoming epistemology’, I shall also analyse the relationship between theory and practice and the entailed issue of what kind of research best serves education as a practical domain. Helpful reading: J. Dunne (1997) Back to the Rough Ground: Practical Judgment and the Lure of Technique. Notre Dame: University of Notre Dame Press. J. Dunne and P. Hogan (eds.) (2004) Education and Practice: Upholding the Integrity of Teaching and Learning. Oxford: Blackwell, 2004.
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