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| Titel: |
Educational Enquiry and Professional Knowledge: towards a Copernican revolution |
| Auteur: |
Carr, David |
| Verschenen in: |
Educational studies |
| Paginering: | Jaargang 20 (1994) nr. 1 pagina's 33-52 |
| Jaar: |
1994 |
| Inhoud: |
Current conceptions of the nature of education and teaching would appear to be dominated by a generally technicist interpretation of educational enquiry and conduct which has also influenced recent perspectives on professionalism in education. This technicist view, which rests initially on a misreading of the logical character of educational discourse, is further reinforced by certain theories of schooling and pedagogy hailing from the social sciences. It is argued here, however, that since it is the morally normative language of ethical principles and dispositions rather than the instrumentally normative language of techniques which lies at the heart of discourse about education and teaching, the idea of a virtue provides a better model for understanding professional competence than that of a skill. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 3 van 10 gevonden artikelen
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