How can teacher reasoning be practical?

Educational Theory

Volumn 48, Issue 2, 1998, Pages 175-192

  Orton, Robert E ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33845618377     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.1998.00175.x     Document Type: Article

References (64)

1. Margret Buchmann, "Impractical Philosophizing about Teachers' Arguments," Educational Theory 37, no. 4 (1987): 409-11
2. Margret Buchmann, "Argument and Contemplation in Teaching," The Oxford Review of Education 14, no. 2 (1988): 201-21
3. Jere Confrey, "Bridging Research and Practice," Educational Theory 37, no. 4 (1987): 383-94
4. Gary Fenstermacher, "Philosophy of Research on Teaching: Three Aspects,"Handbook of Research on Teaching, 3d. ed., ed. M.C. Wittrock (New York: Macmillan, 1986), 37-49
5. Gary Fenstermacher, "Prologue to my Critics," and "Reply to my Critics," Educational Theory 37, no. 4 (1987): 357-60 and 413-22
6. Gary Fenstermacher and Virginia Richardson, "The Elicitation and Reconstruction of Practical Arguments in Teaching," Journal of Curriculum Studies 25, no. 2 (1993): 101-14
7. Brent Kilbourne, "The Nature of Data for Reflecting on Teaching Situations," Educational Theory 37, no. 4 (1987): 377-82
8. B.A. Morgan, "Practical Rationality: A Self-investigation," Journal of Curriculum Studies, 25, no. 2 (1993): 115-24
9. Greta Morine-Dershimer, "Practical Examples of the Practical Argument: A Case in Point," Educational Theory 37, no. 4 (1987): 395-408
10. Hugh Munby, "The Dubious Place of Practical Arguments and Scientific Knowledge in the Thinking of Teachers," Educational Theory 37, no. 4 (1987): 361-68
11. Jana Noel, "A Critical Assessment of Three Recent Research Programs on Teaching in Light of Aristotle's Account of Practical Reason" (Ph.D. diss., University of California, Los Angeles, 1991)
12. Jana Noel, "Intentionality in Research on Teaching," Educational Theory 43, no. 2 (1993): 123-46
13. Robert Orton, "How Can Teacher Beliefs about Student Learning be Justified?" Curriculum Inquiry 26, no. 2 (1996): 133-46
14. Shirley Pendlebury, "Practical Arguments and Situational Appreciation in Teaching," Educational Theory 40, no. 2 (1990): 171-80
15. Shirley Pendlebury, "Practical Arguments, Rationalization and Imagination in Teachers' Practical Reasoning: A Critical Discussion," Journal of Curriculum Studies 25, no. 2 (1993): 145-51
16. T.L. Russell, "Research, Practical Knowledge, and the Conduct of Teacher Education," Educational Theory 37, no. 4 (1987): 369-76
17. B. Stauber-Johnson, "LinkingPractical Argument, Practical Knowledge and Practical Actions: A Case Study in Elementary Mathematics Education" (Ph.D. diss., University of Minnesota, 1996)
18. D. Vasquez-Lcvy, "The Use of Practical Arguments in Clarifying and Changing Practical Reasoning and Classroom Practices: Two Cases," Journal of Curriculum Studies 25, no. 2 (1993): 125-43.
19. Donald Söhon, The Reflective Practitioner: How Professionals Think in Action (New York: Basic Books, 1983) and R. Clift, W. Houston, and M. Pugach, eds., Encouraging Reflective Practice in Education: An Analysis of Issues and Programs (New York: Teachers College Press, 1990).
20. See, for example, Kenneth M. Zeichner and Daniel P. Liston. "Teaching Student Teachers to Reflect," in M. Okazawa-Rey, J. Anderson, and R. Traver, eds., Teachers, Teaching, and Teacher Education (Cambridge: Harvard Educational Review, 1987), 284-312
21. Alan Tom, "Inquiry into Inquiry Teacher Education," (paper presented at the annual meeting of the American Educational Research Association, April, 1985)
22. Max van Manen, "Linking Ways of Knowing with Ways of Being Practical," Curriculum Inquiry 6 (1977): 205-28.
23. David Hume, A Treatise of Human Nature (1739) reprint, Buffalo, N.Y.: Prometheus Books, 1992) and Aristotle, Nicomachean Ethics, Book 6 (Indianapolis: Bobbs-Merrill, 1962), 1138b20-1145a 10. These books will be cited as THN and NE in the text for ail subsequent references.
24. Thomas Green, "Teacher Competence as Practical Rationality," Educational Theory 26, no. 3 (1976): 249.
25. Fenstermacher, "Philosophy of Research on Teaching."
26. See, for example, A.C. Ornstein and F. Hunkins, Curriculum: Foundations, Principles, and Theory (Boston: Allyn and Bacon, 1993).
27. R. J. Shavelson and P. Stern, "Research on Teachers' Pedagogical Thoughts, Judgments, and Decision-Making: Implications for Educational Research,"Review of Research in Education, ed. F.N. Kerlinger (Washington: AERA, 1981), 5-42
28. Christopher M. Clark and Penelope L. Peterson, "Teacher Thought Processes," in Wittrock, Handbook of Research on Teaching, 255-96.
29. Deborah P. Britzman, Practice Makes Practice: A Critical Study of Learning to Teach (New York: SUNY Press, 1991), Michael Connelly and J.D. Clandinin, "Stones of Experience and Narrative Inquiry," Educational Researcher 19, no. 5 (1990): 2-14
30. F. Elbaz, Teacher Thinking: A Study of Practical Knowledge (New York: Nichols, 1983).
31. Wilfred Cair and Stephen Kemmis, Becoming Critical: Education, Knowledge, and Action Research (London: Palmer Press, 1986); and Zeichner and Listen, "Teaching Student Teachers to Reflect."
32. Zeichner and Listen, "Teaching Student Teachers to Reflect."
33. See Joseph Dunne, Back to the Rough Ground: "Phronesis" and "Techne" in Modern Philosophy and in Aristotle (Notre Dame, Indiana: University of Notre Dame Press, 1993).
34. See, for example, James Garrison and C.J.B. Macmillan, "Process-Product Research on Teaching: Ten Years Later" Educational Theory 44, no. 3 (1994): 385
35. A Philosophical Critique of Process-Product Research on Teaching" Educational Theory 34 (1984): 255-74.
36. See, for example, Jere Brophy and Thomas Good, "Teacher Behavior and Student Achievement," in Wittrock, Handbook of Research on Teaching, 328-75.
37. Robert Audi, Practical Reason (London: Routledge, 1955).
38. Clark and Peterson, "Teacher Thought Processes"
39. Penelope L. Peterson and Christopher M. Clark, "Teachers' Reports of their Cognitive Processes During Teaching," American Educational Research fournal 15 (1978): 417-32 and Shavelson and Stern, "Research on Teachers' Pedagogical Thoughts, Judgments, and Decision-Making."
40. Shavelson and Stern, "Research on Teachers' Pedagogical Thoughts, Judgments, and Decision-Making."
41. Gaea Leinhardt and James Greeno, "The Cognitive Skill of Teaching," Journal of Educational Psychology 78, no. 2 (1986): 75-95.DOI: doi/10.1037//0022-0663.78.2.75
42. See P.M. Churchland, Matter and Consciousness (Cambridge: MIT Press, 1986).
43. See Clark and Peterson, "Teacher Thought Processes."
44. See J. Anderson, Language, Memory, and Thought (Hillsdale, N.J.: Lawrence Erlbaum, 1976).
45. J.L. Mackie, Hume's Moral Theory (London: Routlcdge, 1993), 6.
46. National Council of Teachers of Mathematics, Curriculum and Evaluation Standards for School Mathematics (Reston, Va.: NCTM, 1989).
47. Zeicher and Listen, "Teaching Student Teachers to Reflect," 285.
48. Shulman, "Knowledge and Teaching," 325.
49. Donald Davidson, "Actions, Reasons, and Causes," Journal of Philosophy 60 (1963): 685-700, for a different point of view.
50. However, as Green notes, Aristotle's notion of "cause" was much richer than present-day notions. See Green, "Teacher Competence as Practical Rationality."
51. Aristotle, De Motu Animalium, trans. A.S.L. Farquharson (Oxford: Oxford University Press, 1912).
52. Alasdair Maelntyre, After Virtue: A Study in Moral Theory (Notre Dame, Ind.: Notre Dame University Press, 1984), 161.
53. Davidson, "Actions, Reasons, Causes" 685.
54. Fenstermacher, "Philosophy of Research on Teaching."
55. Morine-Dershimer, "Practical Examples of the Practical Argument."
56. Wiggins, Pendlebury, and others interpret Aristotle here as adopting a "constituent to ends" reasoning process as opposed to "means to ends reasoning." The issues here are subtle and care must be taken so as to avoid tripping up over the immense amount of scholarship surrounding this issue. See David Wiggins, "Deliberation and Practical Reason," Proceedings of the Aristotelian Society 76 (1975): 29-51 ; Pendlebury, "Practical Arguments and Situational Appreciation in Teaching"; and Green, "Teacher Competence as Practical Rationality."
57. Fenstermacher's critics, such as Confrey, Kilbourne, Munby, and Russell, appear to fall into this trap. See Confrey, "Bridging Research and Practice"; Kilbourne, "The Nature of Data for Reflecting on Teaching Situations"; Munby, "The Dubious Place of Practical Arguments and Scientific Knowledge in the Thinking of Teachers" and Russell, "Research, Practical Knowledge, and the Conduct of Teacher Education."
58. See, for example, Wiggins, "Deliberation and Practical Reason" and Pendlebury, "Practical Arguments and Situational Appreciation in Teaching."
59. S. Darwell, The British Moralists and the Internal "Ought," 1640-1740 (Cambridge: Cambridge University Press, 1995.)
60. N.O. Dahl, Practical Reason, Aristotle, and Weakness of the Will (Minneapolis: University of Minnesota Press, 1984)
61. Darwell, British Moralists and the Internal "Ought"; W.K. Frankena, "Obligation and Motivation in Recent Moral Philosophy" in A.I. Melden, ed., Essays in Moral Philosophy (Seattle: University of Washington Press, 1958), 40-82.
62. John Rawls, A Theory of Justice (Cambridge: Harvard University Press, 1971).
63. Dahl, Practical Reason, Aristotle, and Weakness of the Will.
64. Clark and Peterson, "Teacher Thought Processes"; Leinhardt and Greeno, "The Cognitive Skill of Teaching"; Shavelson and Stern, "Research on Teachers" Pedagogical Thoughts, Judgments, and Decision-Making: Implications for Educational Research" and Zeichner and Listen, "Teaching Student Teachers to Reflect."