Critical judgment and professional practice

Educational Theory

Volumn 46, Issue 2, 1996, Pages 135-149

  Beckett, David ^a  

^a UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84862609427     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.1996.00135.x     Document Type: Article

References (39)

1. Michael Eraut "Knowledge Creation and Knowledge Use in Professional Contexts," Studies in Higher Education 10 no. 2 (1985): 128.
2. This scction draws from David Beckett, "Professional Practice for Educators: The Getting of Wisdom?" Educational Philosophy and Theory 27, no. 2 (1995): 15-33.
3. For examples in nonschool settings, SCC David Beckett, "Straining Training: the Epistemology of Workplace Learning," Studies in Continuing Education 14, no. 2 (1992): 130-41
4. David Beckett, "Workplace Learning: Managing Cultural Change," in The Workplace in Education: Australian Perspectives, ed. Frank Crowther et al. (Sydney: Edward Arnold, 1994) 276 David Beckett, ed., Educational Philosophy and Theory: Theme Issue: Vocational Education and Training 28, no. 1 (1996) [in press]. For examples in schools and teaching
5. Peter P. Grimmett and Gaalcn L. Erickson, eds., Reflection in Teacher Education (Columbia: Teachers College Press, 1988); Journal of Curriculum Studies 25, no. 2 (1993)
6. Gary Fenstermachcr and Virginia Richardson, Barbara Morgan, Dorothy Vasquez-Lcvy, and Shirley Pendlebury: 101-51
7. Matthew Lipman, Thinking in Education [Cambridge: Cambridge University Press, 1991
8. Shirley Pendlebury, "Practical Arguments and Situational Appreciation in Teaching," Educational Theory 40 no. 2 (1990): 171-79
9. Robert Welker, The Teacher as Expert: A Theoretical und HistoriralExnrnination [Albany: State University of New York Press, 1992).
10. Jim Mackcnzie, "Street Phronesis," Iournnl of PhiIosophy of Educaiion 25, no. 2. (1991): 153-69
11. Aristotle, Basic Works, ed. Richard McKeon (New York: Random House, 19411, 952
12. David Ross, Aristotle (London: Methuen 1964; first pub. 1923) 220.
13. Ross, Aristotle, 217
14. Harvey Siegel , "Not By Skill Alone: The Centrality of Character to Critical Thinking," Informal Logic 15, no. 3 (1993): 163-77.
15. Donald Schon, Educating the Reflective Practitioner [San Francisco: Jossey-Bass, 1987).
16. Schiin, Educating the Reflective Practitioner, 4. His reference to Dewey refers to Logic: The Theory of Inquiry (New York: Holt, Rinehart and Winston, 1993) and Goodman refers to Ways of World Making (Indianapolis: Hackett, 1978).
17. Eraut "Knowledge Creation and Knowledge Use," 128
18. Michael Polanyi, Personal Knowledge: Towards a Post-Critical Philosophy (London: Routledge and Kegan Paul, 1958), chap. 5, see esp. p. 103.
19. Polanyi, Personal Knowledge, 112 [emphasis added).
20. Gilbert Ryle, The Concept of Mind /London: Hutchin son, 1949), 46-56
21. Schon, Educating The Reflective Practitioner, 22-26.
22. For example: John Dewey, Human Nature and Conduct [New York The Modern Library, 1950), 189-198.
23. Deborah Court, "'Reflection-in-Action': Some Definitional Problems," in Grimmett and Erickson, Reflection in Teacher Education, 143.
24. Geraldine Gilliss, "Schon's Reflective Practitioner: A Model for Teachers!" in Grimmett and Erickson, Reflection in Teacher Education, 47, 50.
25. Michael Oakeshott, Rationalism in Politics [London: Methuen, 1Y62), 32
26. Lawrence Davis, Theory of Action [New Jersey: Prentice-Hall, 1979), chap. 4.
27. Vincent Tomas, "Creativity in Art," in Contemporary Studies in Aesthetics. ed. Francis Coleman (New York: McGraw Hill Book Company, 1968), 345.
28. R.G. Collingwood, The Principles of Art (Oxford, Clarendon Press, 1938), 304.
29. Collingwood, Principles of Art, 204.
30. Ludwig Wittgenstein, Philosophical Investigations [Oxford: Blacltwell, 1963), 161.
31. Arthur Koestler, The Act of Creation (London: Hutchinson, 1964).
32. Wittgenstein, I'hilosophical Investigations, 161.
33. Paul Hager and David Beckett, "Philosophical Underpinnings of the Integrated Conception of Competence," Educational Philosophy and Theory 27, no. 1 (1995): 1-24.
34. Irving Thalberg, Enigmas OIAgency: Studies in the Philosophy of Humnn Action [London: Allen and Unwin, 19721, 90 (examples added).
35. Frederick Adams, "Trying, Desiring and Desiring to Try," Conndinn rournal of Philosophy 24, no. 4 (1994): 613-26.
36. Alfred Mele, "Desiring to Try: Reply to Adams," Canadian lournal of Philosophy 24, no. 4 (1994): 629. See Frederick Adams and Alfred Mele, "The Intention/Volition Debate," Canadian Journal of Philosophy 22 (1993): 323-38, for the original discussion.
37. Frederick Adams and Alfred Mele, "The Intention/Volition Debate," Canadian Journal of Philosophy 22 (1993): 323-38, for the original discussion.
38. Adains, "Trying, Desiring and Desiring to Try," 619.
39. Hedley Beare and Richard Slaughter, Education for the Twenty first Century (London: Routledge, 1993)