ERIC Number: ED256004
Record Type: RIE
Publication Date: 1985
Reference Count: N/A
The purpose of education should not be to fill students with objective knowledge but to develop in students the ability to process information in ways that enhance understanding, according to the process model of curriculum development proposed by Lawrence Stenhouse. Defining education thus does not allow for the establishment of fixed educational goals. Consequently, professional practice in education must be based not on the scientific selection of means suited to specific ends, but on the application of understanding to ever-changing situations. The practitioner is therefore the person best suited to generate his or her own expert knowledge. The concept of action research relies on these ideas and is characterized by both group consensus concerning the values underlying the processes being investigated and the absence of a distinction between the practice being researched and the process of researching it. If the value of theory developed through research on education can only be determined through an action research process, educational research should be recast in terms of the action research paradigm. Such a recasting will require the reorganization of educational institutions to deemphasize bureaucratic roles and focus instead on task-oriented cooperation among professional colleagues operating in groups. (PGD)
Descriptors: Action Research, Educational Methods, Educational Objectives, Educational Research, Educational Theories, Nontraditional Education, Organizational Theories, Process Education, School Organization, Teacher Participation, Teaching Models
Not available separately; see EA 017 423.
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Professionalism; Theory Practice Relationship
Note: In: Research, Policy and Practice. World Yearbook of Education 1985. New York, Nichols Publishing Company, 1985. p231-50, (EA 017 423).