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ERIC Number: ED083130
Record Type: Non-Journal
Publication Date: 1973-Feb
Pages: 18
Abstractor: N/A
Reference Count: N/A
On "Educational Theory."
Tostberg, Robert E.
Hirst's approach to educational theory rejects the views that it is fundamentally philosophical or scientific. Rather, Hirst distinguishes between "forms of knowledge" (e.g., mathematics and physics), "fields of knowledge" (collections of knowledge from various forms with no unique concepts, structures, or tests), and "practical theories"; he finds educational theory to be a "practical theory," entirely dependent on forms of knowledge and thus unworthy of its status as an autonomous discipline. Hirst's initial assumption, that it is function of educational theory to determine practical aims, at once equating educational theory and practical theory, is limited, ill-founded, and misconceived. The notion of a grounding concept, functioning both descriptively and normatively, in justification, provides a means for understanding an important relationship between knowledge about education and practical principles for education; moreover, educational theory, taken as a body of descriptive-explanatory knowledge, can be distinguished from but still properly brought to bear on the forming of prescriptions for the conduct of education as a policy domain. (JA)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A