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ERIC Number: ED271716
Record Type: RIE
Publication Date: 1986-Apr
Pages: 8
Abstractor: N/A
Reference Count: 0
Education for Practice.
Peterson, Donald R.
A large majority of graduates of university clinical training programs will not enter careers of research and scholarship but will instead enter professional practice. This fact has several implications for such training programs. The basis of professional education is disciplined knowledge. The body of knowledge and technique that comprises professional psychology is changing rapidly. Effective professional work involves not merely the application of established procedures but the design of new procedures or the individualized assembly of novel patterns of established procedures. The disciplined character and the preparation for change that are inherent in the scientist-practitioner model of education constitute its main strengths. However, the professions and the sciences also differ in important ways. First, science faces the discipline; professions face the public. The meaning of this for education is that professional training, unlike preparation for research, must be comprehensive and must include active skill training across multiple levels of human functioning. A second fundamental difference is that while science must be free, professions must be defined and constrained. These differences suggest that professioanl degrees are fitting for professionals while Ph.D. degrees are suitable for scholars, and that professional schools are suitable for educating professionals while academic departments are suitable for educating scientists. (NB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (94th, Washington, DC, August 22-26, 1986).