ERIC Number: ED342919
Record Type: Non-Journal
Publication Date: 1991-Oct-17
Reference Count: N/A
On Becoming a Reflective Practitioner.
Liebowitz, Steven E.
Social practice professionals' stubborn application of the quantitative paradigm of science in social contexts has created and perpetuated the current state of affairs such as high unemployment and rampant crime. The goal is to replace the traditional quantitative beliefs and assumptions with alternatives that create and perpetuate a more desirable state of affairs. One alternative is the qualitative paradigm of science, which fosters beliefs and assumptions that empower people. As long as the traditional quantitative paradigm is the standard for professional excellence in the social sciences, practitioners will not be empowered and will experience difficulties such as the following: a sense of inadequacy and failure; disappearance of values and morality; theory-practice disjunction; proliferation of specialities; a "one best way" mentality breeding arrogance and intolerance; and dependence on externals and fear of subjectivity. The qualitative paradigm permits social practitioners to empower themselves and their clients and improve the current state of affairs by doing scientific research into their own practices. Research is a natural part of every practitioner's daily routine. The Pause Model simply builds onto that routine research and adds a few aspects of the qualitative paradigm to make the results more scientific and useful. Five components in the research process of the Pause Model are as follows: (1) the trigger; (2) goal articulation; (3) force field or gap analysis; (4) action; and (5) evaluation. The Pause Model is intended not to replace the traditional adult education program development but to supplement it. (YLB)
Descriptors: Adult Education, Adult Educators, Adult Learning, Critical Thinking, Educational Development, Educational Research, Lifelong Learning, Models, Professional Continuing Education, Professional Development, Program Development, Qualitative Research, Reflective Teaching, Teacher Effectiveness, Teacher Improvement, Teacher Role, Theory Practice Relationship
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A