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ERIC Number: EJ1002273
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-2169-0480
Dewey's Logic as a Methodological Grounding Point for Practitioner-Based Inquiry
Demetrion, George
Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, v1 n3 p161-172 Win 2012
The purpose of this essay is to draw out key insights from Dewey's important text "Logic: The Theory of Inquiry" to provide theoretical and practical support for the emergent field of teacher research. The specific focal point is the argument in Cochran-Smith and Lytle's "Inside/Outside: Teacher Research and Knowledge" on the significance of "systematic, intentional inquiry" as the methodological underpinning of teacher research. While Cochran-Smith and Lytle do not offer a sharply articulated definition, I refer to Dewey as providing a cogent example of how this methodology could play out within a practitioner inquiry-based format. I also discuss the usefulness of philosophical pragmatism in opening up a taproot within the theory development of teacher research.
Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A