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ERIC Number: EJ1051945
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1050-8406
The Practicality of Principled Practical Knowledge: A Response to Janssen, Westbroek, and Doyle
Bereiter, Carl
Journal of the Learning Sciences, v24 n1 p187-192 2015
"Practicality Studies" (Janssen, Westbroek, & Doyle, 2015/this issue) starts with a critical commentary on "Principled Practical Knowledge: Not a Bridge but a Ladder" (Bereiter, 2014) but consists in the main of an essay on what the authors consider to be "really" practical knowledge for teachers. The gist of their criticism is that "Bereiter and with him a large part of the design research community in the learning sciences underestimate the magnitude of … usability issues and in fact believe that much of the task of usability is already solved by design research in the learning sciences" (p. 177). The authors argue persuasively for giving "practicality studies" a place in learning sciences research, but their subtitle--"How to Move From What Works in Principle to What Works in Practice"--claims too much and makes an invidious distinction.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A