NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ653009
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0742-051X
From Episteme to Phronesis to Artistry in the Study and Improvement of Teaching.
Eisner, Elliot W.
Teaching and Teacher Education, v18 n4 p375-85 May 2002
Describes the shift in view concerning conditions of knowledge in education, examining the practical ramifications of positivism and ways in which it impacted relationships between professors and school practitioners. The paper discusses the emergence of phronesis as an alternative to episteme as an orientation to knowledge, exploring the ramifications of Aristotle's concept of the productive, a concept related to artistry. (SM)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A