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Wittek, Line; Kvernbekk, Tone – Scandinavian Journal of Educational Research, 2011
In this article we discuss the problems of asking for a definition of quality in education from a philosophy of language perspective. We take the concept of quality as it appears in higher education discourse as our example. More specifically we discuss the possibility of obtaining a precise, unified definition of quality by addressing the problem…
Descriptors: Educational Quality, Definitions, Higher Education, Discourse Analysis
Peer reviewed
Kvernbekk, Tone – Scandinavian Journal of Educational Research, 1999
Addresses the nature of knowledge that works in practice in the context of professional education and learning, suggesting that knowledge that works plausibly can be viewed as causal knowledge of action-result linkages. Explores the difficulties involved in data-based inferences. (SLD)
Descriptors: Educational Practices, Knowledge Base for Teaching, Knowledge Level, Teacher Education
Peer reviewed
Kvernbekk, Tone – Scandinavian Journal of Educational Research, 2000
Discusses the role of theoretical knowledge in seeing and makes the case that direct and indirect forms of cognitive perception are pervasive forms of seeing in educational practice, and that both forms are fundamentally theory laden. Suggests that theoretical knowledge enhances our capacity to see in practice. (SLD)
Descriptors: Cognitive Processes, Educational Practices, Knowledge Level, Theories
Peer reviewed
Kvernbekk, Tone – Scandinavian Journal of Educational Research, 2001
Discusses the relevance of philosophy to education, conceptualizing this relationship in terms of a foundational view of the relationship conceiving of education as resting on a foundation of philosophy and a nonfoundational view that there is a mutual dependence of the two disciplines. (SLD)
Descriptors: Education, Foundations of Education, Intellectual Disciplines, Philosophy