Socraticcaesuraand the theory-practice relationship

Bibliographic Data

ID4254166
AuthorsWilliam F Pinar (0000-0003-0709-4495, University of Rochester), Madeleine R Grumet (Hobart and William Smith Colleges)
Year1982
Volume21
Issue1
Pages50-54
Publication date1982-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405848209542981
OpenAlexW2058206881
LanguageEN
Citations received8
References cited2

We wish to suggest that the prevailing relationship between theory and practice is an alienated one. We will sketch the three historical moments in the history of theory and practice, and point to a reconceptualization of the relationship which might create a vital tension between the two, invigorating both. The prevailing view is that theory exists to be translated into practice. It is a view sufficiently common in our time as to seem inevitable, as somehow natural. Graduate students in curriculum often look to curriculum theorists to provide such guidance. School officials have tended to stop looking to us for guidance, many dismiss us with the cynical disenchantment of a disappointed lover. The view of the practitioner is often anti-theoretical: If I can't use it, it's worthless. In hard times like the present ones, curriculum theory can seem an ornament, nice to have around if you can afford it but hardly necessary. We suggest that this divorce, which appears to become less amicable each year, between theorist and practitioner, theory and practice, is due to a misunderstanding for which neither of us is responsible. It is a misunderstanding that probably was bound to occur given the origin of the curriculum field, and the taken-for-granted ideas of the theory-practice relationship which exist, not only in our field, but in nearly every academic field in the contemporary period. It almost goes without saying that in a paper of this length we cannot portray the origin of the cur

Epistemology · Mathematics education · Pedagogy · Sociology · Socratic method · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Philosophy · Psychology · Reflective Practices in Education

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