Educational Judgment

Linking the Actor and the Spectator

Datos Bibliográficos

ID9733617
AutoresDavid L Coulter (University of Manitoba, autor de correspondencia), David Coulter (The University of British Columbia, 2125 Main Mall, Vancouver, BC, V6T 1Z4; . His research interests include educational action research, philosophical hermeneutics, and educational leadership.JOHN R. WIENS is at Faculty of Education, The University of Manitoba,Winnipeg, MB, R3T 2N2; . His research interests include democratic education and educational leadership), John R Wiens (The University of British Columbia, 2125 Main Mall, Vancouver, BC, V6T 1Z4; . His research interests include educational action research, philosophical hermeneutics, and educational leadership.JOHN R. WIENS is at Faculty of Education, The University of Manitoba,Winnipeg, MB, R3T 2N2; . His research interests include democratic education and educational leadership)
Año2002
Volumen31
Número4
Páginas15-25
Fecha de publicación2002-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x031004015
OpenAlexW2009673634
IdiomaEN
Citas recibidas16
Referencias citadas35

The difficulty of connecting the knowledge generated by educational researchers and the practice of classroom teachers is familiar. Academics write about the importance of research for understanding and improving classroom practices; classroom teachers dismiss the academics’ research knowledge as a poor substitute for actual experience. We argue for moving from debates between spectators and actors about knowledge and practice to discussions about how all educators can foster good judgment. We outline two major accounts of judgment in Western thought, Aristotle’s and Kant’s, which ultimately privilege the spectator over the actor. We then introduce the work of Hannah Arendt, who linked thinking and acting without privileging either in her conception of judgment. Focusing on how teachers and researchers might become better educational judges is a crucial, yet neglected, agenda that promises to link these communities

Educational research · Epistemology · Pedagogy · Political science · Privilege (computing · Sociology · Work (physics · Educational Philosophies and Pedagogies · Hannah Arendt's Political Philosophy · Law · Philosophy, Ethics, and Existentialism · Psychology