Download Teaching as Learning: An Action Research Approach by Jean McNiff PDF

By Jean McNiff

During this attention-grabbing and extremely own booklet, Jean McNiff, writer of the winning Action Research: ideas and perform, argues that academic wisdom is created by way of person academics as they try and show their very own values of their specialist lives.
operating with case experiences of tangible perform, she appears back on the accepted motion learn paradigm of picking out an issue, imagining, enforcing and comparing an answer and enhancing perform within the gentle of that analysis. She offers useful suggestion on how operating during this approach can reduction the pro improvement of motion researcher and practitioner alike. She concludes that the simplest educating is completed by means of those that are looking to study and who can exhibit others how you can be open to their very own tactics of self improvement.

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Sample text

We children did not attempt to draw father into our shared truth, but that did not invalidate that particular truth for us. Nor did it need justification. When father finally banned us from the shed we took our shared knowledge to other locations. The locations changed; the knowledge did not. Nor did it change until we agreed to change it— probably by changing our views about the existence of fairies. Ways of life based on agreement are not vested in the objects of discourse (our childhood fairies) but in the heritage of mental states that give rise to 34 Teaching as learning such agreements (Gadamer, 1975).

Polyani, 1973) In this sense, knowing is an on-going act of creation by the person who makes a personal commitment to his own ability to know. In my own work (see above) I have drawn on the work of Chomsky (1957, 1965) to help me understand the nature of the state of mind of a knowing practitioner. In particular I have adopted Chomsky’s formulation of levels of mind. Competence is the level of mind that enables an individual to know rules, and performance is the level of mind that enables the knower to use rules in concrete situations.

The Problem of Educational Knowledge 2 29 It balances the tension between quantitative change and qualitative change: the Law of the Transition of Quantitative into Qualitative Change. Any given thing may be recognised in terms of its essential aspects. Quantitative changes do not usually affect the essential nature of a thing— water remains water, even if I subtract or add amounts of water to the original volume. However, quantitative change in one aspect of the thing— for example, if I heat the water—will effect a change in the quality of the thing—the water will evaporate.

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