This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Coulter, D. Articles by Wiens, J. R. Search for Related Content Social Bookmarking                         What's this?

Educational Judgment: Linking the Actor and the Spectator

The University of British Columbia, 2125 Main Mall, Vancouver, BC, V6T 1Z4; david.coulter{at}ubc.ca. 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; jrwiens{at}ms.umanitoba.ca. His research interests include democratic education and educational leadership

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 Researcher, Vol. 31, No. 4, 15-25 (2002)
DOI: 10.3102/0013189X031004015


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				T. Kowalski Need to Address Evidence-Based Practice in Educational Administration Educational Administration Quarterly, August 1, 2009; 45(3): 351 - 374. [Abstract] [PDF]

				H. Torrance Building Confidence in Qualitative Research: Engaging the Demands of Policy Qualitative Inquiry, June 1, 2008; 14(4): 507 - 527. [Abstract] [PDF]

				J. A. Ross, K. Barkaoui, and G. Scott Evaluations That Consider the Cost of Educational Programs: The Contribution of High-Quality Studies American Journal of Evaluation, December 1, 2007; 28(4): 477 - 492. [Abstract] [PDF]

				J. L. Luckner Evidence-Based Practices With Students Who Are Deaf Communication Disorders Quarterly, January 1, 2006; 28(1): 49 - 52. [Abstract] [PDF]

				C. L. Salisbury, W. Crawford, D. Marlowe, and P. Husband Integrating Education and Human Service Plans: The Interagency Planning and Support Project Journal of Early Intervention, October 1, 2003; 26(1): 59 - 75. [Abstract] [PDF]

				D. M. Kelly Practicing Democracy in the Margins of School: The Teenage Parents Program as Feminist Counterpublic American Educational Research Journal, January 1, 2003; 40(1): 123 - 146. [Abstract] [PDF]