| Sign In to gain access to subscriptions and/or personal tools. |
Comments on Bulterman-Bos: What Should Education Research Do, and How Should It Do It?DYLAN WILIAM is deputy director of the Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, United Kingdom; d.wiliam{at}ioe.ac.uk. After teaching in urban schools for seven years, he has held a number of university posts and, from 2003 to 2006, was senior research director at the Educational Testing Service in Princeton, New Jersey In this article, three theoretical perspectives are used to extend Bulterman-Bos’s (2008) argument regarding a clinical approach to education research. First, three intellectual virtues identified by Aristotle—episteme, techne, and phronesis—are related to the requirements of the "pure" education researcher, the skilled practitioner, and the clinical researcher, respectively. Second, Churchman’s typology of inquiry systems—based on whether the primary source of evidence is logic, observation, representation, dialectic, or values—is offered as a way of conceptualizing different kinds of inquiry in education. Third, recognizing that much practitioner knowledge is tacit, Nonaka and Takeuchi’s model of knowledge conversion is suggested as a tool with which knowledge gained through different methods of inquiry might be brought into productive dialogue.
Key Words: education research • epistemology • inquiry systems • Nicomachean ethics
Educational Researcher, Vol. 37, No. 7,
432-438 (2008) This article has been cited by other articles:
 |
|||||||||||||||
 |
|
|
 |
|
Sign In to gain access to subscriptions and/or personal tools.
