Projektdetails
Hochschule
Private Pädagogische Hochschule Linz
Projektleitung gesamt
Patry, Jean-Luc; Univ.Prof.
Projektleitung intern
Weinberger, Alfred; habil. Mag. Dr.
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Beschreibung
A key issue in educators’ professionalism is their ability to apply scientific theories in their practice. However, as has been repeated over and over again there is a problem to do so. There are many reasons why a direct application of scientific knowledge (“theory”) in practice is im-possible. The research proposed here aims at further elaborating this theory of tact and testing hypotheses de-rived from this theory.The present project is the first attempt for a comprehensive theory-based empirical analysis of tact, which is highly needed given the importance of tact in professionalism.The proposal addresses a theory of the theory-practice relationship. The term theory is used here in two ways: There are theories about education that the practitioner might use in his or her practice about optimal actions to achieve educational goals), which will be called theories1. And there are theories that address the relationship between theories1 and practice, which will be called theories2. A theory of tact is a theory2. For the analysis of the relationship between theories1 and practice it is necessary to distinguish scientific and subjective theories1 (and theories2); the former are those developed and tested through re-search while the latter are those the practitioners use. Practice is defined as the attempt to achieve goals in single situations. In educational practice, at least one of these goals must be educational. Scientific theories1 cannot be translated directly into practice, among others, for several reasons (e.g.:Since theories1 are systems of statements, while practice is action, there cannot be a direct relationship). Tact has been very important in the German geisteswissenschaftliche Pädagogik, but it is also one of the most ambiguous concepts. One reason for this is that a comprehensive theory2 of tact is still missing. Our theory2 of tact it is already quite elaborated. Three general areas will be addressed: (1) a general list of elements, (2) the use of the CAPS theory1 and (3) the use of theories1. Two types of theory2 of tact are distinguished. The first is a micro-analytic theory2 in which the practitioner’s thoughts in actual practical contexts are addressed successively situation by situation The second is a macro-analytic theory2 whose content are general principles a practitioner defends; the relationship with concrete actions in practical contexts is limited. Based on the theory2 presented above, a tentative set of very general hypotheses is proposed
Beschreibung (engl.)
A key issue in educators’ professionalism is their ability to apply scientific theories in their practice. However, as has been repeated over and over again there is a problem to do so. There are many reasons why a direct application of scientific knowledge (“theory”) in practice is im-possible. The research proposed here aims at further elaborating this theory of tact and testing hypotheses de-rived from this theory.The present project is the first attempt for a comprehensive theory-based empirical analysis of tact, which is highly needed given the importance of tact in professionalism.The proposal addresses a theory of the theory-practice relationship. The term theory is used here in two ways: There are theories about education that the practitioner might use in his or her practice about optimal actions to achieve educational goals), which will be called theories1. And there are theories that address the relationship between theories1 and practice, which will be called theories2. A theory of tact is a theory2. For the analysis of the relationship between theories1 and practice it is necessary to distinguish scientific and subjective theories1 (and theories2); the former are those developed and tested through re-search while the latter are those the practitioners use. Practice is defined as the attempt to achieve goals in single situations. In educational practice, at least one of these goals must be educational. Scientific theories1 cannot be translated directly into practice, among others, for several reasons (e.g.:Since theories1 are systems of statements, while practice is action, there cannot be a direct relationship). Tact has been very important in the German geisteswissenschaftliche Pädagogik, but it is also one of the most ambiguous concepts. One reason for this is that a comprehensive theory2 of tact is still missing. Our theory2 of tact it is already quite elaborated. Three general areas will be addressed: (1) a general list of elements, (2) the use of the CAPS theory1 and (3) the use of theories1. Two types of theory2 of tact are distinguished. The first is a micro-analytic theory2 in which the practitioner’s thoughts in actual practical contexts are addressed successively situation by situation The second is a macro-analytic theory2 whose content are general principles a practitioner defends; the relationship with concrete actions in practical contexts is limited. Based on the theory2 presented above, a tentative set of very general hypotheses is proposed
