Articulating the Singular and the General: A Science for Education

Autor/in	Garnier, Philippe
Titel	Articulating the Singular and the General: A Science for Education
Quelle	In: New Zealand Journal of Educational Studies, 57 (2022) 2, S.573-588 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garnier, Philippe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-022-00262-3
Schlagwörter	Science Education; Educational Research; Evidence Based Practice; Articulation (Education); Theory Practice Relationship + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungsforschung; Pädagogische Forschung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Theorie-Praxis-Beziehung
Abstract	This article interrogates the kind of research that is useful for teachers. The teacher is a reflective practitioner who draws on research findings, but also uses personal reflection, to work with students, with a focus on evidence-based practice. The strengths, but also the controversies of this research paradigm are discussed. The role of context in all educational practice is highlighted, and research approaches that take this context into account are discussed. A reflection on the singular in education is conducted, with a focus on the term transduction, which concerns the passage from a singular to a singular by analogy. It is a type of logic, of reasoning, of mental approach that is not reduced to deduction and induction, and which allows the passage from one singular situation to another, from close to close, while leaving a good place to the imaginary. This article advocates an articulation between research aimed at the general and contextualized research, thereby allowing the teacher to grasp the singularity of a pedagogical situation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01