ABSTRACT
The unifying theme of this book has been that the dominant views of educational research, the positivist and the interpretive, give inadequate accounts of the relationship between theory and practice in education. Chapter 4 argued that the notion of a ‘gap’ existing between theory and practice is actually endemic to these views of educational research and that there is no ‘transition’ from theory to practice or vice versa. Rather the key transition is from ignorance to knowledge and from habit to reflection about what one is doing when one is educating.
