ABSTRACT
Philosophy may seem far removed from the practical day-to-day decisions that have to be made to design, revise, and deliver a university course. Yet the frequently quoted statement (attributed to Kurt Lewin, James Maxwell, and Poincaré, among others) that “there is nothing more practical than a good theory” is equally true of a good philosophy. Few specific questions about teaching can be answered directly by research. Theory provides a broader set of principles for organizing learning experiences, but philosophy provides the broadest criteria for making judgments about competing theories. Without a clear philosophical framework, teachers often find themselves at sea without a compass. Truly competent teaching demands constant reflection about how well philosophy, theory, research, and effective practice are aligned.
