ABSTRACT
Throughout the theoretical sections of this book and also within the reports of each of the countries represented in the research study, a common thread which has emerged has been the need for educators to acknowledge continuously and reflect upon the dialectical relationship which exists between theory and practice. The perceived gap which is imagined by some educators between the intended curriculum of schools and the lived curriculum of schools is frequently mentioned. This may be referred to as a rhetoric/reality gap. It is contended in this book that such a perception is false and that it reflects a linear and polarized mode of thought which is simplistic and artificial. Rather, it is seen in this study that there is an inextricable interdependence between the zones of practice and theory such that these two zones continuously influence, make and remake each other. One should not try to define theory without reference to practice and vice versa.
