ABSTRACT
The idea of separating theory and practice in teaching is considered by many to be inappropriate (qv Pluciennik 2001: 24). Instead, it is seen as necessary to completely incorporate theory into the context of any methodological program, whether this be theoretical notions developed in the past or those spontaneously realized or considered in the present by students themselves. In such a program, recent or hands-on case studies are the vehicles for experiencing and reflecting upon the methods students use and the impact these methods have on a project, on those around them, and on their own thinking. Indeed, Pluciennik emphasizes that ‘it is now more educationally productive for students to engage and develop their own theoretical preoccupations through thoughtful practice and reflection upon that practice, rather than merely present them with “theory” in the lecture theatre’ (Pluciennik 2001: 24).
