ABSTRACT
Theoretical considerations, whether explicit or implicit, guide actions and procedures applied to education-as will have been shown in the preceding chapters of this book. Writers often refer to theory, but what is really meant is not always evident. Attempts have been made to classify theories into different categories, thus by Royce (1978), who was above all concerned with psychological theory. His contribution has been aptly summarized by Rumble in an interesting scrutiny of explanation, theory and practice as related to distance education (Rumble 1992:115-16).
