The Theory and Practice Divide
January 28, 2008
Why should we better integrate theory and practice in education?
Some quick thoughts…
We make pedagogical decisions based on theoretical, epistemological, and philosophical assumptions. (I am using the term “pedagogical” broadly: I do not merely mean “instructional” decisions.) Yet we are not always conscious of these assumptions. This is dangerous. We need to interrogate critically any decision we make, including classroom routines, the comments we make to students, how we address students, and the ways we encourage students to discover marginal points of view.
We operate within an educational system obsessed with instrumental rationality. Valenzuela reminds us that “schools pursue a narrow, instrumentalist logic” rather than the cultivation of meaningful relationships. Kincheloe drives this point home, too. We ask what to do rather than exploring the reasons why. Yet only through understanding theory can we make the best decisions concerning what to do. Our actions will communicate our assumptions one way or another. If we operate blindly, then our actions become too dangerous. We inadvertently participate in the very oppressive pedagogy we seek to avoid. And students pick up on this quickly.
By analogy, many individuals seek to remove the “political” from education. You and I know all too well that all education is political. When we deny this, we, in turn, are making and communicating a political decision. The same goes for the artificial divide (dichotomy!) between theory and practice. All practice is grounded in theory. Let’s hope we know which theory we are reinforcing!
Another thought comes to mind: when I read this question, I went egocentric. I focused on my practice and my theoretical assumptions. Should not students integrate theory and practice in their own education? Our students should do history and government rather than blab on about it. (Or, worse, listen to a teacher blab on about it.) And I don’t mean history fair!
January 29, 2008 at 9:27 pm
well, the “blabbing” in terms of discussion is relevant. however, that that same relevance is wayyyy more often than not never translated into action remains a big problem for me.
and yet, i feel that my ‘education’ continually gets in the way of my taking any real action. at least at anonymous high school.
there is barely enough time to breathe, let alone embark on a much bigger project in real life that might actually teach me a thing or two.
then again, what authority do i have to say anything? i am just a kid, after all. gosh.
if you give adolescents a voice that they know will be heard and a means + some direction to get things done, they will surely act. without a doubt. but who’s willing to do that? why would they want to? wouldn’t it make the little angels, the adolescents who become more and more aware of the world around them each day, too much like real adults? isn’t it overestimating their capabilities? and yet, whilst in college, but a few months difference from a senior in high school, we trust that they are able to handle social difficulties, take responsibility–academic + otherwise–, and become active in their communities as both volunteers and/or activists.
there seems to be a disconnect.
just a thought.
January 29, 2008 at 10:26 pm
a compelling response…
let’s go do something, damnit!
January 29, 2008 at 10:31 pm
but i’m tired… Lol
January 29, 2008 at 10:34 pm
are you the tired seventeen year old who thinks? gasp.
January 29, 2008 at 10:39 pm
(gasp. shock. horror.)
January 29, 2008 at 10:48 pm
translation:
uh, duh. haha
sleeeeeeep is good. (another observation.)
February 1, 2008 at 11:04 pm
so did i ever get another response (did you ever forward my mini-defensive rant?)
February 3, 2008 at 6:51 pm
I sent your stuff, but no response