Deliberation, capability and action research: knowledge and becoming

Gibbs, Paul ORCID logoORCID: https://orcid.org/0000-0002-9773-3977 (2014) Deliberation, capability and action research: knowledge and becoming. Educational Action Research, 22 (3) . pp. 428-440. ISSN 0965-0792 [Article] (doi:10.1080/09650792.2013.874955)

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Abstract

In this short paper I examine whether obtaining the capability to change practice can be solely achieved through reflective action research, and how. I take as our framework of analysis that offered by Aristotelian thought, especially in the discussion of powers and potential. I conclude that action research as a way of changing practice cannot be only deliberative, but must be based on learning new, propositional knowledge through what Dunne calls ‘technical rationality’ (Dunne, 2011). This is needed so that reflecting, as understanding, on existing practices can be better realised and, importantly, augmented by new capabilities. This may support the idea of continued professional learning taking priority over reflective practice in reaching and maintaining professional mastery

Item Type: Article
Research Areas: A. > Centre for Education Research and Scholarship (CERS)
A. > School of Health and Education
Item ID: 12961
Notes on copyright: This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Action Research on 05/02/2014, available online: http://www.tandfonline.com/10.1080/09650792.2013.874955
Useful Links:
Depositing User: Paul Gibbs
Date Deposited: 22 Jan 2014 13:33
Last Modified: 07 Jun 2022 16:36
URI: https://eprints.mdx.ac.uk/id/eprint/12961

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