Deliberation, capability and action research: knowledge and becoming
Gibbs, Paul 
ORCID: 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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- Final accepted version (with author's formatting)
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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: | 29 Nov 2022 23:28 |
| URI: | https://eprints.mdx.ac.uk/id/eprint/12961 |
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