Bridging Theory and Practice on a Budget: A model for delivering practical knowledge through partnership with an on-campus facility

2020 ◽  
Author(s):  
Katie Russell
Keyword(s):  
Practical Knowledge ◽  
Theory And Practice

scholarly journals Qualifications and Certificates v Practical Knowledge and Experience: Is There a Winner?

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Eddie Fisher ◽  
Yorkys Santana González
Keyword(s):  
Practical Knowledge ◽  
Hybrid Approach ◽  
Practical Experience ◽  
Systematic Investigation ◽  
Theory And Practice ◽  
Theoretical Knowledge ◽  
Major Focus ◽  
Pilot Studies ◽  
Advanced Level ◽  
Face To Face

There appears to be a continuing and inconclusive debate amongst scholars whether theoretical knowledge or practical experience is more important in related and associated areas such as education, recruitment and employability. This research, limited to a literature review and face to face interviews, conducted a systematic investigation to obtain and analyze valid and reliable research data to establish whether theoretical knowledge or practical experience are of paramount importance. The outcome of this research suggests that a hybrid approach should be adopted, with the major focus being on practical experience supported by relevant theoretical knowledge and not the converse. A number of additional recommendations are presented how to balance and close the gap between theory and practice including a redesign of ordinary and advanced level educational teaching. Far greater emphasis needs to be placed on young people gaining early practical experience inside and outside the classroom. This can be achieved by developing practical workshops (pilot studies) for use in safe laboratory-type environments and by extending work placements within organizations during term times.   

scholarly journals The Theory-Practice Relationship in ESL and the "Art of the Eclectic'.

1987 ◽  
Vol 4 (2) ◽  
pp. 29
Author(s):  
David Piper
Keyword(s):  
Practical Knowledge ◽  
Theory And Practice ◽  
The Status ◽  
The Relationship ◽  
Curriculum Deliberation

The theory-practice relationship in ESL, as in other curriculum areas, is a matter of continual concern. This paper reviews some of the central issues and problems relating to the interpretation of theory and research for ESL practice. The discussion focuses on four main areas: I) the relationship between theoretical and practical knowledge, 2) the temporary nature of theories, 3) the status of theoretical constructs, and 4)the multiple interpretability of theory and research. Following insistence upon the "art of the eclectic" in curriculum deliberation by Schwab (1970,1971,1973,1983), an attempt is made to distinguish between principled and unprincipled interpretations of eclecticism. The main conclusion of the paper is that the relationship between theory and practice must be an indirect one, one which therefore depends upon the skills of teachers as classroom researchers and deliberators about curriculum.

scholarly journals About the Role of Hermeneutic Analysis of the Heuristic Potential of J. A. Comenius’ Philosophical and Educational Project

2020 ◽  
pp. 14-23
Author(s):  
С.М. Марчукова
Keyword(s):  
Practical Knowledge ◽  
Historical Context ◽  
Theory And Practice ◽  
Medieval Philosophy ◽  
Educational Project ◽  
History Of ◽  
Science And Education ◽  
Pedagogical Research ◽  
And Function

В методологии современного педагогического исследования принципы герменевтического круга и герменевтической спирали, с одной стороны, способствуют пониманию конкретного знания после предварительного ознакомления с тенденциями развития абстрактного научно-теоретического знания, с другой стороны, способны стать основными структурными элементами, связывающими педагогическую науку и практику (В. В. Краевский). В статье обоснована актуальность использования герменевтического метода для раскрытия эвристического потенциала философско-образовательного проекта Я. А. Коменского, его связи с философской традицией, основы которой заложены в философии и педагогике античности и средневековья. Использование метода герменевтический спирали, «витки» которой отражают связь наследия Коменского с педагогической мыслью этих эпох, позволяет понять, что методология комениологических исследований опирается не на педагогический опыт XVII века, а на фундаментальные основания педагогической науки. Современное осмысление места философско-образовательного проекта Коменского в контексте истории науки и образования способствует соединению двух линий в комениологических исследованиях — педагогической и психологической (Днепров, 1997), развитию эвристического и прогностического аспектов историко-педагогического знания (В. Г. Безрогов, Б. М. Бим-Бад, М. В. Богуславский, Э. Д. Днепров, И. А. Колесникова, Г. Б. Корнетов, А. С. Степанова и др.). В статье приведены примеры изучения трудов Я. А. Коменского разных лет с помощью принципов герменевтического круга и герменевтической спирали. Историко-научный контекст, позволяющий иллюстрировать ретроспективу тенденций дифференциации и интеграции в истории развития образования, определяет новизну исследования. Выявление «эвристичности герменевтического круга» (Ю. С. Сенько) для становления нового педагогического мышления и развития гуманитарного аспекта педагогических технологий составляет теоретическую и практическую значимость исследования для системы высшего педагогического образования и практики работы школы. Раскрытие эвристического потенциала философско-образовательного проекта Я. А. Коменского призвано способствовать развитию отечественной комениологии как одного из фундаментальных направлений историко-педагогической науки. The principles of the hermeneutic cycle and the hermeneutic spiral typical of modern pedagogical research ensure acquisition of practical knowledge through abstract, theoretical cognition and function as structural elements that secure connections between pedagogical theory and practice (V. V. Krayevsky). The article accounts for the relevance of employing the hermeneutic method to unveil the heuristic potential of J. A. Comenius’s philosophical and educational project, to highlight its rootedness in ancient and medieval philosophy and pedagogy. Employing the method of the hermeneutic spiral, whose turns highlight the connections between J. A. Comenius’ legacy and ancient and medieval pedagogy, one can realize that the methodology of comeniological research rests on the fundamental principles of pedagogy rather than on the principles of pedagogy of the 17th century. The modern interpretation of J. A. Comenius’ philosophical and educational project in the context of history of science and education contributes to the integration of pedagogical and psychological aspects of comeniological research (Dneprov, 1997), facilitates the development of the heuristic and prognostic aspects of history of pedagogy (V. G. Bezrogov, B. M. Bim-Bad, M. V. Boguslavsky, E. D. Dneprov, I. A. Kolesnikova, G. B. Kornetov, A. S. Stepanova and others). The article focuses on the application of the principles of the hermeneutic cycle and the hermeneutic spiral to the investigation of J. A. Comenius’s works. The novelty of the research is accounted for by the fact that the tendencies of differentiation and integration are viewed through the prism of historical context. The theoretical significance and the practical value of the research consist in the investigation of the heuristic potential of the hermeneutic cycle (Yu. S. Senko) for modern pedagogical thinking and further humanization of pedagogical technologies. The investigation of the heuristic potential of J. A. Comenius’ philosophical and educational project ensures the development of Russian comeniology as a branch of history of pedagogy

scholarly journals Supremacy of theoretical thought over practical thought in Plato's political philosophy

2021 ◽  
pp. 13-36
Author(s):  
Ilya Erokhov
Keyword(s):  
Political Philosophy ◽  
Practical Knowledge ◽  
Theory And Practice ◽  
The Political ◽  
Complex Method ◽  
History Of ◽  
Practical Politics ◽  
Two Level Systems ◽  
Plato's Political Philosophy ◽  
True Knowledge

Based on the example of Plato’s political philosophy, this article explores the phenomenon of supremacy of theoretical thought over practical thought, which is a universal trait of the classical Ancient Greek philosophical systems. The first part of the articled indicates the conceptual similarity of the two-level systems of knowledge of Plato and Aristotle in the role that theory plays in relation to practical thought. The second part of the article reconstructs the concept of Plato's philosophy of politics, outlines the key political strategies he dealt with, and provides analytical reconstruction of the democratic theory of politics, oligarchic and civil-political, where the latter is the reflection of Plato’s original political views. The final part is dedicated to the method of Plato's political philosophy. Analysis of the context of using the term “theory” by Plato allows reconstructing the key methodological characteristic of Plato's model of theoretical philosophy. The article also provides the typology of practical knowledge, and substantiates the reasons according to which the political philosophy, as one of the types of practical knowledge, had to adhere to the theoretical prescriptions that fully determined the content of political reflection. The paper reveals the central practical task of philosophical theory, which by Plato's plan was intended to cease the political strife in Athens using true knowledge. The thesis is substantiated that using theory, Plato sought to complete the history of practical politics and subsequently shift towards building the “ideal state” based on the laws that are mandatory for all citizens of the polis. The article also discloses the principles of complex interrelation of the three Socratic methods: irony, dialectics and maieutics, which in Plato's political philosophy manifested as a single complex method. It is demonstrated that the method fulfills a bonding function between theory and practice, which allows transferring the theoretical truth to the sphere of practical problems of politics.

scholarly journals Organizational and Content Peculiarities of English Teachers’ Professional Training in Canada

2016 ◽  
Vol 6 (3) ◽  
pp. 25-31 ◽  
Author(s):  
Maryna Ikonnikova
Keyword(s):  
Professional Training ◽  
Practical Knowledge ◽  
High Mobility ◽  
English Teachers ◽  
Theory And Practice ◽  
Multicultural Environment ◽  
Canadian Higher Education ◽  
Effective Activity ◽  
University Colleges ◽  
Teachers Training

AbstractThe article deals with studying organizational and content peculiarities of English teachers’ professional training in Canada. It has been found out that professional training of English teachers, in particular, is provided in many Canadian higher education institutions, namely, universities, university colleges, community colleges and CEGEP colleges. Students are offered the curricula ensuring their high mobility as they may define specificity, a mode and a level of study according to their educational needs and interests. It has been concluded that the content of philological training is a process coordinating the content according to its components, namely, theoretical, empirical and practical knowledge and skills form the block system of interrelated elements. It has been defined that main theoretical and methodical principles for structuring curricula and syllabi for English teachers’ professional training in Canada are multiculturalism; combination, concordance and rational correspondence of theory and practice; pedagogical ideas of equal opportunities, respect for cultures, identity and unity of learning and socialization; consistency and succession; collegiality, partnership, transparency and a dialogue of cultures. It has been specified that programme specifications for English teachers’ training are based on such directions of pedagogical activity as developing students’ interest and respect for cultures of the nations of the world, understanding their general and specific values, comprehending the essence of global events and their consequences, accepting different views on them. As a result, future English teachers obtain the abilities and skills that will ensure their effective activity in multicultural environment as well as learn how to solve the issues associated with adaptation, integration and learning of children from different ethnic groups.

scholarly journals Public financing in healthcare-The case of Kosovo in theory and practice

2020 ◽  
pp. 40-50
Author(s):  
Prof.Assis.Dr.Nerimane Bajraktari ◽  
Eco.Ali Ahmeti, MSc
Keyword(s):  
Practical Knowledge ◽  
Healthcare Services ◽  
Theory And Practice ◽  
Healthcare Sector ◽  
The Public ◽  
Tertiary Healthcare ◽  
The Government ◽  
Political Communities ◽  
One Year ◽  
Legal Entities

The man by nature tries and develops his activity for a better, richer and happier life, which in its essence means fulfilling diversified material, spiritual and cultural needs. Government, social-political communities or public legal entities, contemporary entities and institutions with forms of organization, with mechanism, and their instruments based on laws, must offer an organized life and opportunities for fulfilling general and common needs. Up to date, theoretical and practical knowledge shows that basic needs (security, education, healthcare, protection, jurisprudence, etc.) can be fulfilled more easily, faster, and more successfully, more rationally and continually, with higher quantity and quality with better and fairer organizing of the state and of the public legal entities of the institutions that respond to requests on realization of the new social and economic order of the world. The healthcare sector in Kosovo is financed mainly on income taxes, taxes, and co-payments, whereas out-of-pocket private payments are very high and include about 40% of costs for healthcare services. The budget for healthcare allocated by the government in the year 2015 was in total 163,760,703 million €, whereas the participation of budget for healthcare out of Kosovo’s total budget is 9.73., and 2,79% of GLP, that provided 90.72 € per citizen within one year! PHC is financed through transfers from the central budget to municipalities on specific grant form, on the amount 42,085,036 € that includes 28 % of the budget provided for healthcare. SHC and THC are financed by the Ministry, and it includes over 72% of the budget provided for healthcare. (PHC-primary healthcare, SHC-secondary healthcare, THC- tertiary healthcare).

Reciprocal Learning as a Comparative Education Model and as an Exemplar of Schwab’s The Practical in Curriculum Inquiry

2020 ◽  
Author(s):  
Michael Connelly ◽  
Shijing Xu
Keyword(s):  
Learning Strategies ◽  
Comparative Education ◽  
Large Scale ◽  
Practical Knowledge ◽  
Theory And Practice ◽  
Curriculum Studies ◽  
Reciprocal Learning ◽  
Curriculum Inquiry ◽  
Partnership Research ◽  
Inquiry Practices

The field of curriculum studies has long been tormented by a disputatious literature over theory and practice and the proper way to pursue curriculum inquiry. Roughly in the middle of the last century standard practical pursuits came into question with a dizzying array of postmodern critiques. Countering both the practical pursuits under criticism and the postmodern reconceptualist critical literature, Joseph J. Schwab advanced a theory of The Practical. Schwab’s writing remains relevant, and theoretical debates on curriculum inquiry regularly reference Schwab. These debates are driven by fundamentally different philosophical views on theory and practice and their place in curriculum studies. Although the reconceptualist literature has become theoretical orthodoxy in the field of curriculum studies, the debate is kept alive by writers who draw on Schwab’s theory of The Practical. However, little progress in mutual understanding has resulted because debate is focused on theoretical parameters, assertions, and positions at the expense of the practice of inquiry. We believe that turning attention to what people do in curriculum inquiry rather than pursuing theoretic prescriptions of how people should think in curriculum studies would help move the field forward. Our “Practical” Schwab-based work in personal practical knowledge and in narrative inquiry over the years, culminating in our current large-scale, seven-year-long longitudinal comparative education study, Reciprocal Learning Partnership Research between Canada and China, is illustrative. Using a commonplaces of inquiry framework developed by Schwab, we detail practical research qualities of The Practical and of the Reciprocal Learning Partnership Project. We discuss the situational starting and end points of curriculum inquiry in the Reciprocal Learning Partnership with special reference to the moral quality of practical situations studied. We further describe the nature of qualified knowledge outcomes in inquiry, qualities of the researcher agent, method and its relationship to a flexible, shifting database, and the understanding that inquiry and situations studied are the outcomes of narrative histories. This Schwab-based comparative education work begins with a moral position on a practical international situation and builds cross-cultural reciprocal learning strategies and outcomes using diverse theoretical positions and methodologies. In so doing Schwab’s “The Practical” is demonstrated by a new model of comparative curriculum studies. There is much to criticize in this work but there is also, we believe, much in which to take pride. Canadian and Chinese educators and their practices are enhanced through reciprocal learning. Improving practice has its own theoretical, and personal, rewards apart from the security achieved by theoretical consistency pursued by The Theoretic. Our hope is that something new in the contentious arena of curriculum studies may emerge if deliberation revolved around competing curriculum inquiry practices rather than around competing theoretical ideas on the nature of curriculum inquiry. Should this hope be unrealized, we nevertheless believe that Reciprocal Learning as an exemplar of The Practical provides useful direction for comparative curriculum studies.

Theory and Practice: Alfarabi's Plato Revisited

1992 ◽  
Vol 86 (4) ◽  
pp. 966-976 ◽  
Author(s):  
Christopher Colmo
Keyword(s):  
Political Philosophy ◽  
Practical Knowledge ◽  
Theory And Practice ◽  
Theoretical Knowledge ◽  
Leo Strauss ◽  
Way Of Life ◽  
The Status ◽  
Life Itself

According to Leo Strauss, knowledge of the best way of life is crucial to political philosophy. In “Farabi's Plato,” Strauss asks, assuming that the theoretical life can be known to be the best way of life, what is the status of this knowledge? Is the knowledge of the best way of life itself theoretical knowledge or practical knowledge? Without a coherent answer to this question, we cannot be certain that we know what we mean when we claim to know that philosophy is the best way of life. Strauss answers clearly the question about the status of the knowledge of the best way of life by affirming that it is practical, not theoretical, knowledge. For a variety of reasons, this answer is not persuasive in the form in which Strauss gives it.

SLA RESEARCH AND LANGUAGE TEACHING.Rod Ellis. Oxford: Oxford University Press, 1997. Pp. viii + 280. £19.10 paper.

2000 ◽  
Vol 22 (2) ◽  
pp. 276-278 ◽  
Author(s):  
James P. Lantolf
Keyword(s):  
Practical Knowledge ◽  
Theory And Practice ◽  
Technical Knowledge ◽  
Research Practice ◽  
Language Pedagogy ◽  
Oxford University ◽  
The Difference ◽  
The One ◽  
Information Consumers ◽  
Dominant Paradigm

Rod Ellis's latest offering addresses issues relating to the interface between SLA research and language pedagogy. To this end, the book opens with an informative and thought-provoking examination of applied SLA (research simultaneously encompassing the theory and practice of SLA and pedagogy), which, following Widdowson, Ellis distinguishes from SLA applied (extension of SLA findings to teaching). In this regard he discusses the difference between technical knowledge and “confirmatory,” often experimental, research on the one hand, and practical knowledge and “interpretative,” real world, observation-interactional research on the other. According to Ellis, the confirmatory tradition, which promotes an applied science (i.e., SLA applied) view of education, has been the dominant paradigm in the field. This tradition situates researchers at the top of the research-practice hierarchy as producers of information and locates teachers lower down on the hierarchy as information consumers.

scholarly journals Theoretical and practical knowledge of Nursing professionals on indirect blood pressure measurement at a coronary care unit

2014 ◽  
Vol 12 (3) ◽  
pp. 330-335 ◽  
Author(s):  
Juliana Pereira Machado ◽  
Eugenia Velludo Veiga ◽  
Paulo Alexandre Camargo Ferreira ◽  
José Carlos Amado Martins ◽  
Ana Carolina Queiroz Godoy Daniel ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Pressure Measurement ◽  
Coronary Care Unit ◽  
Practical Knowledge ◽  
Blood Pressure Measurement ◽  
Theory And Practice ◽  
Coronary Care ◽  
Practice Assessment ◽  
Nursing Professionals ◽  
Indirect Blood Pressure

Objective To determine and to analyze the theoretical and practical knowledge of Nursing professionals on indirect blood pressure measurement. Methods This cross-sectional study included 31 professionals of a coronary care unit (86% of the Nursing staff in the unit). Of these, 38.7% of professionals were nurses and 61.3% nurse technicians. A validated questionnaire was used to theoretical evaluation and for practice assessment the auscultatory technique was applied in a simulation environment, under a non-participant observation. Results To the theoretical knowledge of the stages of preparation of patient and environment, 12.9% mentioned 5-minute of rest, 48.4% checked calibration, and 29.0% chose adequate cuff width. A total of 64.5% of professionals avoided rounding values, and 22.6% mentioned the 6-month deadline period for the equipment calibration. On average, in practice assessment, 65% of the steps were followed. Lacks in knowledge were primary concerning lack of checking the device calibration and stethoscope, measurement of arm circumference to choose the cuff size, and the record of arm used in blood pressure measurement. Conclusion Knowledge was poor and had disparities between theory and practice with evidence of steps taken without proper awareness and lack of consideration of important knowledge during implementation of blood pressure measurement. Educational and operational interventions should be applied systematically with institutional involvement to ensure safe care with reliable values.

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