scholarly journals Epistemology and social work: Integrating theory, research and practice through philosophical pragmatism

2016 ◽  
Vol 18 (3) ◽  
pp. 33-67
Author(s):  
Steve J Hothersall
Keyword(s):  
Social Work ◽  
Knowledge Creation ◽  
Theoretical Framework ◽  
Theory And Practice ◽  
Research And Practice ◽  
Theoretical Paper ◽  
Context Dependent ◽  
Philosophical Pragmatism ◽  
Theory Research

Debates regarding theory and practice in social work have often avoided detailed discussion regarding the nature of knowledge itself and the various ways this can be created. As a result, positivistic conceptions of knowledge are still assumed by many to be axiomatic, such that context-dependent and practitioner-oriented approaches to knowledge creation and use are assumed to lack epistemological rigor and credibility. By drawing on epistemology, this theoretical paper outlines the case for a renewed approach to knowledge definition, creation and use within social work by reference to pragmatism. Pragmatism has the potential to act as an organizing theoretical framework, taking account of the role of both ontology and epistemology, acting as a functional methodology for the further enhancement of practice-based knowledge.

Creativity, Digitality, and Teacher Professional Development

2015 ◽  
pp. 691-722 ◽  
Author(s):  
Punya Mishra ◽  
Danah Henriksen ◽  
Rohit Mehta
Keyword(s):  
Educational Technology ◽  
Research And Practice ◽  
Transformational Teaching ◽  
Meta Level ◽  
Big Picture ◽  
Teacher Professional ◽  
Theory Research ◽  
Future Work ◽  
Education Courses

This article describes the development of a trans-disciplinary framework for creative teaching using technology. In recent years, the authors of this paper (and collaborators) have sought to better understand the role of creativity in educational technology. Our approach seeks to inform theory, research, and practice. In this piece we step back to provide a big-picture view of the process of developing a theoretical framework for creative, transformational teaching with digital technology. We describe the development of our ideas over time, through research projects focused on highly creative teachers and their practices. We describe how we have applied these ideas in teacher education courses devoted to creativity and technology, and developed rubrics for evaluating creative products. At a meta-level we aim to provide a rich example of the reciprocal nature of theory, research, and practice in educational technology. Through this we hope to provide one example of how such a theory/research/practice development process works, with the goal of informing future work of this type.

Explanatory Power and Nursing Theory

2020 ◽  
Vol 33 (3) ◽  
pp. 229-233
Author(s):  
Pamela G. Reed
Keyword(s):  
Essential Role ◽  
Explanatory Power ◽  
Current Status ◽  
Nursing Theory ◽  
Research And Practice ◽  
Nursing Science ◽  
Health Movement ◽  
Theory Research ◽  
Precision Health

A theme of this article is the theory-research link and its essential role in advancing nursing science and practice. Concern is expressed over the current status of nursing theory relative to the advances in research and practice. Soon-to-be and current theoreticians and scientists are encouraged to champion not just nursing theory proper but scientific nursing theories that have explanatory power. The role of the precision health movement in facilitating development of scientific theory is explored.

Narrative resistance in social work research and practice: Counter-storying in the pursuit of social justice

2017 ◽  
Vol 16 (2) ◽  
pp. 189-205 ◽  
Author(s):  
Suzanne McKenzie-Mohr ◽  
Michelle N Lafrance
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Master Narratives ◽  
Research And Practice ◽  
Social Work Research ◽  
Counter Narratives ◽  
Practical Guidance

In this article, we propose ‘narrative resistance’ as a potent and useful concept for both social work research and practice. A concept that attends to power and oppression, narrative resistance provides a platform for tangible applications to support people’s efforts to resist harmful storyings of their lives. The aim of this article is to provide practical guidance for how social workers can attend to and support people’s acts of narrative resistance. This is achieved by introducing the functions of narrative in people’s lives and its inextricable links to power; discussing ‘master narratives’ and their potential for harm; and exploring narrative resistance by articulating the role of ‘counter narratives’ as a means to ‘talk back’ to injurious master narratives. The remainder of the article outlines considerations, skills and tools required to enhance counter-storying efforts in the service of emancipatory change. We spotlight examples of narrative resistance in the literature to illustrate the pragmatic mobilization of this work.

scholarly journals The state-of-the art in gelotophobia research: A review and some theoretical extensions

2014 ◽  
Vol 27 (1) ◽  
Author(s):  
Willibald Ruch ◽  
Jennifer Hofmann ◽  
Tracey Platt ◽  
René Proyer
Keyword(s):  
State Of The Art ◽  
Empirical Studies ◽  
Dynamic Nature ◽  
Internal Factors ◽  
Research And Practice ◽  
Life Trajectories ◽  
Humor Theory ◽  
Shame Proneness ◽  
Theory Research

AbstractResearch on gelotophobia (the fear of being laughed at) has come a long way since the first empirical studies published in 2008. Based on a review of the findings on gelotophobia, its structure, causes and consequences, updates to the model are introduced emphasizing the context of the fear and its dynamic nature. More precisely, external and internal factors are seen to moderate the effects of initial events on gelotophobia, and a spiral nature in the development of the fear is assumed. It is highlighted that gelotophobia needs to be studied in the context of related variables (such as timidity, shame-proneness and social anxiety), and research should focus on the time span in which this fear is most prevalent. The relevance of gelotophobia for humor theory, research and practice is highlighted and new areas of research are introduced. Among the latter the role of gelotophobia at work and in relation to life trajectories is discussed.

scholarly journals A theoretical model of transformational leadership and knowledge creation: The role of open-mindedness norms and leader–member exchange

2010 ◽  
Vol 16 (1) ◽  
pp. 83-99 ◽  
Author(s):  
Herman HM Tse ◽  
Rebecca J Mitchell
Keyword(s):  
Transformational Leadership ◽  
Theoretical Model ◽  
Knowledge Creation ◽  
Theory And Practice ◽  
Future Research ◽  
Leader Member Exchange ◽  
Research Attention ◽  
Member Exchange ◽  
Underlying Mechanisms

AbstractConsiderable research attention has been devoted to understanding the importance of knowledge creation in organisations over the last decade. Research suggests that leadership plays an important role in knowledge-creation processes. Nonetheless, there is an important omission in knowledge creation research; namely, what are the underlying processes that underpin the implications of leadership for knowledge creation? This article aims to develop a theoretical model of leadership and knowledge creation by drawing on two contrasting leadership perspectives; that is transformational leadership and leader–member exchange (LMX), and the research on open-mindedness norms. Specifically, we argue why transformational leadership is related to knowledge creation, and also theorise how open-mindedness norms and LMX quality serve as underlying mechanisms to underpin the effect of transformational leadership on knowledge creation. We conclude with a discussion of implications of the model for theory and practice, and also suggest potential avenues for future research.

scholarly journals A lezione con i task: fra teoria e operatività

EL LE ◽  
2018 ◽  
Author(s):  
Marilisa Birello ◽  
Enrico Odelli ◽  
Albert Vilagrasa
Keyword(s):  
Language Teaching ◽  
Current Theory ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Focus On Form ◽  
Practicing Teachers ◽  
Research And Practice ◽  
Set Up ◽  
Theory Research ◽  
The Relationship

This article aims to: present a literature review about Task-Based Language Teaching (TBLT) for practicing teachers and teachers in preparation; set up a link between TBLT and the guidelines of the Action-Oriented Approach described in the Common European Framework of Reference for Languages; and bring together current theory, research and practice. In this paper we define the notion of ‘task’ and we discuss the relationship between TBLT and a communicative language teaching. We also describe a TBLT syllabus, we analyse different instructional sequences, we outline our own framework according to the TBLT criteria and we argue which place the Focus on form must have in it. Additionally we explore which possibilities the Web 2.0 provides to this methodology. The text is illustrated with examples in order to bridge the gap between theory and practice.

scholarly journals ‘I know what I like and I like what I know’: Epistemology in practice and theory and practice again

2016 ◽  
Vol 15 (5-6) ◽  
pp. 762-778 ◽  
Author(s):  
Mark Hardy
Keyword(s):  
Social Work ◽  
Theory And Practice ◽  
Current Understanding ◽  
Research And Practice ◽  
Social Work Research ◽  
The Relationship

This article is a reflective piece in which I account for how and why I have developed my current understanding of the relevance of epistemology to practice, to social work research and to the relationship between the two. Social work as a profession has itself faced something of an epistemological crisis of late, which has impacted on both practice and research in ways which have not necessarily been beneficial. I will draw my own practice and reseach to highlight the twists and turns in the development of my thinking about these issues and as a corollary, my views regarding the bridging role that pragmatic epistemology might play between research and practice.

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