Practicality studies: How to move from what works in principle to what works in practice

F.J.J.M. Janssen, H.B. Westbroek, W. Doyle

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

In his article “Principled Practical Knowledge: Not a Bridge but a Ladder,” Carl Bereiter (2014) argues that theoretical knowledge is too shallow to support the generation of innovative learning activities. He makes a case for principled practical knowledge (PPK)—“principled know-how and know-why”—to fulfill this practical generative role. We argue and illustrate in this commentary that PPK as portrayed by Bereiter does not offer much practical guidance for 2 potential users: professional designers and teachers. For professional designers PPK should be further specified in order to fulfill its generative role. But even this enriched form of PPK still does not suffice to address the challenging issues of practicality teachers face. We explain the magnitude and dimensions that underlie practicality in the everyday work of teachers and suggest how recent work on fast and frugal heuristics can contribute to helping teachers to make instructional innovations practical.
Original languageEnglish
Number of pages19
JournalThe Journal of the Learning Sciences
DOIs
Publication statusE-pub ahead of print - 25 Aug 2014

Fingerprint

Learning
teacher
know how
heuristics
innovation
Heuristics
learning

Cite this

@article{3a25709815b047b5a914dbed78066701,
title = "Practicality studies: How to move from what works in principle to what works in practice",
abstract = "In his article “Principled Practical Knowledge: Not a Bridge but a Ladder,” Carl Bereiter (2014) argues that theoretical knowledge is too shallow to support the generation of innovative learning activities. He makes a case for principled practical knowledge (PPK)—“principled know-how and know-why”—to fulfill this practical generative role. We argue and illustrate in this commentary that PPK as portrayed by Bereiter does not offer much practical guidance for 2 potential users: professional designers and teachers. For professional designers PPK should be further specified in order to fulfill its generative role. But even this enriched form of PPK still does not suffice to address the challenging issues of practicality teachers face. We explain the magnitude and dimensions that underlie practicality in the everyday work of teachers and suggest how recent work on fast and frugal heuristics can contribute to helping teachers to make instructional innovations practical.",
author = "F.J.J.M. Janssen and H.B. Westbroek and W. Doyle",
year = "2014",
month = "8",
day = "25",
doi = "10.1080/10508406.2014.954751",
language = "English",
journal = "The Journal of the Learning Sciences",
issn = "1050-8406",
publisher = "Routledge",

}

Practicality studies: How to move from what works in principle to what works in practice. / Janssen, F.J.J.M.; Westbroek, H.B.; Doyle, W.

In: The Journal of the Learning Sciences, 25.08.2014.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - Practicality studies: How to move from what works in principle to what works in practice

AU - Janssen, F.J.J.M.

AU - Westbroek, H.B.

AU - Doyle, W.

PY - 2014/8/25

Y1 - 2014/8/25

N2 - In his article “Principled Practical Knowledge: Not a Bridge but a Ladder,” Carl Bereiter (2014) argues that theoretical knowledge is too shallow to support the generation of innovative learning activities. He makes a case for principled practical knowledge (PPK)—“principled know-how and know-why”—to fulfill this practical generative role. We argue and illustrate in this commentary that PPK as portrayed by Bereiter does not offer much practical guidance for 2 potential users: professional designers and teachers. For professional designers PPK should be further specified in order to fulfill its generative role. But even this enriched form of PPK still does not suffice to address the challenging issues of practicality teachers face. We explain the magnitude and dimensions that underlie practicality in the everyday work of teachers and suggest how recent work on fast and frugal heuristics can contribute to helping teachers to make instructional innovations practical.

AB - In his article “Principled Practical Knowledge: Not a Bridge but a Ladder,” Carl Bereiter (2014) argues that theoretical knowledge is too shallow to support the generation of innovative learning activities. He makes a case for principled practical knowledge (PPK)—“principled know-how and know-why”—to fulfill this practical generative role. We argue and illustrate in this commentary that PPK as portrayed by Bereiter does not offer much practical guidance for 2 potential users: professional designers and teachers. For professional designers PPK should be further specified in order to fulfill its generative role. But even this enriched form of PPK still does not suffice to address the challenging issues of practicality teachers face. We explain the magnitude and dimensions that underlie practicality in the everyday work of teachers and suggest how recent work on fast and frugal heuristics can contribute to helping teachers to make instructional innovations practical.

U2 - 10.1080/10508406.2014.954751

DO - 10.1080/10508406.2014.954751

M3 - Article

JO - The Journal of the Learning Sciences

JF - The Journal of the Learning Sciences

SN - 1050-8406

ER -