To help with the improvement of the general understanding of how the educational praxis come about, three acts of philosophizing, curriculum planning, and instruction are examined from the practical perspective. It is assumed that such perspective helps not only with the clarification of certain limitations in the conventional understanding of how the educational praxis comes about, but with the identification of ways of overcoming them as well. Considering education as a praxis and the role of practical thought in its improvement, the educational philosopher, the curriculum planner, and the instructor aim at overcoming the limitations in conventional thinking, and reaching the height of their practice through reflection. It is expected that the very essence of the practical perspective would pave the way for overcoming these limitations.
Alehosseini, F., & Mehrmohammadi, M. (2012). Reflective, rather than conventional, thought: paving the way for educational praxis. The Journal of New Thoughts on Education, 8(2), 9-40. doi: 10.22051/jontoe.2012.258
MLA
Fereshteh Alehosseini; Mahmoud Mehrmohammadi. "Reflective, rather than conventional, thought: paving the way for educational praxis", The Journal of New Thoughts on Education, 8, 2, 2012, 9-40. doi: 10.22051/jontoe.2012.258
HARVARD
Alehosseini, F., Mehrmohammadi, M. (2012). 'Reflective, rather than conventional, thought: paving the way for educational praxis', The Journal of New Thoughts on Education, 8(2), pp. 9-40. doi: 10.22051/jontoe.2012.258
VANCOUVER
Alehosseini, F., Mehrmohammadi, M. Reflective, rather than conventional, thought: paving the way for educational praxis. The Journal of New Thoughts on Education, 2012; 8(2): 9-40. doi: 10.22051/jontoe.2012.258
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