Design-based research on the way to mainstream research? Comments on the plea for phronesis by Bardone and Bauters

Gabi Reinmann

doi:10.15460/eder.1.1.1050

Abstract

Bardone and Bauters suggest a re-conceptualization of design-based research using the classical term "phronesis" and question some methodological developments referring to the role of intervention and theory in design-based research. This discussion article is a comment on the text of Bardone and Bauters and pursues two aims: On the one hand the term “phronesis” is connected to the traditional concept of “pädagogischer Takt” (literally: “pedagogical tact”) to stimulate a joint discourse of both traditions. On the other hand, two main suggestions of Bardone und Bauters are critically examined, namely their proposal to conceptualize intervention in design-based research exclusively as an action, and their call for deriving generalizations via experiences instead of theories. The discussion article finally argues for maintaining the integrative power of design-based research by avoiding one-sided interpretations.

Highlights

Bardone and Bauters suggest a re-conceptualization of design-based research using the classical term “phronesis“ and question some methodological developments referring to the role of intervention and theory in design-based research
The article of Bardone and Bauters (2017) suggests a re-conceptualization of design-based research using the classical term or philosophical concept “phronesis”. They do this because from their perspective design-based research increasingly adopts an understanding of research modeled after the natural sciences – it had initially made an explicit effort to situate and contextualize educational research and to replace laboratory studies with an analysis of authentic educational problems and their solutions
Educational research generally focuses on the generation of theories and their application in practical situations as productive knowledge

Summary

Introduction

Bardone and Bauters suggest a re-conceptualization of design-based research using the classical term “phronesis“ and question some methodological developments referring to the role of intervention and theory in design-based research. The article of Bardone and Bauters (2017) suggests a re-conceptualization of design-based research using the classical term or philosophical concept “phronesis”. Educational research generally focuses on the generation of theories (episteme) and their application in practical situations as productive knowledge (techne).

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Conclusion