Theory-practice Relationship Research Articles

An Assessment of the Principle of Socialism in One Country from the Perspective of the International System

When Stalin stepped to head the Soviet Union the idea of socialism in one country which he propounded established both a theoretical ground for the state’s applications in the next term and also determined the fate of socialism. The Bolshevik revolution which was the first socialist revolution to take place had developed in the light of very significant discussions and taken form with the different ideas of many philosophers. The socialist ideas which emerged as a rebellion against the current international system and the international economic system which is perhaps the most important part of this system were released from being confined in minds, articles and speeches and finally found a habitat for themselves when they were put into practice with the revolution in Russia. When a theory or ideology is put into practice it is accompanied with various issues which must be settled. When a theory is put into practice, the understanding and approach of the implementers to the theory become as important as the theory itself. Furthermore, the characteristics of the application area of the theory, its form of application and the international system where the application will be included also required a very good assessment. While the problems of the Bolshevik Revolution incurring from the implementation of the socialist ideology on the Russian community and on the communities that were occupied later were attempted to be resolved in line with a theory-practice relationship the understanding of socialism in one country declared by Stalin immediately in the aftermath of Lenin in 1924 generated different problems of a various nature in addition to the current ones. This change has been studied from many angles to date and various views on the causes and effects have been presented. However, limiting the socialist ideology which emerged to counter the international system and as an alternative to this system with a perspective which encompasses the world with the understanding of socialism in one country can be best explained in terms of its relationship with this system. From this viewpoint our study differs from previous ones because it examines the idea of socialism in one country and its application in terms of the structure and functioning of the international system. The problematic of the study consists of the understanding of how the transition from ‘continuous revolution’ or ‘socialism in the whole world’ into socialism in one country is affected by the international system. DOI: 10.5901/mjss.2015.v6n2s2p155

Concepções e práticas da inclusão na Educação Física escolar: estudo em uma cidade do Brasil

Research into the conditions of deficiency in children and adolescents points to the need of a teacher that respects human diversity. This study aims to verify the perception of this reality through the eyes and actions of the physical education professional, as well as their peers in school management in order to realize possible demands and gaps in the theory-practice relationship of the inclusion process. For this, pre-prepared questionnaires were applied to 40 (forty) municipal schools of Hortolandia, Sao Paulo, Brazil, identifying the actions and perceptions of potential professionals developers of inclusive actions. The research found as a result managers understand they are in fact contributing to the inclusion as teachers are showing disabled feelings to deploy it at that time. However, most respondents, both teachers and managers showed believe in the viability of the inclusive process, requiring the development of knowledge and support to do so.

Connecting with teachers: the case for language teaching research in the social sciences

Paul Stapleton�s assessment of the current state of language teaching research (LTR) raises important issues. However, his proposal that social science research approaches in ELT have failed, and that that they should be replaced by approaches from the biological sciences, is unlikely to connect with the knowledge-building needs of ELT professionals. In this Counterpoint article, I first identify some areas where Stapleton�s analysis seems valid. Second, I examine the alignment of claims and evidence set out by Stapleton, illustrating misunderstandings and misrepresentations in his core arguments. Third, I attempt to show that despite a problematic theory�practice relationship over many decades, LTR has made a contribution to professional practice. Finally, I suggest areas for further research in ELT that illustrate the need to embed our activity even more firmly in the social sciences, and continue to be wary of the allure of an easy solution from neuroscience.

O PIBID na ótica dos licenciandos: possibilidades e limites no desenvolvimento do programa

http://dx.doi.org/10.5902/198464448175 Este trabalho objetiva compreender como os licenciandos, participantes do PIBID, analisam o programa e o impacto do mesmo em seu processo formativo e nos cursos de licenciaturas. Para tanto, fez-se uso de um questionário quali-quantitavos que foi respondido pelos 88 licenciandos do programa. Os dados apresentam a contribuição do PIBID na construção de conhecimentos pedagógicos que os permitem identificar-se como professores de um coletivo que é a escola; a concepção de que a escola é um campo de atividade externo ao seu processo formativo, como limitação do programa; e a fragilidade na relação teoria – prática desenvolvida nos currículos dos cursos de licenciaturas. Conclui-se que o PIBID se instaura para proporcionar aos licenciandos a antecipação de sua relação com as situações de trabalho, consideradas tão formativas quanto àquelas ações desenvolvidas no interior dos cursos de licenciaturas.

A practitioner's notes on the free-associative method as existential praxis

Freud's pre-1914 texts demonstrate why he consistently asserted that his free-associative method was the sine qua non of his discipline. Prior to 1914, Freud's theorizing was intimately and inextricably connected to his lived experience with the discovery of this method. After 1914, he became more speculative in this thinking and writing; his models of the “mental apparatus” and its functioning drew increasingly on conceptual sources other than his experience with free association. The four fundamental coordinates of his discipline (the methodical disclosure that self-consciousness is repressive, the nonlinear “time of the mind,” the significance of our sensual embodiment or libidinality, and the formation of the repression barrier by the incest taboo) are all closely tied to free-associative experience. By contrast, post-1914 theoretical preoccupations (from object relations to the structural-functional model, and other formulations generated after Freud's life) are comparatively divorced from such experience. These conceptual edifices imply a conventional depiction of the theory–practice relationship, which is radically challenged by free-associative discourse. The notion of praxis is introduced as contesting the prevailing depiction of practice as an application of theory, and as serving to rescue psychoanalysis from the somewhat “sterile debates” over its scientific status and over the relevance of metapsychological speculation to clinical treatment. Against the normative ideology of theory and practice, the lived experience of free-associative discourse, with its potential for change and healing, can only be understood in terms of this notion of praxis, and this justifies Freud's claim to have initiated “a critical new direction in science.”

Caracterizacion de la investigacion contable. El aporte de Chua

Este trabajo presenta un análisis de las perspectivas al interior de las que se han enmarcado los trabajos de investigación contable y que fueron caracterizados por Chua (1986) en la perspectiva dominante, interpretativa y crítica. Esta taxonomía, se efectúa a partir de la consideración de dimensiones ontológicas, epistemológicas, metodológicas, creencias sobre la realidad física y social, y relación teoría-práctica identificados en cada una de las perspectivas. De esta manera, el documento resalta el aporte de Chua, facilita la comprensión del desarrollo de la investigación contable y permite la motivación de nuevas reflexiones y debates en torno a la contabilidad.

A qualitative grounded theory study of the conceptions of clinical practice in osteopathy – A continuum from technical rationality to professional artistry

How practitioners conceive clinical practice influences many aspects of their clinical work including how they view knowledge, clinical decision-making, and their actions. Osteopaths have relied upon the philosophical and theoretical foundations upon which the profession was built to guide clinical practice. However, it is currently unknown how osteopaths conceive clinical practice, and how these conceptions develop and influence their clinical work. This paper reports the conceptions of practice of experienced osteopaths in the UK.A constructivist grounded theory approach was taken in this study. The constant comparative method of analysis was used to code and analyse data. Purposive sampling was employed to initially select participants. Subsequent theoretical sampling, informed by data analysis, allowed specific participants to be sampled. Data collection methods involved semi-structured interviews and non-participant observation of practitioners during a patient appointment, which was video-recorded and followed by a video-prompted reflective interview.Participants' conception of practice lay on a continuum, from technical rationality to professional artistry and the development of which was influenced by their educational experience, view of health and disease, epistemology of practice knowledge, theory–practice relationship and their perceived therapeutic role.The findings from this study provide the first theoretical insight of osteopaths' conceptions of clinical practice and the factors which influence such conceptions.

Partiell kontingente Spiegelung: eine Schlüsselkomponente der psychoanalytischen Metakompetenz

Partially contingent mirroring: a key component of psychoanalytic meta-competence The purpose of the paper is to explore the ways in which psychoanalytic theory is deployed in the consulting rom. After a brief discussion of what is meant by >theory<, two case examples follow, each illustrating different aspects of the theory-practice interface. The first based around the work of Beebe, promotes the idea of >partially contingent mirroring< both as a hallmark of secure parent-child relationships and >good< analytic ones. Analyst and patient together create new meanings out of the analysand's actions and utterances; theory is the vehicle for this transformation. The subsequent example looks in detail at >bad< and >good< uses of theory in clinical practice. The discussion then considers a number of ways of thinking about the theory-practice relationship: as a dialectic (Bion u. Klein); in terms of harmonious psychic function of the analyst (Sandler); and as a non-linear dynamic (Galatzer- Levy). Practical implications are mentioned in conclusion.

Beyond the Classroom Wall: Theorist-Practitioner Relationships and Extra-Mural Ethics

In this paper I investigate the theory-practice relationship in ethics by using the lens of theorist-practitioner relationships. In particular I discuss the contrasts between theorist-practitioner relationship inside and outside the classroom, the ‘extra-mural’ expertise of theorists, and the ethical issues which arise when theorists act as co-practitioners. I argue that understanding these social and ethical issues is essential to understanding the relationship between theory and practice in ethics, and shows the need for more emphasis on practice-oriented forms of ethical theorising.

Rethinking theory and practice: Pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice

In the United Kingdom (UK) simulation learning has been recognised in the form of a regulatory agreement that may replace hours from clinical practice. This integration has become an embedded feature of the pre-registration nursing programme at a University in the North of England, along with strategic investment in staff and simulation suites developed to underpin this curriculum change albeit in the absence of sparse empirical evidence, hence the rationale for the study which was designed to explore the relationship between simulation, theory and practice. The study features a thematic analysis of evaluation questionnaires from pre-registration student nurses (n=>500) collected over a 2 year period which informed subsequent focus group interviews to explore the themes in more detail. Consistent data findings were the students' positive response to simulation as a learning approach facilitating the application of theory in a safe controlled environment. Students reported that they felt prepared for practice, recognising that simulated learning improved their humanistic and problem solving abilities as well as the development of psychomotor, technical skills, and overall confidence. The theory-practice gap is a recurring narrative in the nursing literature, the findings of this study recognises that simulation offers an opportunity to enact the integration of theory and practice illuminating this relationship in a controlled environment thus, reinforcing the theory-practice relationship for nursing students.

Concepções e práticas pedagógicas nas escolas técnicas do Sistema Único de Saúde: fundamentos e contradições

O presente artigo apresenta resultados empíricos de pesquisa sobre as concepções e práticas das Escolas Técnicas do Sistema Único de Saúde (ET-SUS), influenciadas pelas políticas de educação profissional em saúde dos anos 1980 aos 2000 pelo Ministério da Saúde, a saber: Projeto Larga Escala, Programa de Profissionalização dos Auxiliares de Enfermagem (Profae) e Política de Educação Permanente. Tendo como base as correntes pedagógicas que estiveram em disputa no âmbito dessas políticas, apresenta-se a análise do material empírico qualitativo, composto por textos acadêmicos coletados com a revisão de literatura. Outra fonte empírica foram entrevistas realizadas com coordenadores pedagógicos, com as quais procuramos identificar dimensões do nosso objeto que se revelam na interação com os sujeitos da pesquisa. O material escrito foi submetido à análise de conteúdo, seguida da análise histórico-dialética, com base na categoria 'relação teoria-prática'. Procuramos captar as principais contradições que dificultam ou potencializam a educação profissional em saúde no sentido da emancipação da classe trabalhadora. A contraposição entre o pragmatismo e a filosofia da práxis foi a base dessa análise. As conclusões deste texto tratam dessas contradições, dialogando com a concepção de educação politécnica que tem o trabalho como princípio educativo, orientada para a práxis social transformadora.

O processo de constituição histórica das diretrizes curriculares na formação de professores de Educação Física

Os processos históricos que permeiam as diretrizes curriculares possibilitaram enxergar quais são as idéias e as preocupações para com a formação de professores no âmbito da Educação Física. Dentro desse contexto, o objetivo foi averiguar, nas políticas públicas de formação de professor dessa disciplina, como ocorreu o processo de qualificação e certificação, buscando entender as justificativas que orientaram a regulamentação dos normativos legais de 1939 a 2004. Portanto, trata-se de um estudo descritivo, de análise qualitativa, tendo como fonte primária as Diretrizes Curriculares veiculada pela imprensa oficial. As novas Diretrizes Curriculares (Resoluções CNE/CP 01/2002, 02/2002 e 7/2004) apontaram perspectivas na formação de um professor mais qualificado para o seu campo de atuação, priorizando a questão da dimensão política da profissão, das competências e do corpo de conhecimento da área. Embora haja progressos em relação aos normativos anteriores, chama-se atenção para a necessidade de que as propostas em construção façam a mediação entre a proposta atual, o percurso histórico do próprio curso e a relação teoria-prática, visando o equilíbrio na formação. A proposta das novas diretrizes não deixa de evidenciar avanços significativos no horizonte da profissionalidade docente e da identidade profissional docente. Da mesma forma, para o leitor ou estudioso atento, não deixa de causar preocupação o excesso de competências técnicas colocadas, passando-se a impressão de que agora o que vale é o primado do "saber fazer".

The theory-practice relationship in the development of teacher knowledge : An integrative meaning approach in Polanyi's epistemology

The theory-practice relationship in the development of teacher knowledge : An integrative meaning approach in Polanyi's epistemology

Pathophysiology of acid base balance: The theory practice relationship

There are many disorders/diseases that lead to changes in acid base balance. These conditions are not rare or uncommon in clinical practice, but everyday occurrences on the ward or in critical care. Conditions such as asthma, chronic obstructive pulmonary disease (bronchitis or emphasaemia), diabetic ketoacidosis, renal disease or failure, any type of shock (sepsis, anaphylaxis, neurogenic, cardiogenic, hypovolaemia), stress or anxiety which can lead to hyperventilation, and some drugs (sedatives, opioids) leading to reduced ventilation. In addition, some symptoms of disease can cause vomiting and diarrhoea, which effects acid base balance. It is imperative that critical care nurses are aware of changes that occur in relation to altered physiology, leading to an understanding of the changes in patients' condition that are observed, and why the administration of some immediate therapies such as oxygen is imperative.

The theory–practice relationship in nursing: A debate

The dispute surrounding the existence or not of a gap between the theory and practice of nursing is one that has occupied and at times polarised the profession for decades. The authors of this article, one from England and the other from New Zealand, met during a break between sessions at a research conference held in Surfers Paradise Australia. Karen Ousey is convinced of the existence of a gap and Peter Gallagher resolute that the notion of a gap is axiomatic and ultimately a false dichotomy. As the authors live in the Southern and Northern hemispheres the debate was eventually conducted via email. What follows is the content of that debate.

The Scholarship of Teaching and Learning: Theory–Practice Integration in a Faculty Certificate Program

There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory–practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory–practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.

The role of theory in the professional development of an educational theorist

This article deals with some long-standing philosophical issues concerning the nature of educational theory, its relevance to educational practice and its role in the professional development of teachers. Instead of treating these questions as ‘theoretical’, however, it approaches them through a reflective autobiographical account of the role that ‘theory’ has played in my own professional development as an educational theorist. Focusing in this way on the practice of theorising not only reveals a conception of the theory-practice relationship that is very different from that implicitly presupposed in the practice of most educational theorists (including educational philosophers); it also suggests that the most appropriate way to understand the role of educational theory in the professional development of teachers is by reference to the Aristotelian notion of practical reasoning and the now discarded tradition of ‘practical philosophy’.

The effectiveness of acupuncture for non-specific low back pain - a randomised, double-blind, placebo controlled trial with 3-month follow-up

How practitioners conceive clinical practice influences many aspects of their clinical work including how they view knowledge, clinical decision-making, and their actions. Osteopaths have relied upon the philosophical and theoretical foundations upon which the profession was built to guide clinical practice. However, it is currently unknown how osteopaths conceive clinical practice, and how these conceptions develop and influence their clinical work. This paper reports the conceptions of practice of experienced osteopaths in the UK.A constructivist grounded theory approach was taken in this study. The constant comparative method of analysis was used to code and analyse data. Purposive sampling was employed to initially select participants. Subsequent theoretical sampling, informed by data analysis, allowed specific participants to be sampled. Data collection methods involved semi-structured interviews and non-participant observation of practitioners during a patient appointment, which was video-recorded and followed by a video-prompted reflective interview.Participants' conception of practice lay on a continuum, from technical rationality to professional artistry and the development of which was influenced by their educational experience, view of health and disease, epistemology of practice knowledge, theory–practice relationship and their perceived therapeutic role.The findings from this study provide the first theoretical insight of osteopaths' conceptions of clinical practice and the factors which influence such conceptions.

Re-thinking the theory-practice relationship in nursing: An alternative perspective

The alleged gap between theory and practice in nursing is usually understood as dissonance between what is taught in educational institutions and that which is performed in the every day world of nursing practice.Historically strategies devised to enhance the relationship between theory and practice have focused upon manipulating factors in the environment in which learning takes place.Thus far, this has at best proved to be only partially successful.To increase understanding of the relationship this paper proposes the emerging and complementary theory of enactivism. Enactivism is a theory that enfolds the student, the context for learning and the learned as intimate components.

To succeed in failing—a dialectically constructed unity in Jaspers's thought

ABSTRACTJaspers is justly famous both for his exploration of aportas (Grenzsituationen,) in various fields, as well as for his trenchant pre- and post-war criticism of life in both Germany and in the world at large. In this article I attempt to indicate the extent to which his analyses of both are informed by a metaphysics of foundering/failure (das Scheitern). His apparently paradoxical thesis is that our very failure to achieve sufficient comprehension—in the fields of science, in self-understanding, and in metaphysical striving—ensures us a measure of reconciliation with our fate which may enable us to cope with recurrent crisis-situations. Like Adorno, Jaspers propounds a negative dialectics through which he hopes to indicate how we might succeed in overcoming in practice what seems insoluble in theory. I critically explore the theory-practice relationship, while indicating the underlying unity of his thought.