چکیده:
Essentially, there is a close connection between educational theory and educational practice. Just as questions regarding educational theory are raised alongside questions regarding educational practice. Furthermore, debates related to the nature and role of educational theory often lead to debates surrounding educational practice. Historically, the connection between educational theory and educational practice has remained largely ambiguous and unclear. To clarify this connection, in this article, we refer to the major forms of theorizing surrounding education; among these forms, we refer to approaches such as the 'common sense' approach, the philosophical approach, the applied approach, the practical approach, and the critical approach. In this article, we attempt to prove that theory is an inseparable part of educational practice.
خلاصه ماشینی:
To clarify this connection, in this article, we refer to the major forms of theorizing surrounding education; among these forms, we point to approaches such as the "common sense approach," the philosophical approach, the applied approach, the practical approach, and the critical approach.
Theory is placed in opposition to practice, and this opposition is sufficient to immediately expect dealing with a bunch of of new education, supporting a form of educational theory that can eliminate the contradictions between educational values and institutionally imposed values and, through careful and critical examination, provide the ground for more ethical debates, is considered a principle.
Like the practical approach, this approach also rejects the view of educational theory as an applied science and instead considers it a form of moral science in which educational values and goals hold a special position.
For those who consider educational practice to be a form of enriched style-based activity and common sense, an approach to educational theory is needed that makes this theory a reality.
These debates have not only engaged educational theorists in creating and developing a form of educational theorizing that has been unable to solve the technical problems posed in the institutionalized educational system, but have also provided the ground for posing numerous critical and fundamental questions regarding the process of institutionalization as a major obstacle to educational development and reform.
These conflicts and challenges have themselves led to the development of a new concept of educational theory—the critical paradigm—which, similar to the philosophical and scientific forms of educational theorizing, has paid special attention to fundamental questions related to the nature of education and its role in society.
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