Responding to Blumberg's and Bolin's articles, this article claims that a viable scholarship of practice for supervision has already emerged. The key to present-day theorizing is figuring out how the reflection-in-action process unfolds and how to inform it. Recent research suggests that the heart of professional practice is knowing in action.…

Responding to four critiques of his article, "Toward a Scholarship of Practice," published in the Spring 1990 issue of the "Journal," the author welcomes further discussion of his ideas. Frances Bolin's remarks concerning needed societal changes were appreciated, but Patricia Holland's overemphasis on hermeneutics is not the author's cup of tea.…

Responding to Arthur Blumberg's article, this article claims that Blumberg misses the opportunity to ground his argument in an already existing tradition of interpretive or hermeneutic research in supervision. The hermeneutic perspective studies human intentionality and seeks shared understanding as a goal. Includes eight references. (MLH)

There are three approaches to educational supervision: the applied science approach, the interpretive-practical approach, and the critical/emancipatory approach. From a Taoist perspective, conflicting supervision theories or proposals should be welcomed, not resisted. By accepting a diversity of views to inform practice, a balance or centeredness…

Argues for the abolition of teacher supervision, drawing on research into teaching realities and complexities; research about teachers' feelings, attitudes, and experiences regarding supervision; and studies on the failure of supervision to effect any improvements in teaching once teachers have been tenured. Supervision as currently practiced will…

A paper drafted nearly 30 years ago defines distinctions between theoretical and ideological inquiry, between curricular and noncurricular events, and between instructional and agential kinds of curricular events. (31 references) (MLF)

Arthur Blumberg's article represents fighting epistemological rhetoric and fails to consider the changing educational context over the past three years. Although Blumberg justifiably decries "scientism," or the unmindful aping of natural science paradigms, his failure to question what science is and what constitutes knowledge gives his…

The paucity of historical research in supervision can be attributed to marginalization of historical inquiry, lack of clarity about supervisory duties, a positivistic model of social research, and unfavorable images of supervision and supervisors. Research needs include accounts of early 20th-century practicing supervisors, educational biographies…

A conference commemorating the 400th anniversary of Comenius's birth was held in Prague in March 1992. The Czech scholar's basic premise was the panharmony of the universe (among nature, humankind, and the divine world). He integrated the elements of methodological, philosophical, theological, political, and social reform by stressing their…

Lauds Haggerson's critique of the author's instructional supervision research issues article for substantiating Hill's contention that interpretivist and "rationalist" methodologies are compatible and can be integrated into a single approach. Assails Scheurich and Lather's article for labeling Hill's position "positivist,"…

Based on Schon's study of the nature of practical knowledge and his rejection of "technical rationality," this article examines the metaphorical language that teachers use when talking about their work. Teachers' definitions of curriculum in relation to their practice is a significant phenomenon for curriculum theorists to address.…

An often tacit corollary of emphasizing the newest trends in education is ignorance of our educational past. The contemporary social community of educators resembles a teacher with only five years of memory. This article explains the importance of educational history, particularly curriculum development history of the 1940s. Thoroughly…

Although educational theories currently assert a hearty multiculturalism, the gap between theory and instructional practice may never have been greater. This article examines what school practices are being undertaken in the name of multicultural education, teachers' efforts to integrate multiculturalism into the regular curriculum, and teacher…

If we appreciate that attempts to maintain curriculum as an action arena are not confined to the "dominant perspective" as the literature narrowly defines it, and if we also appreciate that reconceptualism's task should be to consider advocacy of collectivist and individualist sources of educational ideals, there is some basis for dialog…

Clinical supervision remained grounded in empirical inquiry as late as Morris Cogan's writings on the subject in 1973. With the acknowledgment of Thomas Kuhn's (1962) paradigm shift, educational theory and practice developed interpretive methodologies. An interpretive reflection on Cogan's rationale offers insights into the current, matured…