Semantic Scholar is a free, AI-powered research tool for scientific literature, based at the Allen Institute for AI. Under the Kennedy administration, he was appointed director of the Institute for Applied Technology in the National Bureau of Standards at the US Department of Commerce (he continued there until 1966). It may well be that this failure to attend to method and to problematize the production of his models and ideas has also meant that his contribution in this area has been often used in a rather unreflective way by trainers. Add to My Bookmarks Export citation. On to the 'rough ground': introducing doctoral students to philosophical perspectives on knowledge. Single-loop learning is like a thermostat that learns when it is too hot of too cold and turns the heat on or off. Hutchins’ argument is that ‘machines can do for modern man what slavery did for the fortunate few in Athens’ (op. Schön referred to the application of research-based theory to practice as technical rationality, where university-based technologists generate knowledge for practice-based technicians to apply. We cannot expect new stable states that will endure for our own lifetimes. Throughout the research, particular attention is given to Schön’s conceptual term, “technical rationality”, which, as a phenomenon reflects instances where action flows from the basis of a preset thought-model. The pattern of diffusion is centre-periphery. We must make the capacity for undertaking them integral to ourselves and to our institutions. We must, in other words, become adept at learning. Richardson, V. (1990) ‘The evolution of reflective teaching and teacher education’ in R. T. Clift, W. R. Houston and M. C. Pugach (eds.) of technical rationality. : 45-6). This was an important distinction and is very helpful when exploring questions around professional and organizational practice (see Chris Argyris and theories of action for a full treatment of this area). (1933) How We Think, New York: D. C. Heath. He critiqued ideas that education consisted in the transmission of data. Hence, there is a need for Retrieved: insert date]. Technical rational models are usually thought of as administrative tools like routines, structures, plans, and systems. An alternative response is to question to governing variables themselves, to subject them to critical scrutiny. 19977: 147). The loss of the stable state means that our society and all of its institutions are in continuous processes of transformation. What are the characteristics of effective learning systems? The Action Turn: toward a transformational social science, From Knowledge to Wisdom: A Revolution in the Aims and Methods of Science. Donald Schon became a visiting professor at MIT (Massachusetts Institute of Technology) in 1968. Newman, S. (1999) Philosophy and Teacher Education: A Reinterpretation of Donald A. Schon’s Epistemology of Reflective Practice, London: Avebury, Pakman, M. (2000) ‘Thematic Foreword: Reflective Practices: The Legacy Of Donald Schön’, Cybernetics & Human Knowing, Vol.7, no.2-3, 2000, pp. Workers may write up recordings, talk things through with a supervisor and so on. First, the distinction between reflection in and on action has been the subject of some debate (see Eraut 1994 and Usher et al 1997). However, we can draw on what has gone before. He was part of the first wave of thinkers around the notion (other key contributors include Robert M. Hutchins 1970; Amitai Etzioni 1968; and Torsten Husen 1974). al. He was also a student at the Sorbonne, Paris and Conservatoire Nationale de Music, where he studied clarinet and was awarded the Premier Prix. This involves the way they plan, implement and review their actions. His focus, ‘Change and industrial society’, became the basis for his path-breaking book: Beyond the Stable State. Donald Schon was born in Boston in 1930 and raised in Brookline and Worcester. Embodied Knowledge: Toward a Corporeal Turn in Professional Practice, Research and Education. Their (1974) starting point was that people have mental maps with regard to how to act in situations. The business firm, Donald Schon argues, is a striking example of a learning system. For him reflective practice was to be enacted. The notions of reflection-in-action, and reflection-on-action were central to Donald Schon’s efforts in this area. The notion of repertoire is a key aspect of this approach. Vol. : 165). A personal view, Barcombe: Falmer. Newman 1999 analysis of Schon’s ‘epistemology of reflective practice’), as far as I know, his work has not been approached in its totality. (Schon 1973: 57). It is here that the full importance of reflection-on-action becomes revealed. The best professionals, Donald Schön maintains, know more than they can put into words. Pakman (2000:3) goes on to comment: The interest in metaphor expressed in that book, would grow years later toward his elaborations on “generative metaphor,” and its role in allowing us to see things anew. Eraut, M. (1994) Developing Professional Knowledge and Competence, London: Falmer. Such a belief is strong and deep, and provides a bulwark against uncertainty. This paper examines technical rationality in Schön’s theory of reflective practice and argues that its critique is a broad and often overlooked epistemological underpinning in this work. (1973) Beyond the Stable State. While there is a clear emphasis on action being informed, there is less focus on the commitments entailed. Double-loop learning occurs when error is detected and corrected in ways that involve the modification of an organization’s underlying norms, policies and objectives. An analysis of issues and programs, New York: Teachers College Press. Moreover, learning isn’t simply something that is individual. Where something goes wrong, they suggested, a starting point for many people is to look for another strategy that will address and work within the governing variables. : 166). Schon's view, it will be recalled, is that Technical Rationality presents us with a view which is at odds with our experience. But while Dewey and Schon both address the same questions, and both reject the same wronganswers, they offer different, and competing, rightones.1 Dewey (1902, 1904, 1938) shares with the technical rationalists a commitment to science as the method of reflection, but rejects technical Consequences: what happens as a result of an action. While he was there he began a very fruitful collaboration with Chris Argyris. The space afforded by recording, supervision and conversation with our peers allows us to approach these. Schön distinguished between the discussed “technical rationality” and “reflection-in-action”. Donald Schon’s later work with Martin Rein around frame reflection does attend to some matters of public deliberation – but the broad line of argument made by Stuart Ranson here would seem to stand. Type Chapter Author(s) Donald A. Schön Date 1983 Page start 21 Page end 69 Is part of Book Title The reflective practitioner: how professionals think in action Author(s) Donald A. Schön Date c1983 How to cite this piece: Smith, M. K. (2001, 2011). Donald Alan Schon (1930-1997) trained as a philosopher, but it was his concern with the development of reflective practice and learning systems within organizations and communities for which he is remembered. al. He was invited to give the 1970 Reith Lectures in London. His first book, Displacement of Concepts (1963) (republished in 1967 as Invention and the Evolution of Ideas) dealt with ‘the ways in which categories are used to examine “things” but are not themselves examined as ways of thinking’ (Parlett 1991, quoted in Pakman 2000). Yet for all his talk of networks and the significance of the ‘periphery, Donald Schon’s analysis falters when it comes to the wider picture. It was the contribution of two of Schon’s contemporaries – Ivan Illich and Paulo Freire – that takes us forward. technical rationality Scho, n argues ha, s led to an undervaluin ogf the practical knowledge o f action tha its central to the work of practitioners Thi. The need for public learning carries with it the need for a second kind of learning. His work was quickly, and enthusiastically, taken up by a large number of people involved in the professional development of educators, and a number of other professional groupings. Donald Schon, they claim, looks to an alternative epistemology of practice ‘in which the knowledge inherent in practice is be understood as artful doing’ (op. Schön, D. A. Evolving message; family resemblance of messages. Thus, he was already showing some of what would be epistemological enduring interests for his inquiry, namely: learning and its cognitive tools, and the role of reflection (or lack of it) in learning processes in general, and conceptual and perceptual change in particular. However, it remains very suggestive – and for has some very real echoes in people’s accounts of their processes as ‘professionals’. al. Double-loop learning, in contrast, ‘involves questioning the role of the framing and learning systems which underlie actual goals and strategies’ (op. It entails building new understandings to inform our actions in the situation that is unfolding. Two key themes arise out of Donald Schon’s discussion of learning systems: the emergence of functional systems as the units around which institutions define themselves; and the decline of centre-periphery models of institutional activity (ibid. He argued that it was ‘susceptible to a kind of rigor that is both like and unlike the rigor of scholarly work and controlled experimentation’ (op. We test out our ‘theories’ or, as John Dewey might have put it, ‘leading ideas’ and this allows to develop further responses and moves. For Argyris and Schön (1978: 2) learning involves the detection and correction of error. Like Simon, Donald Schön leveled a severe criticism against profes-sional training in the United States after World War II.
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