ABSTRACT

Educational discourse constantly demonstrates a cursory dichotomous view of knowledge in which positivism and relativism are contrasted, a condition which almost unavoidably results in favorable references to relativism. The difficulty lies in the objective qualities of knowledge being associated with positivist absolutism, which brings about fear of theory in terms of risking subjective thought and individual freedom. The present analysis attempts to demolish the fear of theory through methodological, grounded theory-based, illustration of the inclusion of objectifications in the interplay between teacher and students. It concurrently demonstrates how theory is inherently linked with practice and draws attention to conceptual learning. The goal is emancipatory: it is hoped that this illustration enables practitioners to evaluate their adherences to dichotomous discourse that can make pedagogies appear as confusing enterprises. The final conclusions propose a link between grounded theory-based conceptualization and reflection.

摘要

教育话语不断地表现出一种粗略的二分知识观，其中实证主义和相对主义相互对比，这种情况几乎不可避免地导致对相对主义的有利提及。困难在于知识的客观品质与实证主义绝对主义相关，这带来了对理论的恐惧，因为它会危及主观思想和个人自由。本分析试图通过方法论、基于理论的方法来消除对理论的恐惧，并说明在教师和学生之间的互动中纳入客观化。它同时展示了理论如何与实践本质上联系在一起，并引起人们对概念学习的关注。目标是解放性的：希望这一例证能够使从业者评估他们对二分法话语的坚持，这种二分法话语可能使教学法显得令人困惑。最终结论提出了基于扎根理论的概念化和反思之间的联系。