Rereading the relationship between theory and action based on the views of Schwab and Arendt in order to extract the model of intellectual and practical education teacher

Document Type : Original Research

Authors

1 PhD student of Philosophy of education, Shahed University, Tehran, Iran

2 Assistant Professor of Shahed University, Tehran, Iran

3 associate professor shahed university

4 Assistant Professor of Kharazmi University, Tehran, Iran

Abstract

Background and Objectives: The field of education constantly grapples with challenges and decision-making regarding its adaptability to specific situations. In contemporary times, curriculum and education have captured the attention of intellectuals, who have focused on the interplay between action and theory. A cross-disciplinary dialogue within the humanities has the potential to enrich the literature in this domain. This paper, from the perspectives of Hannah Arendt in political thought and Joseph Schwab in education, concentrates on researching the relationship between theory and action.
. Methods : Employing Coombs and Daniels' philosophical analysis approach, this research addresses inquiries about the connection between theory and action.
Findings : Despite conceptual differences between Arendt and Schwab, the research reveals a conceptual distinction between theory and action, both broadly and specifically, within the realms of education and curriculum. Both scholars view this distinction as leading to inefficiency or estrangement from life and society.
Conclusion: Schwab proposes a dialectical approach between theory and action, utilizing the metaphor of flight. In contrast, Arendt emphasizes the need to differentiate thinking from action for optimal functionality. The term "tactful flight" symbolizes the minimal common ground in these two perspectives, highlighting the nuanced interplay between theory and action in education.

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Theory and Practice in Teachers Education
Volume 10, Issue 17
April 2024
Pages 265-279

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