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Personal Practical Knowledge and the Modes of Knowing: Relevance for Teaching and Learning


by F. Michael Connelly & D. Jean Clandinin 1985

Our method of introducing the connection between modes of knowing and teaching and learning is to begin the paper with the aesthetics of our assigned task. This permits us to set forth our own point of view amidst the context of modes of knowing given in this volume. The distinction between theory and practice permeates our discussion and is used to make three further distinctions: (a) between conceptual modes of knowing as theory (for example, aesthetics) and teaching and learning (for example, an art class) as practice; (b) between conceptual modes of knowing as theory (for example, aesthetics) and the events (for example, art) to which they refer as practice; and (c) between experiential classroom modes of knowing as theory (for example, image of the classroom as home) and teaching and learning (for example, the gingerbread boys episode) as practice.


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This article originally appeared as NSSE Yearbook Vol 84, No. 2.


Cite This Article as: Teachers College Record Volume 86 Number 6, 1985, p. 174-198
http://www.tcrecord.org ID Number: 19143, Date Accessed: 10/24/2017 12:22:06 AM

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About the Author
  • F. Connelly
    University of Toronto
    E-mail Author
    F. MICHAEL CONNELLY is a professor in the Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education at the University of Toronto.
  • D. Clandinin
    University of Alberta
    D. JEAN CLANDININ is a professor of elementary education at the University of Alberta.
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