Tuesday, July 2, 2013
More Thinking about Theory...
We've done a lot of mucking around about theory. Now that we've talked and you've read all kinds of stuff and enjoyed some of the presentations based on Anyon, take a moment and revisit the Labaree article and the Stemhagen-Hytten piece. Both make the point that ed. school doc. students are frequently reluctant to engage with theory (the claim is that at times they are afraid of or hostile to it!). Please post on your current thinking about this claim and/or anything else related that the class might find interesting.
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I guess I will go first…..In looking back over Laboree and the Stemhagen articles, I agree that Doc students are afraid of theory…. at first. However, reflecting on my own experience in 702 and 703 I believe this is due to a lack of the vernacular. Prior to 702, my only experience with theory was in theories of development (that is what SLPs do, right??). So, I was familiar with Piaget, Vygotsky, Erikson, Maslow and some Skinner…but, that was about it. The theories I needed to know to implement strong therapy, I had readily available and understood. I have never taken and philosophy class (or even a philosophy of education course) and the vernacular from the Paul book was intimidating and I needed more guidance. For me, things really clicked once I had to look for theories that resonated with my dissertation idea (Thanks, Kurt!). The first chapter in Anyou solidified this when Nolan discussed how she first connected emotionally with a theory and then could take it on intellectually. That is the point where I am now. I connect emotionally with Care Theory and see how it may apply to what I want to do in my dissertation. I understand that it may not be exactly what I am looking for and that is OK. I can keep searching (now, I have a map). I can intellectually discuss theories of development. Now, I believe I am at a point where I need to continue to read, read, and read some more. Most importantly, I am no longer intimidated as I was in 702. Finally, I get it....Thanks to some intellectually stimulating conversations!
ReplyDeleteOk, following Alison, I will add that I too am not afraid of theory. Rather, I fear what I don't know. "Theory" is a huge beast, with differences between and within disciplines creating so many fractures it is hard to feel comfortable with your own knowledge. I know we need to read and explore but how do you know when you have exhausted the search? In 702 I was comfortable with the "big theory" presented by Paul. Now, after working on this paper for 703 I am just overwhelmed with how much there is I do not know. Any suggestions as to how I can keep this feeling of ignorance from turning into a fear of the unknown is more than welcome.
ReplyDeleteFor me, theory has never been an issue; however, the Anyon text has really pushed me to think about how I can use critical theory in my research. In particular, the chapter that my group will present on Tuesday regarding participatory policy analysis and theorizing back has given me some interesting ideas on how I can work with current classroom teachers and empower them by giving them a voice in the dialogue of "school reform". Shawn and I have had some interesting conversations about theory, specifically deconstruction and reconstruction of theory for the purpose of refining, as a result of our readings. For me, the materials that I've been exposed to throughout the course have taught me how theory can work for me and the populations that I study, as opposed to attempting to fit my data into existing theories.
ReplyDeleteJenny here...Kurt's article makes the claim that most students are not sure where or how theory enters the research process. I can relate to this as it is how I first felt upon entering grad. school. One of the first classes I took was basically a run down of major theories of ed. psych. We discussed what they were, how were they used in research, the implications they had for future research, etc. I feel lucky that I had the class. Although no one told me where or how theory enters research, I figured it out through the readings and understood that often times, theory helps us to better understand the research. An excellent example of this is Chapter 3 in the Anyon book. Dumas was able to talk about a broad topic and succinctly describe it using two political theories: redistribution and recognition. Once I understood what the two theories were, the issues at hand were much easier to understand, at least in my opinion. It is important to note that the two theories are not the only theories out there that address the topic redistribution or recognition. Dumas chose the two theories that probably made the most sense to him. I have found in my short time as an ed. psych. researcher there can be multiple theories that discuss the same topic. I think you have to pick the one that resonates the most with you and run with it!
ReplyDeleteKierstyn here..... I had to read the articles a second time to refresh my memory. It was fascinating to see how much growth I have made in the last weeks. Since learning more about the purpose of theory and its usefulness in educational research a few weeks ago, I found it easier to read and understand. I reread the readings with a new perspective, a more educated lens. When I read the readings for the second time, different sentences stood out to me that were not meaningful to me the first time. The sentence “ The same could be said of educational philosophy especially as we have sometimes ‘grown’ a little too fond of out status as “research outsiders” (Ruthenburg, 2009, p. 318) was not memorable to me the first time. However, now I can relate to this quote because it reminded me about how I use to feel about theory. Throughout this process I have realized that theory is not scary at all. The more I study and use theory the more I become comfortable with theory. The readings have made me realize that there is a fine line between undertheorizing and overtheorizing. As Anyon said, “ Theory helps us understand, expand our understanding of and critically judge what counts as relevant knowledge, appropriate units of analysis, research questions.” On one hand I become bored and annoyed when people use too much jargon and theory to discuss research. I have grown so much intellectually during the last few weeks. I go out of my way to learn about theories indepth. Previously, I would learn a theory in class and only learn what was taught to me. However, now I will spend time outside of class learning about theories. I am constantly learning about new theories that may help me when I begin to work on my dissertation.
ReplyDeleteHi all,
ReplyDeleteI've spent much of the last month trying to figure out what all the fuss is about--why anyone be intimidated about theory, why people wouldn't think theory plays a role in everything, why are we even having this discussion in the first place? And given the fact that we were/are having the discussion, I had to look back at my past experience and compare it with everyone else's so that I could get some clarity on the situation. I guess I entered grad school as a compete outsider--not even familiar with the education field--and jumped straight into ADLT 601, which is a theory course. Then another theory course and another theory course...if anything, you could say that adult education here does a great job of layering practice on top of theoretical frameworks and as a complete outsider to education, I've never known anything else. So while I can appreciate the journey you are describing here, I have not shared in it. My journey has been more about reconciling modernity with postmodernity and K-12 versus adult ed., but since that's not what this class is ostensibly about, I'll limit that conversation to the one that constantly goes on inside my head.
Diane here --
DeleteI can appreciate your perspective since I have a business background and tend to wonder why things take so long to implement in education. I originally started in adult ed and in some sense, I'm still in the field because I'm focusing on post-secondary transition. I've also taken sociology and psychology courses, which were more or less theory-based. The only thing Im not used to is framing my research in terms of theory -- so many of the studies I read do not include theory or only briefly mention it. At least, I know what not to do in the future.
The last two classes 702, 703 has helped us place our discipline within theory. Initially these theories were more intimidating, simply because we had not spent enough time demystifying them. When I first read Paul, all of them sounded like Linda Stone; gradually I could make sense of most of the theories. As I was working on my discipline paper and read Anyon, I am more interested in reading other theories that may also help me placing my discipline in perspective. Initially this task was tough, but not I enjoy it, it feels like my mind is going to the gym and every time I get deeper into a theory I feel more flexible and agile at tackling what come ahead. I agree with Labree that initially we dreaded theory, but as we dwelled into it, I can see how very essential it is for us to be able to explain our research findings through theory. As Laura said taking multiple classes on theory, better helps us understand and put these theories in perspective.
ReplyDeleteI entered the PhD program with a desire to learn about theory, philosophy, research methods, etc. That was what I assumed would be part of the role of becoming a scholar. It is my view now that those who can not, or will not, make the transition from practitioner to scholar-practitioner/researcher need to reconsider whether earning a PhD is something they really want. We've rehashed the reasons for that reluctance to transition before (i.e. practitioner's previous experience, etc.), but eventually the grad student needs to be able to reconcile any aversion to theory, research, etc. in the hopes of providing findings applicable to those in the very important practitioner world.
ReplyDeleteLike Heather noted above, the Anyon text provides excellent case studies of how theory informs, clarifies for, provides for critique, and empowers oppressed communities across a wide variety of relevant issues. The scholars have taken theory to a grassroots level and some pretty relevant, liberating outcomes have happened. Someone like Eve Tuck is a role model for grad students who want to morph into scholar-practitioner-research from a critical theoretical perspective.
--Mindy here:
ReplyDeleteI find learning educational theory to intimidating. It's not so much as the theory itself that I find intimidating, but I have this way of thinking that attempts to organize newly learned things by characteristics in a nice dichotomous-y way. I need a timeline decorated with highlights and blurbs that helps me organize theory and theorists in a way that corresponds to the cultural changes happening that are driving theory or are driven by the theory. My theory classification knowledge is limited to what we've covered in two classes, and I have yet to really establish good theory phylogeny. So, similar to an armadillo, my overwhelmed little brain instinctively rolls up in a little ball and refuses to cooperate until some theory rolls along that I relate to in my own classroom style. I realize that this is a pretty sad way to approach theory. Kurt's given the best advice so far with his "read, read, read" encouragement. On that directive, I've started reading a book that probably translates as a "dummies guide to educational theory" which is (in reality) titled, "50 Modern Thinkers on Education." The book has a huge range of (for me) unheard of people, but it also has Piaget and Foucault, so it gives me hope that I can fill in a few of the phylo-thoeretic levels.
If you told me that you were going to explore the ideas of E.O. Wilson or Jane Goodall in a condensed "dummies guide" kind of book where the good Doctors only get 5 pages, I might cry a little at all the social animal research goodies you'd miss out on; however, I'd be stoked that you read about them in the first place. I'm just hoping the educational theorists are as forgiving!
Also look at William Crain's Theories of Development. A very useful book but may not explain things in the same way as Paul does. Also, Nel Noddings' Philosophy of Education.
DeleteDiane
Thank you for the suggestions! I actually just bought Noddings' P of E from Amazon yesterday for a whopping $1.97. ;)
Delete--Mindy
Mindy - I had looked at purchasing the 50 Modern... book but was unsure. Thanks for the recommendation.
DeleteCy
Diane here --
ReplyDeleteI've spent a lot of time reflecting on theory and its place in education. From what I know now, I believe a theory-to-practice gap exists and should be bridged. As an undergraduate, I was more interested in practice (even though I was a History major). Theory didn't mean much because it wasn't tied to the real world. Now that I've delved into theory over the past 4 years (more recently, this last year), I appreciate how theory is tied to application. Even more, understanding theory is essential to designing instructional methods and interventions. In my mind, you have to know the whys and wherefores of how things work.
For example, I know that self-determination theory (SDT) is based on motivational theories. Understanding that students with disabilities can be learned helpless (another motivation theory) is essential to understanding and making SDT work. I tend to look at SDT as ontology (nature of being), while constructivism can be considered epistemology (nature of knowing). I think even undergraduates need to be able to tie theory to practice, as well as research to practice. So, embedding theory in undergraduate curriculum and continually tying it to practice (or how theory affects practice) is essential, at least, to me.
Carol here.....Unfortunately theory just wasn’t something I was encouraged to think about prior to now. This leaves me feeling like I have a lot of catching up to do. That in turn has caused me to overload my Kindle with many things I am excited about reading. I have come to know that theory is something that I need to know more of. I am not afraid of theory….I am just afraid I haven’t had enough opportunity to think about it. I have come to be a bit concerned by that because in thinking about theory I have learned an enormous amount and have been excited about the opportunity to question why? I will admit that I am mostly a “So what?” kind of person. I looked at studying theory in that kind of way. If I understand more about theory then “SO What?” …..I am beginning to see that I have probably come to think this way “because of the super practical context of most schools.” ---Thanks Kurt! We determine what it is we want students to know and then we design a program to get them there. We don’t allow most students to say “So What?” In not allowing students to question why they are learning…..including grad students…. we leave out a lot of perspectives. Over the course of this class I have thought a lot about the role I wish to play in the future but that did in fact require a certain look back at why I have come to this conclusion. I was successful in school…..but many others are not…I want to be a part of the solution to that problem. I will remain a practitioner at heart, for they are the closest to the students, and we must never forget that for all our study of theory children are being directly impacted.
ReplyDeleteI am not sure I am qualified to discuss theory in the depth that I would like and I recognize it is important in order to participate in the conversation. I think education needs a paradigm shift…..and RSA says it much better than I could ever do. If you have never seen an argument drawn the way RSA does…..check it out. http://www.youtube.com/watch?v=zDZFcDGpL4U
I cannot speak for other students. For me, I have struggled with defining theory. I would not state that I was afraid of it; rather, I could not wrap my mind around all that it encompassed and all that it influenced. Each time I thought I understood it, the sand shifted from underneath my feet. (Can you tell that I have been at the beach?) Currently, I am comfortable with the murkiness. I define theory as the conceptual framework within which research is conducted and understood. Theory acts as an anchor to ground/guide research actions and a lens with which to view beliefs and intentions behind research and its practices. I see the value in a strong theoretical foundation and am eager to continue exploring the theories behind educational research and leadership. Thank you everyone for journeying with me. -Bruce
ReplyDeleteIrina's thoughts...
ReplyDeleteI come from a culture where theory is omnipresent, and what fascinated me about the American education system is the opportunity for practice. However, I do believe theory is underemphasized in K-12 education, so much so that students learn to process from the concrete to the abstract, not the other way around. I can see why some would be intimidated when faced with having to think in abstract terms (and discussions on academic topics usually begin with “from my experience…”). Nonetheless, once students get immersed in one topic, I can’t imagine that anyone would not have a solid enough foundation that they would still be intimidated by theory. I think the fear of theory would only take place at the beginning of an individual’s studies, and subside once a specialization starts to take place.