Philosophy and Teacher Education: A Reinterpretation of Donald A. Schön’s Epistemology of Reflective Practice

Newman (Hungerhill School, Doncaster) argues that there are fundamental difficulties with Sch÷n’s (1930-97) work at a variety of levels, which call into question the often uncritical use made of it by others. Some, he finds, Sch÷n himself identified but did not resolve, and others he finds at the epistemological level. In particular, he finds that the case studies do not support the thesis. The philosophical reminders of Wittgenstein are helpful and important, he says, in reassessing the importance and significance of Sch÷n’s work. Annotation c. Book News, Inc., Portland, OR (booknews.com)