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Considerations on a Phronetic Proposal: a Bakhtinian Reply.

Ana Luiza Bustamante Smolka1

  • 1Faculty of Education, State University of Campinas, Campinas, Brazil. asmolka@unicamp.br.

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Summary

This study explores the concept of phronesis in teaching and research, examining its potential and limitations in contemporary education. It highlights the importance of practical wisdom for teacher education and the need for research on teaching.

Keywords:
PhronesisPhronetic proposalResearch on teachingTeacher’s knowledgeTeaching practice

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Area of Science:

  • Philosophy of Education
  • Educational Psychology
  • Teacher Education

Background:

  • Critically examines Eugene Matusov's work on phronesis in teaching and research.
  • Situates Matusov's proposal within contemporary debates in education.

Purpose of the Study:

  • To discuss the possibilities and limitations of applying Aristotelic phronesis to teaching and research.
  • To explore the educational implications of Matusov's phronetic proposal for teacher education.
  • To analyze the need for knowledge and research on teaching in the modern educational landscape.

Main Methods:

  • Bakhtinian analysis of Matusov's conceptual elaborations.
  • Inquiry into Aristotle's four ways of knowing.
  • Discussion of the personal dimension of teaching and learning to teach.

Main Results:

  • Identifies the heuristic value of Matusov's work for current educational debates.
  • Highlights the potential and constraints of using phronesis in teacher education.
  • Underscores the significance of research on teaching for contemporary educational practice.

Conclusions:

  • Phronesis offers a valuable lens for understanding the personal and practical aspects of teaching.
  • Matusov's research-on-teaching proposal contributes significantly to teacher education.
  • Continued research on teaching is crucial for addressing contemporary educational challenges.