The Far Side of Paradigms: Conditions for Knowledge-Making in English Education

N. L. Gage's analysis of the educational research paradigm can be modified and expanded--first in a Model of the Structure of Knowledge (SOK) and then in a SOK Module which concretely demonstrates one approach to knowledge-making in English Education. Categories in the SOK Model would include (...

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Bibliographic Details
Published inEnglish Record Vol. 20; no. 1; pp. 7 - 23
Main Authors Gowin, D. B, Strzepek, J
Format Journal Article
LanguageEnglish
Published 01.10.1969
Subjects
Concept Formation
Conceptual Schemes
Cultural Background
Educational Research
Educational Theories
English Education
Evaluation Criteria
Fundamental Concepts
Intellectual Disciplines
Literary Criticism
Literature
Methods Research
Problem Solving
Research Design
Research Methodology
Values
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Summary:N. L. Gage's analysis of the educational research paradigm can be modified and expanded--first in a Model of the Structure of Knowledge (SOK) and then in a SOK Module which concretely demonstrates one approach to knowledge-making in English Education. Categories in the SOK Model would include (1) the Context of Inquiry--the milieu, the phenomena to be studied, the assumptions and presuppositions upon which the claims rest, the "telling" questions which unlock inquiry, the principle of evidence used to select and interpret data, and key concepts and conceptual systems which pattern facts and ideas; (2) Methods of Work--procedural commitments, techniques, and the need to adapt them to the stubbornness of the subject matter; (3) Products and Productions--selected facts, interpretations, analyses, and completed studies in the field of English education; and (4) Values--deliberated interests both within and outside the field. Based on these categories, a SOK Module can be developed, for example, to teach literature using the pragmatic (audience-oriented) point of view. The SOK Model can help English educators improve the production of both theoretical and applied knowledge in the middle ground between scholars and teachers. (JB)