Rejoinder to Floden & Newsome

✍ Scribed by James W. Garrison; C. J. B. Macmllan

• Book ID: 104758867
• Publisher: Springer
• Year: 1992
• Tongue: English
• Weight: 441 KB
• Volume: 11
• Category: Article
• ISSN: 0039-3746
• DOI: 10.1007/bf00402598

✦ Synopsis

Any authors can consider themselves lucky to have such sympathetic reviewers we hesitate to say "critics" since both Robert Floden and George Newsome are concerned to find the strong points of A Logical Theory of Teaching while showing places in which the central ideas in that work could be more adequately developed. For the most part, they are on the mark, so we shall take this opportunity to extend the discussion rather than berate our "critics" for missing the point.

Both reviewers point out that our goal in A Logical Theory of Teaching was to bring intentionality into serious play in the discussion of educational research and practice, but they emphasize different sides of the intentionality coin.

Newsome is most concerned with intentional action, where agents make plans to achieve pre-decided goals, and where philosophical (and practical) problems arise from the nature of action and decision. Floden emphasizes intentionality of