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Phronesis, Experience, and the Primacy of Praxis

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Phronesis as Professional Knowledge

Part of the book series: Professional Practice and Education: A Diversity of Voices ((PPAE,volume 1))

Abstract

There has been a long debate about how research contributes to theoretical knowledge (episteme) about practice and to the development of technique in the professions (poiesis). There has also been debate about how research can contribute to praxis as ‘right conduct’ (on a neo-Aristotelian view of praxis) and as ‘socially responsible, history-making action’ (on a post-Marxian view) in the professions, and also to phronesis, the disposition that Aristotle described as guiding and informing praxis.

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Author information

Authors and Affiliations

  1. School of Education, Charles Sturt University, Wagga Wagga, Australia

    Stephen Kemmis

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  1. Stephen Kemmis
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Editor information

Editors and Affiliations

  1. The University of Western Ontario, Ontario, Canada

    Elizabeth Anne Kinsella

  2. The University of Western Ontario, Ontario, Canada

    Allan Pitman

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© 2012 Sense Publishers

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Kemmis, S. (2012). Phronesis, Experience, and the Primacy of Praxis. In: Kinsella, E.A., Pitman, A. (eds) Phronesis as Professional Knowledge. Professional Practice and Education: A Diversity of Voices, vol 1. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-731-8_11

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