Defines and discusses the extremes of "poetism" (or overreliance on intuition) and "scientism" (overreliance on research-based models) in teaching and supervision. Argues that teaching is neither an art nor a science, but more like a craft that skilled teachers practice as artisans, combining technique and reflection. (TE)

This paper explores the evidence of a substantive paradigm shift in curriculum theory by examining the questions that have caused Elliot Eisner's radical shift from an empirical-analytical research model to a critical-theoretical one. The role of theory development and of ethics and values in research have propelled Eisner's theoretical shift. (TE)