Discusses the struggle between competing epistemologies. Warns of problems that arise when a theory or practice states that it is the "true" epistemological foundation for writing centers. Asserts that the stances teachers take toward how best to teach writing are determined by their view of where truth is located and how best it can be…

Three dimensions of practical knowledge are knowledge how, knowledge that, and tacit knowledge. Six means of acquiring practical knowledge are professional/vocational education, practice, internalizing the rules, monitoring and adapting performance, reflecting, and continuing education. (SK)

Continuing educators have several options for practice: (1) being clear about the nature of their business; (2) adopting a holistic approach; (3) building better preprofessional programs; (4) moving to where learning occurs; (5) legitimizing practical knowledge; and (6) addressing contextual influences. (SK)

Suggests that instruction and research that combine the humanities and computer science should be conducted by people skilled in both fields. Argues against dividing such work between idea and technical people. Describes a neural network approach to the study of metaphor that reflects the connectionist method. (SG)

The Health Promotion and Education Council of Virginia became an effective advocate by incorporating elements of the theory of innovation diffusion, such as working through opinion leaders, creating information exchange relationships, tailoring attributes of the innovation to achieve objectives, and communicating the innovation to legislators. (SK)

The model of discourse comprehension of W. Kintsch (1988) draws on connectionist ideas and gives rise to some mathematical questions that are investigated in this paper, giving theoretical support to the model. (Author/SLD)

Reviews articles on "content reading" published from 1969 to 1991 in the journal "Reading Teacher." Discusses instructional methods and techniques of content reading and reading materials. Offers a list of topics for future consideration. (PRA)

Presents interview conducted with Rex Stockton, former president of the Association for Specialists in Group Work (1982-83). In the interview, Stockton discusses his involvement in group counseling, research interests and contributions, training of group leaders, and the future of group work. (Author/NB)

Continuing education has followed the model legitimizing formal, abstract knowledge. Three propositions for developing wise practitioners build on the importance of knowledge gained from practice: (1) the goal of professional practice is wise action; (2) practice knowledge is necessary to achieve this goal; and (3) continuing professional…

Reviews speech act theory to explain the function of writing transitions in terms of the illocutionary and perlocutionary effect of explicit performatives. Identifies explicit performatives in samples of professional writing in technical and academic areas. Suggest ways to revise textbooks to include the findings from speech act theory. (SR)

Argues that the "analytic turn" in jurisprudence has undesirable consequences for both the theory and practice of law. Argues that a rhetorical view of the law sees law as an exercise in communicative praxis, reshaping the theoretical and practical contours of the law, changing patterns of communication, and opening discursive space both…

Includes two columns that discuss comprehensive systems design in education, including the design architecture and the dynamics of design; and the use of metaphors in explaining teacher planning and classroom interactions, including mental planning and imagery and the relationships between metaphor and practice. (Contains 22 references.) (LRW)

Nursing education and theory lean toward behavioral sciences, but practice focuses on biomedical problems. Bioscience should be reintroduced to nursing theory through reflective practice. This may also rectify the symbol-object dichotomy in natural sciences, which inhabits the relationship of theory and practice. (SK)

Discusses the nature of academic research, limits on practical newspaper research, and promoting practical research among professors. Argues that the academic world should have room for all kinds of research and that industry should be more supportive of academic research efforts. (SR)

Examines the various meanings of "direct instruction" and "Direct Instruction." Provides a context for the intended and unintended use of these terms. Identifies three major components of direct instruction in reading and the sameness analysis that serves as a theoretical basis for designing reading instruction based on direct…