Celebrating the Insecure Practitioner. A Critique of Evidence-Based Practice in Adapted Physical Activity
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Sport, Ethics and Philosophy 2 (2):200-215 (2008)
Over the past decade there has been a trend within adapted physical activity (APA) to question the hegemony of the medical understanding of disability. This debate has consequences for professional practice, which some argue should be regarded as a learning situation with a pedagogical orientation. The concept of evidence-based practice and research has spread from its origin in medicine to other allied health fields and education. In this article I discuss the limitations of applying evidence-based practice to a pedagogical approach to APA. More specifically, I use the Aristotelian notion phronesis to show that professional practice of APA is essentially characterized by an indeterminacy that cannot be eradicated through the technological thinking inherent in evidence-based practice
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References found in this work BETA
Gert Biesta (2007). Why "What Works" Won't Work: Evidence-Based Practice and the Democratic Deficit in Educational Research. Educational Theory 57 (1):1-22.
David Carr (2001). Educational Philosophy, Theory and Research: A Psychiatric Autobiography. Journal of Philosophy of Education 35 (3):461–476.
David Carr (2003). Rival Conceptions of Practice in Education and Teaching. Journal of Philosophy of Education 37 (2):253–266.
Joseph Dunne (1993/1997). Back to the Rough Ground: Practical Judgment and the Lure of Technique. University of Notre Dame Press.
Shaun Gallagher (1992). Hermeneutics and Education. State University of New York Press.
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