Kinsella Elizabeth Anne
School of Occupational Therapy, Faculty of Health Sciences, University of Western Ontario, Elborn College, London, Ontario, Canada.
Nurs Philos. 2007 Apr;8(2):102-13. doi: 10.1111/j.1466-769X.2007.00304.x.
Donald Schön's theory of reflective practice has received unprecedented attention as an approach to professional development in nursing and other health and social care professions. This paper examines technical rationality in Schön's theory of reflective practice and argues that its critique is a broad and often overlooked epistemological underpinning in this work. This paper suggests that the popularity of Schön's theory is tied in part to his critique of technical rationality, and to his acknowledgement of the significance of practitioner experience and indeterminate zones of practice in the development of expertise. Schön tapped into a growing disillusionment with technical rationality that coincided with a crisis of knowledge across a range of disciplines. The question is raised as to whether Schön's critique sets up a dichotomy between technical rationality and experience, or overcomes it. The conclusions suggest that Schön is not discarding research-based professional knowledge, but rather challenging conflated views of its practical significance. In this way, it is proposed that his critique of technical rationality can be interpreted as an attempt to overcome dualistic thinking as it pertains to professional knowledge.
唐纳德·舍恩的反思性实践理论作为护理及其他健康与社会护理专业职业发展的一种方法，受到了前所未有的关注。本文审视了舍恩反思性实践理论中的技术理性，并认为对其的批判是该理论中一个广泛且常被忽视的认识论基础。本文表明，舍恩理论的流行部分归因于他对技术理性的批判，以及他对从业者经验和实践中不确定领域在专业技能发展中的重要性的认可。舍恩利用了人们对技术理性日益增长的幻灭感，这与一系列学科中的知识危机相契合。有人提出疑问，舍恩的批判是在技术理性与经验之间建立了二分法，还是克服了这种二分法。结论表明，舍恩并非摒弃基于研究的专业知识，而是在挑战对其实际意义的混淆观点。通过这种方式，有人提出他对技术理性的批判可被解释为试图克服与专业知识相关的二元思维。
