Over time, however, the effort to build a systematic knowledge base veered
away from the direct concerns of the world of practice. From the late 1940s
onward, knowledge in educational administration came to be defined according
to the values and conventions of a modernist, rational approach to science
based on logical positivism and empiricism. In the modernist perspective,
knowledge is thought to consist of theoretically organized constructs and
propositions, logically derived and empirically tested, that can explain and
predict phenomena. Such knowledge is stable, cumulative, decontextualized,
and generalizable. Under this framework, knowledge- building efforts in
educational administration were oriented toward creating and refining an
enduring theoretical structure of concepts and laws. This knowledge, it was
thought, could then be applied to the improvement of administrative practice.
These knowledge-building efforts resulted in much research and many scholarly
publications, but by the 1970s, administrative practitioners complained
that this new version of professional knowledge in educational administration,
and the academic degree programs through which it was conveyed, were
becoming more and more irrelevant to the actual lives of practicing administrators (Culbertson, 1988).
Over time, however, the effort to build a systematic knowledge base veeredaway from the direct concerns of the world of practice. From the late 1940sonward, knowledge in educational administration came to be defined accordingto the values and conventions of a modernist, rational approach to sciencebased on logical positivism and empiricism. In the modernist perspective,knowledge is thought to consist of theoretically organized constructs andpropositions, logically derived and empirically tested, that can explain andpredict phenomena. Such knowledge is stable, cumulative, decontextualized,and generalizable. Under this framework, knowledge- building efforts ineducational administration were oriented toward creating and refining anenduring theoretical structure of concepts and laws. This knowledge, it wasthought, could then be applied to the improvement of administrative practice.These knowledge-building efforts resulted in much research and many scholarlypublications, but by the 1970s, administrative practitioners complainedthat this new version of professional knowledge in educational administration,and the academic degree programs through which it was conveyed, werebecoming more and more irrelevant to the actual lives of practicing administrators (Culbertson, 1988).
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