Thanks Catherine,

This is extremely well written message and goes to the heart of so much
of, not only our theory, but our practice as well in terms of implicit
theories in use that give shape to one's approach in teaching/learning
environments.

This has nothing to do with intelligence, but perspective, as well as
what gets viewed within the purview of legitimacy.

I sought to deal with this issue of educational theory construction in
Chapter 10 of Conflicting Paradigms on Research Traditions, where I drew
broadly from Mertens' perspective.
http://www.amazon.com/Conflicting-Paradigms-Adult-Literacy-Education/dp/
0805846247


Allow me to also highlight my online essay Postposivist Scientific
Philosophy:  Mediating Perspectives:
http://www.the-rathouse.com/Postpositivism.htm which speaks to this
issue.


There is a great deal of work available on research traditions, which
the field of adult literacy education would do well to consider both at
the level of theory construction and practice, as these mutually inform
each other, whether or not consciously so.


George Demetrion

Director of Program Operations
Literacy Volunteers of Greater Hartford
30 Arbor Street
Hartford, CT 06106
(860) 233-3853
George.Demetrion at lvgh.org
www.lvgh.org
TEACH. LEARN. GROW.
PS, check out our weblinks
http://www.lvgh.org/weblinks.html\