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- W320044088 abstract "Even before a person opens a textbook dealing with art educational theory and practice, it is expected to be consistent. Surely this comes as no surprise since that book's very nature suggests an interrelated content. Basically this means that all theoretical and practical ideas are expected to correspond with and follow from one another. To be more specific, this means that an author's teaching beliefs or theoretical statements should, unless otherwise noted, serve as an underlying rationale for his presented teaching practices. While consistency helps to strengthen the credibility of a book's content, inconsistency has little if any redeeming value. Contradictions can alter its instructive potential precisely because they interfere with such basic goals as comprehension and learning. Neither the coherence of the presented ideas nor a reader's understanding of them is enhanced if a writer contradicts that which he himself has stated. In this respect, Strawson (1971)6 aptly remarks that self-contradiction frustrates a standard purpose of speech to communicate something. Contradicting oneself, he explains, is like writing something and then erasing it. It is the same thing as uttering words but not saying anything [pp. 2-3]. By stating one thing and then another, an author invariably ends up doing just that stating nothing. His contradictory assertions merely cancel themselves out and in the process leave a reader confused. One would think that even the sheer possibility that such things could happen would be reason enough for a writer to be consistent in his recommendati ns. However, the most apparent reason for him to do so has yet to be mentioned. It is simply this. Value claims commit a statement-maker to a" @default.
- W320044088 created "2016-06-24" @default.
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- W320044088 date "1974-01-01" @default.
- W320044088 modified "2023-09-24" @default.
- W320044088 title "A Critical Look at Textbooks for Consistency between Theory and Practice" @default.
- W320044088 cites W1972503530 @default.
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- W320044088 doi "https://doi.org/10.1080/00393541.1974.11650185" @default.
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