By Clayton S White; U.S. Atomic Energy Commission. Division of Biology and Medicine.; et al
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This definition of data categories and development of measuring devices provides the means for establishing an ongoing, revisable, and systematic collection of information, from all of the important actors, about school features and processes seen by them as relevant. The result of this process is a comprehensive database about a wide array of commonalities that exist in the school context. ) In the school setting the commonalities are likely to include the static characteristics of the context (the "what is" or the givens in a situation); the patterns of behavior (what people do, how they interact with each other and with the things in the environment); and the feelings or sentiments of various groups of participants about both of these.
The application of linguistic competence, becomes in principle possible, depends on a structure of intersubjectivity which is in turn linguistic. This structure is generated neither by the mono logically mastered system of linguistic rules, nor by the extra-linguistic conditions of its performance. On the contrary, in order to participate in normal discourse the speaker must have at his disposal, in addition to his linguistic competence, basic qualifications of speech and symbolic interaction (role-behavior), which we may call communicative competence.
Thus, Dewey was not a critical theorist. , unrestrained human reason as the backbone of experiential knowledge and action. This is probably why there are, we think unjustifiably, so few references to Dewey in the critical theory literatureY For us, there is no discomfort with Dewey's relativistic position, on the one hand, and a point-in-time stance on value-driven inquiry on the other. CRITICAL INQUIRY FOR SCHOOL RENEWAL 31 Fundamental value positions in inquiry need not be "god-given," but they need to be explicit and their consequences reasoned.