"The Reed-Kellogg diagram is a tool of the classroom and of the textbooks that codify the rules for its production. But grammar textbooks share a problem similar to the one Thomas Kuhn noted for science textbooks: they tend to efface the history of their subject. Indeed, grammar textbooks are far more ahistorical that science textbooks. The average science textbook will contain some history, however Whiggish. There will be at least a cursory mention of the scientists who formulated the theories under discussion, some suggestion that scientific knowledge is subject to change and accretion. Grammar, however, comes to students as an abstract whole. The sources from which the textbook authors derived their accounts normally go unacknowledged. There is no sense of grammar as a theory—or, more precisely, a constellation of competing theories—with its own intellectual history."
(Karl Hagen, 17 October 2015)
"The health professional education community is struggling with a number of issues regarding the place and value of research in the field, including: the role of theory-building versus applied research; the relative value of generalisable versus contextually rich, localised solutions, and the relative value of local versus multi-institutional research. In part, these debates are limited by the fact that the health professional education community has become deeply entrenched in the notion of the physical sciences as presenting a model for 'ideal' research. The resulting emphasis on an 'imperative of proof' in our dominant research approaches has translated poorly to the domain of education, with a resulting denigration of the domain as 'soft' and 'unscientific' and a devaluing of knowledge acquired to date. Similarly, our adoption of the physical sciences' 'imperative of generalisable simplicity' has created difficulties for our ability to represent well the complexity of the social interactions that shape education and learning at a local level."
(Glenn Regehr, 2010)
Regehr, G. (2010). "It’s NOT rocket science: rethinking our metaphors for research in health professions education". Medical Education, 44(1), 31-39. doi: 10.1111/j.1365-2923.2009.03418.x
"We aim to provide answers to the most pressing concerns that creators have about copyright. To find out what was most confusing to users, we took two approaches. First, we analysed the 200 most frequently asked questions about copyright posted online by creators and consumers, and we filtered those down to the most important 20 which you can find answered in the 'FAQs' section. Second, we spoke to creators themselves. For each of the main artistic mediums we produced a video which contains interviews with creators about their artistic process, thoughts and questions about copyright."
(27 March 2014)