In this article, I argue that the starting point for inquiry about practice knowledge
should be the empirical question, How does the competent practitioner go about
knowing "in" practice? Using the work of J u r g e n Habermas, Michael Polyani, Donald
Schon, and others, I advance a claim for the nonderivative status of substantive
rationality alongside the technical in the construction of professional knowledge. I
maintain that the researcher and practitioner have functionally different relationships
to the practice arena and, therefore, differing cognitive interests for their involvement
in that arena. These interests are assumed decisive for (1) categories in which knowledge
is structured, (2) methods by which truth claims are authenticated, (3) the type of
discourse in which knowledge is communicated, and (4) the mode in which knowledge
is available to the knower.
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