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The purpose of this paper is to show, from a theoretical point of view, the promising relationship between the processes generated by Lesson Studies (LS) and the development of practical thinking in in-service teacher training, derived from two pieces of research.

The authors propose broadening the focus of LS in order to not only improve the “lesson” or “teaching” – in short, practice – but also to reconstruct and improve the practical knowledge of teachers. The core issue of the paper is the discussion about the relationship between the practical knowledge, the knowledge that every teacher uses in his or her daily practice, theories-in-use, mostly unconscious, and the conscious and explicit knowledge, practical thinking, explicit theory, they use to describe and justify their practice.

Knowing our practical knowledge intuitive Gestalt, and building a new conscious and informed way of thinking is not enough, we need to build through systematic new practice a new way of doing, a new way of perceiving, interpreting, taking decisions and acting, coherent with our new theories. LS reinforces these two complementary movements: the practical theorizing movement, the reflexion on action to discover the implicit believes, habits, attitudes and emotions underlying the practice, and the experimentation of the new theory to form the new habits, beliefs, attitudes and emotions that support the development of a new form of teaching. This second movement needs more time and adequate teaching context, confirming the long spiral cycle of LS.

With emphasis on the dialectical relationship between practical theorizing and the experimentation of theory, this paper could set out a new approach for LSs as a method of teacher training which can improve practice through the reconstruction of the practical thinking of those involved.

The purpose of this paper is to examine the extent to which theory-driven supply chain management (SCM) research is of practical relevance. It does this on the basis of empirical research in China.

A two-pronged approach was adopted. First, 57 theory-driven SCM studies based in China published in ten leading journals between 2006 and 2015 were surveyed. Second, a questionnaire survey of Chinese managers identified their practical concerns and assessed their alignment with the content of the academic papers.

Some academic research on SCM does probe industry-relevant problems. From an academic perspective, this confirms that theory-driven SCM research can be of practical value. Overall, however, the survey found that much of the SCM research works do not translate into actionable knowledge for practitioners. Academic research in this field could pursue a more pragmatic path and enhance its practical utility. Two critical components of this path, “practical observation” and “practical verification,” are highlighted.

As the literature review was confined to ten leading journals, relevant papers in other journals were possibly excluded. The research was confined to China and so the results are not necessarily generalizable to other countries.

Chinese academics and practitioners could collaborate in defining research agendas and directions. This would help researchers direct their theory building to issues of relevance to business.

To the best of the authors’ knowledge, this is the first study to investigate the relevance of theory-driven SCM research from academic and practitioner perspectives in China. It shows how this research might have greater impact on business practice.

The purpose of this paper is to present a new theoretical model (the generic regulation model (GRM)) which is aimed for e‐government development. There is a need for such a generic model in order to describe and analyse the regulation that occurs in the interaction between governmental agencies and citizens.

This new model has evolved through an action research project/practical inquiry in e‐government. The project area was personal assistance to disabled persons. The practical inquiry has comprised generation and application of the GRM model (as a kind of empirical grounding) and also some initial theoretical grounding.

In the e‐government project there was a need to conceptualize the relations between different governmental agencies and clients. As a response to this need a generic model and a corresponding situational model were developed. The generic model consists of three layers: legislation as general regulation; application of legislation for issuing decisions ( = individual rules), i.e. specific regulation; and application of general and individual rules in regulated practices. The paper also gives an epistemological account of the evolution of the new GRM model. GRM is considered to be a practical theory and it has evolved through a design‐oriented practical inquiry.

The paper presents this new GRM. The GRM model should be adequate to apply in many e‐government situations, since there are often regulation issues at stake. The GRM model should be used in the design and evaluation of e‐government applications.

For Weberian Marxists, the social theories of Max Weber and Karl Marx are complementary contributions to the analysis of modern capitalist society. Combining Weber's theory of rationalization with Marx's critique of commodity fetishism to develop his own critique of reification, Georg Lukács contended that the combination of Marx's and Weber's social theories is essential to envisioning socially transformative modes of praxis in advanced capitalist society. By comparing Lukács's theory of reification with Habermas's theory of communicative action as two theories in the tradition of Weberian Marxism, I show how the prevailing mode of “doing theory” has shifted from Marx's critique of economic determinism to Weber's idea of the inner logic of social value spheres. Today, Weberian Marxism can make an important contribution to theoretical sociology by reconstituting itself as a framework for critically examining prevailing societal definitions of the rationalization imperatives specific to purposive-rational social value spheres (the economy, the administrative state, etc.). In a second step, Weberian Marxists would explore how these value spheres relate to each other and to value spheres that are open to the type of communicative rationalization characteristic of the lifeworld level of social organization.

It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this Special Issue, it is reported how theory and theoretical concepts can add value to lesson and learning study. The purpose of this paper is to introduce the Special Issue and explore the above concepts.

This paper presents the Special Issue papers thematically and the main issues are discussed.

Together the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers’ practical knowledge and knowledge about teachers’ professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies.

As a total, this collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.

When designing learning environments in primary teacher education, there is an attempt to represent real teaching practice in an authentic way to prospective teachers. When constructing these environments, teacher educators have to consider how to best motivate the student teacher, identifying the most relevant practice-based principles and the ways in which the theory and practice can be bridged. There are other considerations as well. For example, in the Netherlands, as in some other countries, teacher education is changing drastically. Controversial teacher education curricula, consisting of primary school subjects originated after more than one hundred years of reflection on the subject matter of primary education and the ways teachers have taught, have been replaced by curricula merely intended to improve the general professionalization of the prospective teacher, neglecting the school subjects. More specifically, the new objective is to adequately prepare students to become competent beginning teachers.

Discusses issues concerning the relationship between codified marketing theory and practical strategic marketing expertise, particularly with respect to the importance of “tacit” or unarticulated knowledge. The trajectory of argument draws attention to the role of words as symbolic modelling devices and explores implications of this position for theorising marketing expertise. Makes use of a multidisciplinary perspective and draws material from work in cognitive science, the psychology of expertise and the philosophy of science. Sets the problematisation of practical theory in marketing within a broader context of a possible epistemological “crisis” of rationality in practical disciplines. The conclusion suggests that an epistemology of expertise for marketing management demands both theoretical and linguistic sophistication and implies a pedagogic shift towards a model of philosophic enquiry in marketing.

The purpose of this paper is to attempt to investigate the conceptual foundations of methodological inquiry in Islamic economics. The paper aims to develop criteria of acceptance and rejection of a theory and providing rationalizations and guidelines in the process of theory appraisal and evaluation.

The literature on Islamic economics especially in the area of methodology of Islamic economics, both in English and Arabic, is reviewed critically and used in the attempt of constructing the criteria of theory appraisal in Islamic economics.

The paper explicates two criteria of theory appraisal in Islamic economics, namely the internal‐integrity (doctrinal integrity, logical integrity and factual integrity) and relational‐unity (of doctrine and practical realities, ideals/goals and factual experiences, values and facts, normative and positive dimensions, a priori and a posteriori).

The paper is based on conceptual explorations of literature in the area of methodology of Islamic economics. This is a conceptual paper, so it did not employ any empirical analysis.

The findings of this paper will give insights of the criteria to distinguish truth over false notions in theories, between valid theories and invalid ones as well as the acceptance or rejection of theory in Islamic economics theory appraisal. With those criteria of theory, a unified discipline of Islamic economics, which is based on doctrinal, logical on testable foundations in a real typical Muslim society can be produced.

The paper proposes criteria and purpose of theory appraisal in Islamic economics which is lacking in the discussion of methodology of Islamic economics literature. Those criteria and purpose in theory appraisal and evaluation in a methodological unity of Islamic economics suggest a new approach in dealing with revelation, intellectual reasoning and facts observation in order to produce a coherent Islamic economic theory.

This paper attempts to investigate the conceptual foundations of methodological inquiry in Islamic economics. The paper aims to develop criteria of acceptance and rejection of a theory and providing rationalizations and guidelines in the process of theory appraisal and evaluation.

The literature on Islamic economics especially in the area of methodology of Islamic economics, both in English and Arabic, is reviewed critically and used in the attempt of constructing the criteria of theory appraisal in Islamic economics.

The paper explicates two criteria of theory appraisal in Islamic economics, namely the internal‐integrity (doctrinal integrity, logical integrity and factual integrity) and relational‐unity (of doctrine and practical realities, ideals/goals and factual experiences, values and facts, normative and positive dimensions, a priori and a posteriori).

The paper is based on conceptual explorations of literature in the area of methodology of Islamic economics. This is a conceptual paper, so it did not employ any empirical analysis.

The findings of this paper will give insights of the criteria to distinguish truth over false notions in theories, between valid theories and invalid ones as well as the acceptance or rejection of theory in Islamic economics theory appraisal. With those criteria of theory, a unified discipline of Islamic economics, which is based on doctrinal, logical on testable foundations in a real typical Muslim society can be produced.

The paper proposes criteria and purpose of theory appraisal in Islamic economics which is lacking in the discussion of methodology of Islamic economics literature. Those criteria and purpose in theory appraisal and evaluation in a methodological unity of Islamic economics suggest a new approach in dealing with revelation, intellectual reasoning and facts observation in order to produce a coherent Islamic economic theory.

For 30 years the series, Research in Organizational Change and Development (ROCD) has provided an extensive range of scholarly research and philosophical reflections on the field of organization development and change (ODC). On the occasion of the 30th anniversary of the first volume, this chapter poses the question as to how we might learn about the philosophy of ODC research from the 24 published volumes. Taking the author’s explicit pursuit of the question as a process of interiority, it invites readers to engage with the question themselves and thereby enact interiority within ODC itself.