Praxis

The term praxis (from the Greek word praxis meaning “practice, action, doing”) relates to the [Page 681]transformative possibilities afforded by reflective action. To understand how praxis has and continues to influence the field of curriculum studies, it is important to examine the dialogue related to praxis in curriculum, in the relationships between students and teachers, and in educational research and how, particularly in this field, praxis is tied to education as a form of democracy.

Historically, in curriculum studies, there exists tension between theory and practice, and praxis seeks to bridge that gap. The intersections between theory and practice officially began with Aristotle who explained that praxis is action taken by an individual who has been informed by knowledge and wisdom. During the Enlightenment, practice and theory became sharply divided, and they were considered as separate entities. For Karl Marx and Georg Wilhelm Friedrich Hegel and others influenced by Marxist thought, praxis became not just the action of an individual but the actions of a collective group. This shift to collective action opened up possibilities for the continuation of transformation on a global scale. Freedom, which is the ultimate goal for praxis, according to Hegel, can only be achieved through collective action; however, who is included in that group is closely tied to who controls the power. Antonio Gramsci charged those engaged in praxis to be attentive to the historical context in which they live. John Dewey believed that action influences theory and theory influences practice leading to the idea that praxis was a fluid motion between these two entities because all knowledge is experience.

The potential for empowering students is a notable contribution of praxis to curriculum studies. In Pedagogy of the Oppressed, Paulo Freire contends that words contain both reflection and action. If, for example, reflection is sacrificed for the action, both suffer. In the discussion that foregrounds his explanation of the banking system, Freire states that to speak a true word is the combination of action and reflectionand that is praxis. To find that true word is the work of change, the naming of the world is to transform it and be transformed by it. Authentic words make dialogue possible, and dialogue leads to humankind naming and renaming their worlds together through meaningful interactions. Therefore, for education, students should look to their own worlds and transform their own situations. Those interactions result in a democratic curriculum.

Those engaged in curriculum studies extend Freire's notion of praxis from classroom interactions to inquiry and research in the field. Patti Lather, for example, challenges researchers to design praxis-oriented methodologies and methods that may produce social change and knowledge that would generate more opportunities for research that empowers both researcher and participant. Like Freire, she urges researchers to share their work with their participants to enable them to employ praxis in their own situations. Finally, praxis is also a component of critical pedagogy research, and scholars such as Elizabeth Ellsworth question whether this research really results in transformative action and whether this type of research sustains antidemocratic practices.

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