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The seminal work of Argyris and Schön on action theories, technical rationality and reflective practice is reviewed; it is argued that their work reflects important inconsistencies between their theorizing and the pedagogical interventions they implemented/recommended. The implications of the results of these inconsistencies, which appear mirrored in nurse-education programmes in the United Kingdom and Australia, are discussed. Tentative suggestions for the provision of a more adequate practical pedagogy are included.
Jennifer Greenwood (Sun,) studied this question.