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Theory-building.
What would be the effect on these teachers if they all accepted theory into
practice? It appeared that Rose, Mary, and Layla shared my earlier aversion to theory.
When it came to theory they were almost speechless. To express a voice that articulates
theory would be to project an elevated image far beyond that of glorified babysitter. It is
my hope for these three teachers that they are able to embrace theory into practice. To see
theory simply as a well-substantiated explanation within their practice would be a way
for these teachers to build theories from their work with children. If children are theory
builders than certainly their teachers can be too.
The four teachers in this study recognized the information on Reggio Emilia as
constituting new ideas. New ideas naturally produce tension or cognitive dissonance.
This tension constitutes a cognitive conflict or disequilibrium occurring with the
experience of new information. While “disequilibrium is uncomfortable” (Jones &
Nimmo, 1999, p. 8), the new information needs to be assimilated in order for learning to
occur. Felicia’s recognition of her own state of cognitive dissonance is evidence of her
ability to theorize about practice. Her commitment to continuing her education at a
Master’s level demonstrates the learning that is occurring for her.
Building theories from practice should be the aim of education. Education is,
according to Malaguzzi (2001), a “situation of research, and the research produces a new
pedagogy.”
Pedagogy is movement, continuous movement . . . . I don’t believe that
pedagogy can know, each day, where it is going and where it may go; it is
a route that you discover as you travel…if the ship breaks down along the
way, you repair it as you go. (p. 6)