RADICAL TEFL

APPENDICES
APPENDIX [A]: Two ways of understanding the growth of knowledge:
Discussion of a possible objection to Dewey's Theory of Enquiry Page 30
APPENDIX [B] Dewey’s theory of enquiry contrasted with Action Research Page 32
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Acknowledgements
I would like to thank the libraries of the University of Bristol Graduate School of
Education and of the University of Sheffield, and especially the Welsh National
Library in Aberystwyth. I would like to acknowledge the International Baccalaureate
Diploma Programme Theory of Knowledge (TOK) course, as it was through teaching
that course that I better understood issues in enquiry and the growth of knowledge, as
discussed above. I would like to thank Professor Martyn Hammersley for reading and
commenting on an earlier draft of this study, and who advised me to give more
attention to the importance of diagnosis of problems in teacher enquiry.
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About the author
Alistair Maclean studied Physics, Chemistry and The History and Philosophy of Science, and
graduated in Philosophy. He taught Mathematics in secondary schools in England and
secondary EFL in Poland, and also worked with pre-service and in-service EFL teachers. He
has also taught Business English, English for Science and Technology, and report writing. He
lived and taught in Poland for 20 years, and edited The Polish Teacher Trainer. Radical TEFL is
his retirement project.
Correspondence would be welcomed, at: alistair. maclean@outlook. com
Bibliography
This is given on page 34, after the two appendices.
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Radical TEFL Number 4, March 2017
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