LAWRENCE STENHOUSE’S LEGACY, ON THE FORTIETH ANNIVERSARY OF HIS DEATH

Abstract

This article offers a detailed overview of Lawrence Stenhouse’s work forty years after his death. First, the article identifies the philosophical, disciplinary, pedagogical, and research dimensions found at the heart of Stenhouse’ model of professional and curricular development, and analyzes each of them in the different sections. The article underlines the historical and cultural context in which Stenhouse conceived his work, highlights the most significant epistemological, pedagogical, and ethical consequences of his proposal, and finally identifies those concepts and perspectives that seem more capable of improving today’s practice and research in education.