Turning theory into practice

When we begin in a chosen field, our "theory (i.e. facts, concepts, and propositions—what we know) is learnt in educational institutions and that something called practice (i.e. how to achieve goals—what we can do) is secured [or perhaps 'developed' might be a better term] through workplace experience" (Cain et al., 2019, p. 29). Theory only gets us so far: we embed our theory by practicing it. Trying, reflecting and understanding what works, tweaking, and trying again: that is how we learn.

That reflection step is very important (read more here). We work out how the theory will work in the real world, then we pause, and think. Over the years, the three elements I have found to have the most usefulness are to consider what went well; what did not go so well and how we might improve it; and what surprised us. After doing that mind work, we can consider how to amend our practice to take in changes. Thus we try, reflect, tweak, and test. And rinse repeat. This process fits with many theories: Kolb's learning cycle (1984); Argyris's double loop learning (2002); and the action research methodology and methods (Kemmis & McTaggart, 1990). 

Some of us want to begin by trying a new idea, and working through until we are ready to look for a theory. Others explore theory first, then consider how to apply it. I am a begin with theory person. However, I need to experiment relatively quickly. Over the years I have noticed that if I can't put something into practice almost immediately, then I go cold on the idea, and the idea will remain 'on the shelf' so to speak... potentially forever.

This also explains why learning is best done as a development of our normal practice. That through continuous learning we accumulate knowledge, expertise and - eventually - wisdom.

Like the slow food movement, this is not something that we can force-feed. It takes a good long period of famliarisation.  

Sam

References:

Argyris, C. (2002). Double-Loop Learning, Teaching, and Research. Academy of Management Learning & Education, 1(2), 206-218.https://doi.org/10.5465/amle.2002.8509400

Cain, M., Le, A. H., & Billett, S. (2019). Chapter 2. Sharing stories and building resilience: Student preferences and processes of post-practicum interventions. In S. Billett, J. Newton, G. Rogers, C. Noble (Eds.), Augmenting health and social care students’ clinical learning experiences: Outcomes and processes (pp. 27-53). Springer International Publishing.

Kemmis, S. & McTaggart, R. (1990). The Action Research Planner. Deakin University.

Kolb, D. A (1984). Experiential Learning: Experience as the source of learning and development. Prentice Hall, Inc.