Two Approaches to Professional
Practice:
Nomothetic vs. Phronetic
compiled by Edward G. Rozycki, Ed.D.
RETURN
edited 1/16/18
The documents on this website tend to follow two different approaches. The first, not frequently found on this website, is the highly theoretical approach sometimes referred to as nomothetical; the second is the phronetic, often case-based, approach. The following chart compares the two. (see Endnotes)
|
Type Contrast |
Nomothetic |
Phronetic |
Common Characterizations |
episteme (Aristotle) Law-governed, Top Down [1] Rule or Principle-Following Hypothetico- Deductive All necessary information assumed |
phronesis (Aristotle) Bottom-up Inductive Context embedded[2] Information missing[3] |
|
Possible Advantages |
Generalizable Perspicuous Context Free Logically Clear Needs minimal interpretation |
Maintains consensus[4] Clearly applicable Involves prioritization Minimizes competition, cost |
|
Risks |
Lacks supportive knowledge Not clearly applicable May have theoretical competitors[5] Priorities unclear Loses consensus with complexity |
Not generalizable Not perspicuous Confounds causal with other variables [6] May require substantial interpretation |
|
Example |
Developing criteria by using pre-existing definitions |
Developing criteria by analyzing paradigm cases[7] |
|
In General |
Decisions based on Statistical Analysis |
Fast & Frugal Heuristics[8] |
|
In Curriculum Theory |
Tyler Approach Means Ends Logic[9] |
Activities Focus Cultural Focus |
|
In Ethics or Law |
Deontology/ Utilitarianism/Contract Theory, Statute Law |
Casuistry, Case Law |
|
In Organizational Studies |
Systems Analysis Standard Organizational Theory |
Case Analysis[10] |
For addition discussion, examples and references see "Maintaining Traditions of Practical Wisdom"
3. Can We Avoid Making Assumptions?
6. Causal Fallacies in Teaching and Learning
7. Expanding a Description to Achieve Consensus
9. Logical Structure in Curriculum
10. Organizational Issues and Insights