technical rationalism

a term from the work of Donald Schön (1930-97) for an approach (to teaching), derived from positivism, which sees practice as involving the simple application of solutions from research to generic problems. He contrasted that with his own preferred notion of the 'reflective practitioner' where being professional involves much more thought, considered reflection on one's practice, awareness of context, and the importance of all these in defining the problem in the first place, problem-setting, rather than mere problem-solving using strategies devised by others elsewhere.