Foundational Knowledge Foundational Knowledge, as an element of reflective decision making, combines knowledge of human development and learning with subject matter. Foundational Knowledge uses research based conclusions about human learning to determine approaches to content. Practitioners rely on Foundational Knowledge to select appropriate content to teach and to determine instructional approaches which promise achievement for all learners. They conserve traditions and common values, and at the same time they are engines for intergenerational change. They are aware of how schools consequently need to evolve and change as society s needs change.
Schools embody their society s history and cultural assumptions.
They are also an arena of conflict between different groups in society all seeking to benefit from them. Practitioners rely on this attitude whenever they reflect on the diverse and sometimes conflicting purposes of schools, when they examine justifications for current school practices, when they evaluate schools and their adequacy as means to socially desirable ends. This attitude is essential to understanding the process of ongoing evaluation and change in schools and other educational organizations. Educational Technique Educational Technique is a repertoire of ways of teaching, counseling, or administering. Such a choice of strategies is essential to practitioners decision making.