To experience the tension between theory and practice in teaching one has to seek an element of knowledge (a principle) which forms the basis of a specific action (function). It will soon be realized that this cause-result sequence can be inverted just as easily. Consequently any rash or one-sided theorising will run the risk of becoming submerged in a vortex in which a to and fro movement between two poles is the result. Hence the justifiable imputations made by practitioners that certain theoretical constructions are, as far as they at least are concerned, divorced from reality and therefore irrelevant.
Any attempt to analyse and describe a specific objective in teaching can, however, never be separated from the aspects of form and subject matter. Only when the essence ( the specific nature) or a theme (subject) is revealed does the point at which man makes contact with reality become discernible. Education, when, in its categorical sense, it is regarded as a change being effected, means a visible raising of the educational level.
Inaugural address delivered on April 23, 1973 in the Dept of Subject Didactics