Knowledge Transfer: A Critical Account from the Perspective of Theory of Science

Abstract

The paper discusses the transfer model that underlies the current German-speaking educational research discourse on knowledge transfer. This model, that can be described as an hourglass model, is sketched out. The problems of this model are expounded against the background of the epistemological premises of analytical descriptive research as well as of pragmatistic action research. From neither perspective is it plausible to assume that educational practice can be rationalized through scientific knowledge. Hence, it is proposed to focus on alternative transfer models. It is stated that design-based research projects studying such alternative transfer models could provide convincing rationales for the necessity of knowledge transfer.