Abstract

Intellectual Leadership in Education provides much-needed context to the ongoing debate over the best ways to educate children. Concerned with `the inability of educators to integrate research and practice', Patrick Conroy guides the reader through the major epistemologies of the Western intellectual tradition and discusses the shortcomings of each. Rather than simply being another critic, Conroy provides `complete, coherent theoretical models' which integrate practice and research, unifying the field with this new epistemology.