The Return of Practice to Higher Education : Resolution of a Paradox

Although academic provision has become largely associated with professional education, this article argues that the delivery mechanism used to impart knowledge is standard classroom methodology associated with liberal arts education. This methodology has been retained while a "practice turn" has been noted in other fields that elevates the value of experience as a basis for knowledge. This article shows how practice in higher education became detached from theory and how through praxis, they can be re-integrated