Search results for: Wright Nigel

The literature on 'wicked issues' does not fully recognize the difficulties with reflective practice and that in education which extols reflective practice, is not aware of the 'wicked' nature of the problems which confront teachers and schools. The article argues for a fresh understanding of the underlying nature of problems in education so that more appropriate approaches can be devised for their resolution. The article also examines the implications for those involved in policy formation, implementation and service provision.