Educators may ask, “Why do we need theory at all?” The aim of science is to understand phenomena studied. Certainly, most people would accept this statement in relation to theory. Even philosophers require theory to question what is knowledge, what is reality, and what is of value?
Theory comes from the Greek word theoria connoting “wakefulness of mind.” It is a type of “pure viewing” of truth. Theory explains reality; it makes people aware of their world and its interactions. Many writers have ascribed four functions to theory: (1) description; (2) prediction; (3) explanation; and (4) guidance.” Although some writers disagree about which function is paramount, most view all as important and as closely related.
1. Description
Description provides a narrative classification of knowledge in a particular theoretical field. It furnishes a structure through which individual’s interpretations of complex activities can be verified. It organizes and summarizes knowledge. A theory “tells” us that there are certain variables and that they interact in particular ways or has certain relationships to other variables; it does not indicate why certain variables are important nor they are interrelated. Theory
presents an account of events. It unifies phenomena and arranges the information so that the scope and internal relationships, though not explained, are at least visible.
2. Prediction
The second function of theory is rather obvious. A theory can predict the occurrence of as yet unobserved events on the basis of explanatory principles embedded in it. Perhaps this is the ultimate function of theory. Of course, cautious people always regard a theory with some degree of tentativeness, for a theory, regardless of the accumulated data to support it, cannot account for all situations. If it did, it would not be a theory but a law. Nonetheless, the more diverse observations a theory can explain, the greater should be people’s confidence in using it to predict the phenomena in question.
3. Explanation
Explanation addresses “why.” It not only points out the relationships between phenomena, but suggests either explicitly or implicitly the reasons for the relationships. The best explanations relate to what people know as opposed to what they may mistakenly believe. For example, an explanation of students’ learning difficulties in terms of “evil spirits” would be less believable than an explanation stressing students’ motivation and interests.
4. Guidance
Theory also acts as a guide. It helps researchers choose data for analysis and make economical summaries of the data. The theory generated guides further investigation. In essence, it serves a heuristic function. Many scientists assert that this is the true or primary responsibility of scientific theory – to serve as the guide for further study. One educator addressed this heuristic function when he stated, “What is important is that laws propagate when they are united in a theory; theory serves as matchmaker, midwife, and goodfather all in one.”
Theorists cannot divorce themselves from their values and knowledge when addressing the heuristic functions of theory. Values will influence, suggest, even prescribe what their behaviour should be. Collecting the facts is a necessary first step in theory building – but what facts? Without theoritical orientations, people cannot decide what facts to gather or what issues to address. Their values influence what facts and relationships are relevant to them. Their values, in other words, guide their theorizing. As one educator put it: Theory is “a set of rules which guide or control action.”
Ornstein, Allan C., & Francis P. Hunkins. Curriculum: Foundations, Principles, and Issues. New Jersey: Prentice Hall. (page: 280- 281)
