Revision of the working definition. In the introduction to this chapter (section 2.6.1.2) we formulated the definition of theory as a collection of cohesive, descriptive concepts. Such a system of grounded coherence can contain statements and argumentation, as well as explanations, assumptions, conjectures, predictions and proofs. While this working definition contains the main earlier-mentioned intrinsic characteristic (‘grounding’), it lacks – certainly as a domain specific instruction theory – important elements such as the relationship to practice, and characteristics we described as extrinsic. Also, in this definition the concept of cohesion is linked to one-sided underpinning, which is a rather meager interpretation of the concept of grounding as described earlier. In the case of the theory of learning to multiply cohesion derives from the underlying concepts of the operation multiplication and from consensus concerning the view on learning (to multiply). In our view, which is colored by our affinity with teacher training, theory arises from reflection on reality. That can be translated as reflection on practice, with reality being seen as a ‘collection of practices.’ That reflection can represent itself in many ways and on many levels, from a personal practical theory full of individual views, to a scientific theory that can be expressed in theoretical concepts and laws. In summary we can describe the revised definition of a domain-specific theory – which will never be ‘definitive’ – as a collection of descriptive concepts that show cohesion, with that cohesion being supported by reflection on ‘practice.’ The character of the theory is determined by the extent to which intrinsic and extrinsic characteristics manifest themselves.
