Carr and Kemmis (1986) present "Becoming Critical" as a seminal work in education, influencing research on action research, collaborative research, and other educational practices. The book explores the nature of educational research and the relationship between theory and practice. The authors argue that educational research should not merely apply theory but should integrate professional development with research. They identify three main criticisms of existing approaches: the neglect of the historical-philosophical roots of educational research, the reductionist view of practice as mere application of theory, and the need for research that integrates teacher development with inquiry. The authors propose a critical perspective, contrasting the natural science view (which emphasizes objectivity and causality) and the interpretive view (which focuses on human interpretation and context). They argue that both approaches are insufficient because they lack critical engagement with the realities of education. The critical perspective, informed by critical theory and social critical science, emphasizes the need for educators to critically examine their own practices and the social structures that shape them. The authors advocate for action research as a method that involves educators in the research process, aiming to improve practice and understanding. They argue that educational research should be for education, not just about education, and that teachers should be seen as active participants in research rather than subjects or recipients of solutions. The book is praised for its depth and historical perspective, though it is noted that the language is somewhat complex and the book is quite lengthy. Overall, "Becoming Critical" remains a valuable resource for educational researchers.Carr and Kemmis (1986) present "Becoming Critical" as a seminal work in education, influencing research on action research, collaborative research, and other educational practices. The book explores the nature of educational research and the relationship between theory and practice. The authors argue that educational research should not merely apply theory but should integrate professional development with research. They identify three main criticisms of existing approaches: the neglect of the historical-philosophical roots of educational research, the reductionist view of practice as mere application of theory, and the need for research that integrates teacher development with inquiry. The authors propose a critical perspective, contrasting the natural science view (which emphasizes objectivity and causality) and the interpretive view (which focuses on human interpretation and context). They argue that both approaches are insufficient because they lack critical engagement with the realities of education. The critical perspective, informed by critical theory and social critical science, emphasizes the need for educators to critically examine their own practices and the social structures that shape them. The authors advocate for action research as a method that involves educators in the research process, aiming to improve practice and understanding. They argue that educational research should be for education, not just about education, and that teachers should be seen as active participants in research rather than subjects or recipients of solutions. The book is praised for its depth and historical perspective, though it is noted that the language is somewhat complex and the book is quite lengthy. Overall, "Becoming Critical" remains a valuable resource for educational researchers.