"Becoming Critical: Education, Knowledge and Action Research" by Wilfred Carr and Stephen Kemmis, published in 1986, is a seminal work in the field of education, influencing research on action research and collaborative research. The book addresses the nature of educational research and the relationship between theory and practice in education. The authors express three main convictions: dissatisfaction with the historical and philosophical roots of educational research, the dominant view of theory and practice as mere application, and the need for integrated professional development for teachers through research. The book outlines four objectives: presenting and critically examining various theories and research perspectives in education, understanding the professional role of teachers, and proposing a different view of the interplay between theory, research, and practice, advocating for teachers to act as a critical community. The authors distinguish three perspectives on theory and practice: the "natural science view," which emphasizes objective and neutral scientific methods; the "interpretative view," which focuses on individual interpretations and meanings; and the "critical view," which aims to transform education by improving teachers' understanding and practices. The critical view, influenced by Frankfurt School philosophy and Jürgen Habermas' "critical social science," seeks to enhance interpretative understanding and eliminate distortions in self-understanding. It emphasizes the active participation of educational actors in research, with researchers acting as "critical friends" to help teachers improve their practices and understanding. The book also discusses action research as a method that aligns with the critical approach, aiming to improve practice and involve participants in all stages of the reflective spiral. Despite some criticisms, the book remains a valuable resource for researchers in education, offering depth and a comprehensive overview of historical trends in research."Becoming Critical: Education, Knowledge and Action Research" by Wilfred Carr and Stephen Kemmis, published in 1986, is a seminal work in the field of education, influencing research on action research and collaborative research. The book addresses the nature of educational research and the relationship between theory and practice in education. The authors express three main convictions: dissatisfaction with the historical and philosophical roots of educational research, the dominant view of theory and practice as mere application, and the need for integrated professional development for teachers through research. The book outlines four objectives: presenting and critically examining various theories and research perspectives in education, understanding the professional role of teachers, and proposing a different view of the interplay between theory, research, and practice, advocating for teachers to act as a critical community. The authors distinguish three perspectives on theory and practice: the "natural science view," which emphasizes objective and neutral scientific methods; the "interpretative view," which focuses on individual interpretations and meanings; and the "critical view," which aims to transform education by improving teachers' understanding and practices. The critical view, influenced by Frankfurt School philosophy and Jürgen Habermas' "critical social science," seeks to enhance interpretative understanding and eliminate distortions in self-understanding. It emphasizes the active participation of educational actors in research, with researchers acting as "critical friends" to help teachers improve their practices and understanding. The book also discusses action research as a method that aligns with the critical approach, aiming to improve practice and involve participants in all stages of the reflective spiral. Despite some criticisms, the book remains a valuable resource for researchers in education, offering depth and a comprehensive overview of historical trends in research.