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theoretical underpinnings and published research studies will be shared.
Brown and Paolucci’s (1979) seminal work on home economics as a practical
science supported implementing the critical science perspective, also known as
practical reasoning. The critical science perspective stems from critical theory,
which “refers to the outcome—the improvement of human life, whereas critical
science refers to the process we engage in to get the desired result” (McGregor,
2003, p. 1). The basic theory of the critical science perspective is helping individuals
develop a transformative learning process that enables them to determine justifiable
actions related to their own practical/ethical problems, the problems within their
future families, and the problems of society as a whole (McGregor, 2003). This
transformative learning occurs when individuals or families utilize the practical
reasoning (critical science) process. This process includes clarifying the context
of the problem, examining valued ends, considering alternative means, comparing
consequences, and taking action to promote positive qualities and actions (Brown &
Paolucci, 1979; Combs, 1997).
When identifying or clarifying the context of a perennial or emerging problem,
the practical reasoning process includes asking individuals and families what existing
gaps or needs are noticeable in their environment that can be used to challenge
their assumptions (Combs, 1997; Fox, 1997; Klemme & Rommel, 2003). This is the
first step to be conducted in this process. Once a perennial or emerging problem is
identified, the question of “what should be done” is asked to help individuals and
families focus on the research related to the problem.
The second step in the critical science process is applying critical literacy
skills to examine meanings, values, valued ends, and other information related to
perennial or emerging problems. Valued ends are “the desirable state of affairs that
individuals and families can achieve by examining existing conditions, reflecting
on alternative options and choices, and acting to improve their lives” (Rehm,
2021, p. 187). Examples of valued ends include the well-being of individuals and
families; democratic ideals; healthy nutrition; clean and sanitary conditions; a safe
environment; and fairness and equity, to name a few (Laster, 2008; Olson, 1999;
Vincenti & Smith, 2004). This is where individuals can begin comparing the existing
conditions of “what is” with the ideal conditions of “what should be.”
Individuals making decisions usually need three strategies of action for achieving
valued ends (Laster, 2008; Olson, 1999; Vincenti & Smith, 2004). Laster described
these strategies as follows:
• Technical action gets things done in the home, family, and community
where private or public caregiving is necessary for quality of life.
Examples include planning, preparing, and serving food; selecting and
caring for living environments and clothes; and maintaining safe, clean,
and sanitary conditions.
• Communicative/Interpretive action calls for interpreting
communications from diverse individuals in our complex world and
relating to others in caring, supportive ways. Examples include clarifying
values, educating, advocating, dialoguing, and collaboratively solving
problems.
• Reflective/Emancipatory action changes situations that interfere with
healthy development, productivity, and autonomy with responsibility.
Examples include critiquing present social conditions and forming

Educators’ Choice 37