Life, Work and LearningRoutledge, 8. 7. 2005 - 224 strán (strany) In both paid and unpaid work contexts adults learn powerfully from their experiences. In this book, the authors argue that this should be the basis for a new perception of what is truly educational in life. Drawing on the works of Aristotle, Wittgenstein and Russell, along with contemporary conceptual work, they use both philosophical argument and empirical example to establish their view. This work will be of essential interest to philosophers of education and educational theorists worldwide. It will also interest teachers, trainers, facilitators, and all those with an interest in adult and vocational education. |
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Strana
... adult and vocational education; and experience, self direction and reflection. This work will be of essential interest to philosophers of education and educational theorists worldwide. It will also interest teachers, trainers ...
... adult and vocational education; and experience, self direction and reflection. This work will be of essential interest to philosophers of education and educational theorists worldwide. It will also interest teachers, trainers ...
Strana
... Experiential learning. 3. Adult education. I. Hager, Paul J. II. Title. HF5549.5.T7 B413 2001-07-27 658.3'124–dc21 2001034882 ISBN 0–415–16189–4 DOI: 10.4324/9780203994450 This book is dedicated with affection to our parents: Vera.
... Experiential learning. 3. Adult education. I. Hager, Paul J. II. Title. HF5549.5.T7 B413 2001-07-27 658.3'124–dc21 2001034882 ISBN 0–415–16189–4 DOI: 10.4324/9780203994450 This book is dedicated with affection to our parents: Vera.
Strana
... Adults. Vol 33 No 1, with permission from the National Institute of Adult Continuing Education (England and Wales), 21 De Montfort St, Leicester UK. Engeström, Y., Miettinen, R. and Punamaki, R., (eds) (1999) Perspectives Acknowledgements.
... Adults. Vol 33 No 1, with permission from the National Institute of Adult Continuing Education (England and Wales), 21 De Montfort St, Leicester UK. Engeström, Y., Miettinen, R. and Punamaki, R., (eds) (1999) Perspectives Acknowledgements.
Strana
... Adult Education and Training, with permission from Allen and Unwin, St Leonards, NSW, Australia (for the table in Chapter 2). Hager, P. (1994) 'Is There a Cogent Philosophical Argument Against Competency Standards?', Australian Journal ...
... Adult Education and Training, with permission from Allen and Unwin, St Leonards, NSW, Australia (for the table in Chapter 2). Hager, P. (1994) 'Is There a Cogent Philosophical Argument Against Competency Standards?', Australian Journal ...
Strana
... adults are now trying to advance their workplace learning, we believe we can identify some understandings which move this workplace learning to workplace education, amidst the work activities themselves. Consider the traditional lowly ...
... adults are now trying to advance their workplace learning, we believe we can identify some understandings which move this workplace learning to workplace education, amidst the work activities themselves. Consider the traditional lowly ...
Obsah
Practical judgement The basis of embodied situated practice | |
Policies and context The sociocultural shaping of practice | |
Introduction Celebrating the swamp | |
Holismorganicism Epistemological implications of practicebased | |
Conceptualising practice in postmodernity | |
Know how and judgement in postmodernity | |
Bibliography | |
Index | |
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activities anticipative action argue Argyris Aristotle assessment assumption autopoiesis Beckett capacity Cartesian dualism chapter characteristics claim cognitive concept construction context course creative cultural Dewey discourse discussed diversity education/vocational education dualism embodied emerging paradigm emphasise employability epistemology example experience feedforwardness focus formal education formal learning front-end model Hager holistic hot action human Humus identified individual informal workplace learning integrated involved kind learners lifelong learning notion nurses occupational one’s organic learning organisation outcomes paradigm of learning particular performance phronesis Pleasantville postmodern postmodernists practical judgements practice-based informal learning Practice-based informal workplace practitioners problems professional practice propositional knowledge propositions recognise reflection responses role Schön sense significant skills social capital socio-cultural staff standard paradigm structures tacit knowledge technical rationality theory theory/practice account thinking understanding universal values vocational education vocational preparation White’s whole person workers workplace practice workplace situations