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. |
Vyhľadávanie v obsahu knihy
Výsledky 1 - 5 z 81.
Strana
... focus of this book, which is the know how that people develop throughout their lives as a result of their work experiences in both paid and unpaid employment. In each of these kinds of experiences, that together make up a significant ...
... focus of this book, which is the know how that people develop throughout their lives as a result of their work experiences in both paid and unpaid employment. In each of these kinds of experiences, that together make up a significant ...
Strana
... focus is broader than just paid work. Nevertheless, the workplace is an important site in which this know how that we are studying is displayed. This is evident from the recent wide interest in workplace learning and the conditions that ...
... focus is broader than just paid work. Nevertheless, the workplace is an important site in which this know how that we are studying is displayed. This is evident from the recent wide interest in workplace learning and the conditions that ...
Strana
... focus is on paid workers, be they teachers, crane-drivers, nurses, paramedics, fast-food retailers, surgeons, gardeners, lawyers and the like, but we also believe unpaid work, in the community and in households – say, as parents – also ...
... focus is on paid workers, be they teachers, crane-drivers, nurses, paramedics, fast-food retailers, surgeons, gardeners, lawyers and the like, but we also believe unpaid work, in the community and in households – say, as parents – also ...
Strana
... focus on learning experiences that adults undergo during 'hot action'. In the next chapter, we explore the potential these may have for knowledge through the exercise of practical judgement. So, for us, attention to the 'local, the ...
... focus on learning experiences that adults undergo during 'hot action'. In the next chapter, we explore the potential these may have for knowledge through the exercise of practical judgement. So, for us, attention to the 'local, the ...
Strana
... focus for new ways of knowing. Investigating epistemologies of practice therefore requires sensitivity to: the growing diversity of society, especially in the marketplace continuing power relations both among peers and between ...
... focus for new ways of knowing. Investigating epistemologies of practice therefore requires sensitivity to: the growing diversity of society, especially in the marketplace continuing power relations both among peers and between ...
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 | |
Iné vydania - Zobraziť všetky
Časté výrazy a frázy
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