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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... action is immediate, and to hesitate is to lose. The whole situation is far less under control. To adapt a metaphor of Marshall McLuhan's, action in the classroom is hot action, while action in the consulting room is usually much cooler ...
... action is immediate, and to hesitate is to lose. The whole situation is far less under control. To adapt a metaphor of Marshall McLuhan's, action in the classroom is hot action, while action in the consulting room is usually much cooler ...
Strana
... 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 personal and the particular' is crucial, but not because we ...
... 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 personal and the particular' is crucial, but not because we ...
Strana
... hot action' is, how it presents in practices amenable to learning, and how these may be theorised, let us look more closely at two areas of practice. In both of these, the action is undoubtedly 'hot'. The work life of the manager and of ...
... hot action' is, how it presents in practices amenable to learning, and how these may be theorised, let us look more closely at two areas of practice. In both of these, the action is undoubtedly 'hot'. The work life of the manager and of ...
Strana
... action'. They share with teachers, nurses, lawyers, surgeons and the like the heat of the moment where decisions are ... hot action'. 'Hot action' lends itself to rich possibilities for organic learning (Beckett 1996). It is this perspective.
... action'. They share with teachers, nurses, lawyers, surgeons and the like the heat of the moment where decisions are ... hot action'. 'Hot action' lends itself to rich possibilities for organic learning (Beckett 1996). It is this perspective.
Strana
... action', the set of rules that individuals use to design and implement their behaviour. Here Argyris is drawing on ... hot action', with his first principle. His second principle clearly identifies the significance of managers ...
... action', the set of rules that individuals use to design and implement their behaviour. Here Argyris is drawing on ... hot action', with his first principle. His second principle clearly identifies the significance of managers ...
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