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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Výsledky 1 - 5 z 67.
Strana
... problems lend themselves to solution through the application of research-based theory and technique. In the swampy lowland, messy, confusing problems defy technical solution. The irony of this situation is that the problems of the high ...
... problems lend themselves to solution through the application of research-based theory and technique. In the swampy lowland, messy, confusing problems defy technical solution. The irony of this situation is that the problems of the high ...
Strana
... problems. The grand or meta-narratives of the Enlightenment, at least in education thinking, are now exposed as knowledge-claims that are too universalist in scope. For example, the implicit acceptance of the educational elitism of the ...
... problems. The grand or meta-narratives of the Enlightenment, at least in education thinking, are now exposed as knowledge-claims that are too universalist in scope. For example, the implicit acceptance of the educational elitism of the ...
Strana
... problems. In this book, we want to take up the challenge thrown out by this statement. Our practitioner could look too ruggedly individualist, so it will be important to locate practitioners in their workplace settings. To overcome the ...
... problems. In this book, we want to take up the challenge thrown out by this statement. Our practitioner could look too ruggedly individualist, so it will be important to locate practitioners in their workplace settings. To overcome the ...
Strana
... problems and needs of the student. Emphasis on reflection and action. Students are involved at all stages in deciding what ... Problem solving/scientific method/learning projects and contracts School of thought Uses education to help (d) ...
... problems and needs of the student. Emphasis on reflection and action. Students are involved at all stages in deciding what ... Problem solving/scientific method/learning projects and contracts School of thought Uses education to help (d) ...
Strana
... problem solving, workshopping learning-to-learn, double-loop learning concerns constitute the curriculum Role of teacher and learner Teacher is an equal participant – works with the group to create the 'curriculum' Teaching methods ...
... problem solving, workshopping learning-to-learn, double-loop learning concerns constitute the curriculum Role of teacher and learner Teacher is an equal participant – works with the group to create the 'curriculum' Teaching methods ...
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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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