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
... significance of informal workplace learning as a source of knowledge. Close attention to 'know how', to the practical judgements made and re-made at work, is required to rectify this oversight. In both paid and unpaid work contexts ...
... significance of informal workplace learning as a source of knowledge. Close attention to 'know how', to the practical judgements made and re-made at work, is required to rectify this oversight. In both paid and unpaid work contexts ...
Strana
... significantly influenced by our students. As practitioners across a wide range of work settings, they have provided many insights upon, and in some cases access to, experiences which we have found invaluable. Permission to include ...
... significantly influenced by our students. As practitioners across a wide range of work settings, they have provided many insights upon, and in some cases access to, experiences which we have found invaluable. Permission to include ...
Strana
... significant part of their lives, people typically develop know how, which we define as a type of knowing what to do in practice that is evident in their various intentional actions. We are interested in what criteria need to be met for ...
... significant part of their lives, people typically develop know how, which we define as a type of knowing what to do in practice that is evident in their various intentional actions. We are interested in what criteria need to be met for ...
Strana
... the strengths of modernist analysis, and yet recognise the significance of the way postmodernity holds modernism up to the light. We see a continuum of orientations to educative endeavours, with modernity and postmodernity adjacent nodes ...
... the strengths of modernist analysis, and yet recognise the significance of the way postmodernity holds modernism up to the light. We see a continuum of orientations to educative endeavours, with modernity and postmodernity adjacent nodes ...
Strana
... significance for the future of Western capitalist democracies – and will probably have increasing significance for other parts of the world as capitalism and democracy catch on in various symbiotic ways. What is required from those with ...
... significance for the future of Western capitalist democracies – and will probably have increasing significance for other parts of the world as capitalism and democracy catch on in various symbiotic ways. What is required from those with ...
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