Life, Work and LearningRoutledge, 8. 7. 2005. - 224 страница 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. |
Садржај
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 | |
Друга издања - Прикажи све
Life, Work and Learning: Practice in Postmodernity David Beckett,Paul J. Hager Приказ није доступан - 2002 |
Чести термини и фразе
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