Life, Work and Learning: Practice and Postmodernity (Routledge International Studies in the Philosophy of Education)

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. This book argues that adult learning from experiences in paid and unpaid work contexts should be the basis for a new perception of what is truly educative about life. Part I sets out what practice is like in postmodern times. Chapter 1 introduces the argument that 'know how' is important in lifelong learning. Chapter 2 shows organic learning is a manifestation of what it is to be human at work and workplaces can develop structures that advance "whole person" capabilities for purposeful action. Chapter 3 rounds out the concept of know-how by building on organic learning-- in particular showing that practical judgement is central to practice in postmodernity. Chapter 4 shows that broader, more socially and culturally sensitive approaches to practice are available in the realm of policy. Part II theorizes practice anew, from an educational perspective, in light of postmodernity. Chapter 5 is an introduction to theories of practice. Chapter 6 begins to conceptualize practice as the successful performance of work by showing the intimate connection of practice with informal learning. Chapter 7 proposes an alternative to the standard paradigm of learning--one inclusive of practice-based informal workplace learning. Chapter 8 explains the authors' claim that they are strategic postmodernists. Chapter 9 clarifies the emerging paradigm of learning based on dissolution of dualisms and a "contiguous" model of vocational preparation by showing how the notion of judgement is at its heart. Appendixes include a 235-item bibliography and index. (YLB) Contents......Page 10 Acknowledgements......Page 12 1 Introduction life in the swamp......Page 16 2 Know how practice at close quarters......Page 23 3 Practical judgement the basis of embodied situated practice......Page 52 4 Policies and context the socio cultural shaping of practice......Page 77 5 Introduction celebrating the swamp......Page 104 6 Practice at work and informal learning......Page 109 7 Holism/organicism: epistemological implications of practice based learning at work......Page 136 8 Conceptualising practice in postmodernity......Page 165 9 Know how and judgement in postmodernity......Page 185 Bibliography......Page 209 Index......Page 219 Pt. I. Describing The Richness Of Practice. 1. Introduction: Life In The Swamp. 2. Know How: Practice At Close Quarters. 3. Practical Judgement: The Basis Of Embodied, Situated Practice. 4. Policies And Context: The Socio-cultural Shaping Of Practice -- Pt. Ii. Theorising Practice. 5. Introduction: Celebrating The Swamp. 6. Practice At Work And Informal Learning. 7. Holism/organicism: Epistemological Implications Of Practice-based Learning At Work. 8. Conceptualising Practice In Postmodernity. 9. Know How And Judgement In Postmodernity. David Beckett And Paul Hager. Includes Bibliographical References (p. [196]-205) And Index. This book examines the subject of adult education with a holistic approach, covering topics such as education vs training, professional practice in adult and vocational education, and experience, self direction and reflection.