Titlebook: Learning, Work and Practice: New Understandings; Paul Gibbs Book 2013 Springer Science+Business Media Dordrecht 2013 Aristotle.Badiou.Dewe

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Practice as a Key Idea in Understanding Work-Based Learningbearers of understanding, intelligibility and meanings. This effect of this ‘practice turn’ is that the once-favoured mental entity concepts of earlier theorising (beliefs, desires, emotions and purposes) are displaced by concepts associated with human practices (embodied capacities, know-how, skill

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The Language of Knowledge Generation in Practice ‘tacit knowledge’ in the development of professional expertise. Technically, there is very little account taken of the phenomenological ontology of . (human being) at the workplace, which is essentially temporal, even though we are each conscious of such ontology..The approach here is based on a ph

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An Epistemology of the Hand: Putting Pragmatism to Workthing clearly, learning has been framed as being visually exposed to something, and the mind has been understood as a “mirror of nature.” A whole “epistemology of the eye” has been at work, which has had significant practical implications, not least in educational contexts. One way to characterize J

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Pragmatism, Meaning and Learning in the Workplacehaps most explicitly in the work of Dewey. This chapter will explore the heritage and current influence of neo-pragmatism to the nature of work-based learning. This chapter will offer a perspective on the pragmatic edifying experience and explore both how work can be an edifying setting and how work

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