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

ATOPY

记忆

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

cornucopia

absolve

EVEN

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

很是迷惑

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

转折点

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

Suppository

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