Three Different Conceptions of Know‐How and Their Relevance to Professional and Vocational Education

Winch, Christopher

doi:10.1002/9781118721254.ch8

Cited by 3 publications

(7 citation statements)

References 18 publications

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“…While it is possible that the knowledge unit may be seeking to develop learners' 'transversal abilities' (Winch 2013), the 'polymorphous' (289) and context-specific nature of such abilities suggests that they cannot be developed in a granular or decontextualised fashion. Thus, attempting to locate these abilities within a knowledge unit might indicate either that the nature of these abilities is being misinterpreted, or that knowledge is being weakly represented as technique, or potentially both.…”

Section: Project Management Higher Apprenticeshipmentioning

confidence: 99%

Higher apprenticeships and the shaping of vocational knowledge

Hordern

2015

Research in Post-Compulsory Education

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Higher apprenticeships are celebrated in current policy discourses as an alternative to traditional higher education, with the claim that they will prepare higher apprentices for their future careers and enhance industrial productivity through higher skill levels. This paper aims to scrutinise these claims using notions developed by Bernstein and related work in the sociology of educational knowledge, identifying how the formulation of higher vocational knowledge will affect how apprentices work, learn and access knowledge. It is suggested that the socio-epistemic processes through which 'regions' of professional and vocational knowledge are constituted, and the manner in which knowledge is recontextualised, give rise to specific knowledge articulations and curriculum decisions. Drawing on an analysis of the structure of apprenticeship frameworks and their associated qualifications, as well as interviews with professional bodies, the research will demonstrate how certain types of knowledge are foregrounded as a result of sectoral and professional dynamics and the imperatives of knowledge structure. In some sectors and professions, key concepts associated with disciplinary knowledge may be downplayed or obscured, reducing what Wheelahan and others have described as 'epistemic access', with a potential impact on progression opportunities for apprentices and the ability to provide valuable input in the workplace. In others, higher apprenticeships may continue longstanding traditions of higher vocational formation, involving educational institutions, employers and practitioners in constituting productive vocational knowledge and practice, albeit within a macro-context that may not promote practitioner influence over the circumstances of formation.

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Section: Project Management Higher Apprenticeshipmentioning

confidence: 99%

Higher apprenticeships and the shaping of vocational knowledge

Hordern

2015

Research in Post-Compulsory Education

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“…The discussion of this question, as of the closely related one of possible domain-specificity of skills, is muddled by a failure to distinguish between the context categories of knowledge domain and institutional and physical location. It is e.g., unclear in which of these senses, Winch intends his distinction between "architecture" and "cooking" as contexts where the "polymorphous activity" of planning takes on different forms [26]. For this reason, it is unclear whether he is arguing that planning differs for the institutional contexts of the architecture and cooking professions, but might take the same form across knowledge domains (e.g., physics and aesthetics) within the institutional context of architecture (and similarly for cooking).…”

Section: Understanding Transfermentioning

confidence: 99%

“…• Discussions of the domain-specificity versus the generic nature of skills [8,[26][27][28][29] involve pointing out how e.g., abstraction, reflection, planning, and forming judgements take form and content (or not) from the contexts in which they are learned and carried out.…”

Section: Prevalence Of Appeals To Context-absence Of Clarity On What mentioning

confidence: 99%

“…Often, it is left unanalyzed and taken for granted. Sometimes, it is prefixed with an adjective such as "historical", "cultural", "social" or "national" [23,24,26]. This points the reader to the kind of influence on learning that is implied, but still does not explicate what "context" is.…”

Section: Introductionmentioning

confidence: 99%

“…and the diversity comes out clearly when one juxtaposes examples of contexts provided in different texts (or indeed within them) which make unanalyzed use of the term. Restricting ourselves to examples from educational philosophy for the sake of brevity (similar examples are found within other educational research fields, as indicated in the references above): Winch mentions "architecture", "cooking" [26] (p. 288), "bricklaying" [29] (p. 10), and "social context" (in which activities such as "conversation" are carried out) [26] (p. 291) as examples of context. Likewise, he speaks more generally of "professional contexts" and "instructional contexts" [29] (pp.…”

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confidence: 99%

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On the Concept of Context

2018

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This article aims to clarify the concept of context. Our motivation is the lack of consensus on what context is, despite common accept of the claim that learning is context-dependent to some degree, and despite a widespread interest in researching learning in specific contexts such as museums, classrooms, or workplace settings. We provide a minimal concept which is applicable to all references to context, properly construed. We point out that more general considerations of contextuality and compositionality must be reconciled and balanced out if the role of context in relation to learning is to be understood. We then flesh out the minimal concept with a typology of context categories relevant for understanding the significance of context for learning. The categories are location, understood both in a physical-geographical and an institutional sense, knowledge domain, sequence of occurrences, activity, historical period, social relationship, and horizon of significance. We illustrate the usefulness of the typology through pointing out how it could help clarify discussions about transfer of knowledge and skills.

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Recontextualization of knowledge in the new Norwegian curriculum: Epistemic and non‐epistemic design in learning objectives for social studies

Bratland

Ghami

2022

The Curriculum Journal

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The recent Norwegian curriculum reform for schools, called "The subject renewal", is part of an international trend regarding knowledge-based curricula. The Norwegian curriculum, which places decisive emphasis on subjects and subject concepts, aims to bring in-depth learning and knowledge back to schools. This paper is based on Rata's theory, referred to as the curriculum design coherence (CDC) model, and examines the curriculum for social studies. The analysis reveals significant differences in the curriculum's goal formulations, with designs that lack connections between subject concepts and content knowledge, which sheds light on how the transition to a knowledge-based curriculum is accompanied by several unresolved issues. The paper explains why curricula with coherent designs and epistemically structured knowledge are a prerequisite for in-depth learning and cumulative knowledge building in schools. K E Y W O R D Scoherent design, in-depth learning, knowledge building, knowledge-based curricula, social studies

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Three Different Conceptions of Know‐How and Their Relevance to Professional and Vocational Education

Cited by 3 publications

References 18 publications

Higher apprenticeships and the shaping of vocational knowledge

Higher apprenticeships and the shaping of vocational knowledge

On the Concept of Context

Recontextualization of knowledge in the new Norwegian curriculum: Epistemic and non‐epistemic design in learning objectives for social studies

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