Context, judgment, and learning

Educational Theory

Volumn 52, Issue 4, 2002, Pages 429-443

  Halliday, John ^a   Hager, Paul ^b  

^a UNIVERSITY OF STRATHCLYDE   (United Kingdom)

^b UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 26444582615     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2002.00429.x     Document Type: Article

References (44)

1. David Boud and Nicky Solomon Work-Based Learning: A New Higher Educationl (Buckingham: Society for Research into Higher Education anc the Open University Press, 2001).
2. Marie Brennan, "Struggles over the Definition and Practice of the Educational Doctorates in Australia," Australian Educational Researcher 25, no. 1 (1998): 71-89.
3. Ludwig Wittgenstein, Philosophical Investigations (Oxford: Blackweli, 1953), 122.
4. Mark K. Singley, The Transfer of Cognitive Skill (Cambridge: Harvard University Press, 1989.
5. Mark Tennant, "Is Learning Transferable?" In Understanding Learning at Work, ed. David Boud and John Garrick (London: Routledge, 1999).
6. Herbert Altrichter et al., Teachers Investigate Their Work (New York: Routledge, 1993).
7. David Beckett and Paul Hager, Life, Work, and Learning: Practice in Postmodernity (London: See especially chap. 7. Routledge, 2001).
8. Paul Hager, "Knowledge that Works: Judgment and the University Curriculum," in Working Knowledge: The New Vocationalism and Higher Education, ed. Colin Symes and John Mclntyre (Buckingham: Open University Press/Society for Research into Higher Education. 2000), 59.
9. John Dewey, Experience and Nature, ed. Jo Ann Boydstonin John Dewey: The Later Works, 1925-1953, 1, (Carbondale: Southern Illinois University Press, 1988), 34.
10. Jim Garrison, "John Dewey's Theory of Practical Reasoning," Educational Philosophy and Theory 31, no. 3 (1999): 291-92.
11. This article will be cited as TPR in the text for all subsequent references.
12. John Dewey, Logic: The Theory of Inquiry, in John Dewry ed. Jo Ann Boydston: The Later Works, 1925-1953, vol. 12, (Carbondale: Southern Illinois University Press, 1991), 17.
13. Dewey, Experience and Nature, 88ff.
14. Dewey, Logic: The Theory of Inquiry, 18 (emphasis in original).
15. James E. Tiles, Dewey (The Arguments of the Philosophers Scries) (New York: Routledge, 1988), 22.
16. Alasdair Maclntyre, After Virtue (London: Duckworth, 1981), 187.
17. John Hailiday, Markets, Managers, and Theory in Education (London: Palmer Press, 1990). Maclntyre has since acknowledged this point in Dependent Rational Animals: Why Human Beings Need the Virtues (London: Duckworth, 1999), 102.
18. Dewey, Experience and Nature, 102.
19. Guy Standing, Global Labour Flexibility: Seeking Distributive Justice (New York: St. Martin's Press, 1999), 3.
20. Peter Waterhouse et al., The Changing Nature and Patterns of Work and Implications for VET (Leabrook, South Australia: National Centre for Vocational Education Research, 1999), 22.
21. Standing, Global Labour Flexibility, 7.
22. Maclntyre, Dependent Rational Animab.
23. Elizabeth Frazer and Nicola Lacey, "Maclntyre, Feminism and the Concept of Practice," In After Maclntyre, ed. John Horton and Susan Mendus (Cambridge: Polity Press, 1994).
24. Maclntyre, Dependent Rational Animals, 69.
25. John Dewey, How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process (New York: Hough ton Mifflin, 1933), 280.
26. Michael Oakeshott, "Learning and Teaching," In The Concept of Education, ed. Richard S. Peters (London: Routledge and Kegan Paul, 1967), 156-76.
27. Michael Polanyi, Personal Knowledge: Towards a Post-Critical Philosophy (London: Routledge and Kegan Paul, 1958).
28. David Beckett, "Critical Judgment and Professional Practice," Educational Theory 46, no. 2 (1996): 135-49.
29. Beckett and Hager, Life. Work, and Learning, set out what they consider to be four dimensions of context as follows: "The specific combination of features that characterize any workplace situation at a given time....The changeability over time that characterizes any workplace situation....The social forces that shape perceptions of and responses to workplace situations....The integration of the personal characteristics that together constitute humans' responses to workplace situations."294.
30. John Searle, The Construction of Social Reality (London: Penguin, 1995). We are grateful to Gerard Lufn for pointing out the relevance of Searle's work to our paper. See Gerard Lum, "An Epistemological and Ontological Study of Vocational Capability" (Ph.D. diss., University of Kent at Canterbury, 2000).
31. Martin Heidegger, Being and Time, trans. Joan Starnbaugh of Sein und Zeit 1927 (Albany: State University of New York Press, 1996), 78.
32. Searle, The Construction of Social Reality, 135, and Beckett, "Critical Judgment and Professional Practice," 140.
33. Stephen Mulhall and Adam Swift, Liberals and Communitarians (Oxford: Blackwell, 1992), 90.
34. Imre Lakatos, The Methodology of Scientific Research Programmes (Cambridge: Cambridge University Press, 1978).
35. Alasdair Maclntyre, Three Rival Versions of Moral Enquiry (London: Duckworth, 1990).
36. Alasdair Maclntyre, "How to Seem Virtuous Without Actually Being So," In Education in Morality, ed. Mark Halstead and Terrence McLaughlin (London: Routledge, 1999).
37. Nigel Blake et al., Thinking Again: Education After Postmodernism (Westport, Conn.: Bergin and Garvey, 1998), 33.
38. Dewey, How We Think, 120, 123.
39. Stephen Mulhall, On Being in the World: Wittgenstein and Heidegger on Seeing Aspects (London: Routledge, 1990 200.
40. Maalntyre, After Virtue, 154.
41. Dewey, How We Think, 123.
42. Andrew Davis, The Limits of Educational Assessment (Oxford: Blackwell, 1998) and Nelson Goodman, "Seven Strictures on Similarity," in Experience and Theory, ed. Lawrence Foster and John Swanson, (London: Duckworth, 1970).
43. Davis, The Limits of Educational Assessment, 83.
44. Christopher Winch, Education, Work, and Social (London: Routledge, 2000), 181.