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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 centres on a broadened view of complexity that will
enrich engagement with complexity in the social sciences. The key
idea is to employ complexity theory to develop a holistic account
of practice, agency and expertise. In doing so, the book
acknowledges and builds upon the relational character of reductive
accounts. It draws upon recent theoretical work on complexity,
emergence and relationality to develop a novel account of practice,
agency and expertise in and for workplaces. Biological,
psychological and social aspects of these are integrated. This
novel account overcomes problems in current views of practice,
agency and expertise, which suffer from reductive, or fragmented,
analyses, based upon individuals, groups, or networks. In
retrieving the experiential richness of human activity - often
esteemed as the basis of generative and creative life - this book
shows how complexity both emerges from, and is, a non-reductive
feature of, human experience, especially in daily work. "...an
ambitiously wide-ranging volume, questioning the key tenets of
respected approaches ..... and offering ..... 'novel accounts',
which draw on features of complexity thinking.... ...But they go
further than any of us in their argument that: 'whatever reductive
moves are made, they 'flow' from holistic accounts of relationality
which have already affectively engaged the purposes of a co-present
group.' This is the intellectual contribution that is built
consistently and persuasively across the chapters." Professor
Emerita Anne Edwards, Oxford University "Hager and Beckett have
written a book that will challenge more commonly held notions of
agency, practice, skills, and learning. Centering their argument on
complexity theory or, as they prefer, complexity thinking, Hager
and Beckett argue that it is through relations that we raise
questions about, gather data from, and make working sense of the
complexity that surrounds us. Groups then, particularly small
groups, hold and implement agentive power. And what the authors
call co-present groups-ones in which holistic relationality occurs
socially, and affectively in distinctive places-"draw us closer to
each other, and harness our normativity by enabling negotiability
and reason-giving." If your field of study involves anything
remotely sociocultural in nature or if you are just interested in
the complex ways we engage as humans with our worlds, you should
find a place for this book in your library." Bob Fecho, Teachers
College, Columbia University, New York NY, USA
Expertise, Pedagogy and Practice takes as its focus recent work on
situated and embodied cognition, the concepts of expertise, skill
and practice, and contemporary pedagogical theory. This work has
made important steps towards overcoming traditional intellectualist
and individualist models of cognition, group interaction and
learning, but has in turn generated a number of important questions
about the shape of a model that emphasizes learning and interaction
as situated and embodied. Bringing together philosophers, cognitive
scientists and education theorists, the collection asks and
explores a variety of different questions. Can a group learn? Is
expertise distributed? How can we make sense of a normative
dimension of expertise or skill? How situation-specific is
expertise? How can groups shape or generate expert practice?
Through these lenses, this collection advances a more
experientially holistic approach to the characterisation and growth
of human expertise. This book was originally published as a special
issue of Educational Philosophy and Theory.
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.
Imagine living in a box at the bottom of the sea for a month at a
time. Locked away in a saturation chamber, plumbed to depths of
more than 500 feet, this has been David Beckett's love, life and
work for all his adult life. Destined to become a pig farmer in the
late 1960s, a twist of fate saw David become an air diver, and
within a short space of time he progressed to saturation diving. He
would brush with death on more than one occasion - not least when
helping to recover 47 bodies of the victims of the Sumburgh chinook
disaster in Scotland's Shetland Islands - and when called in to
assist with the deadliest peacetime shipwreck in Europe, as the MS
Estonia sank in the Baltic Sea in 1994 and claimed 852 lives.
Amongst the depths of despair, there are many lighter moments,
including treasure hunting in the Philippines, almost clinching a
contract to salvage the bursar's safe from the Titanic and
surviving a 24-hour typhoon which brought 80-foot waves crashing
down on his boat. The Loonliness of a Deep Sea Diver is gritty,
sometimes comical and offers a unique glimpse into a life at sea,
much of it at the bottom.
The issue of methodology is a fundamental concern for all who
engage in educational research. Presenting a series of
methodological dialogues between eminent education researchers
including Michael Apple, Gert Biesta, Penny Enslin, John Hattie,
Nel Noddings, Michael Peters, Richard Pring and Paul Smeyers, this
book explores the ways in which they have chosen and developed
research methods to style their investigations and frame their
arguments. These dialogues address the specialized and technical
aspects of conducting educational research, conceptualize the
relationship between methodology and theory, and provide in-depth
discussion of concerns including falsifiability, openness,
interpretation and researcher judgement. Foregrounding the
researchers' first-hand experience and knowledge, this book will
provide future and current researchers with a deeper comprehension
of the place of theory in education research. An illuminating
resource for undergraduate and postgraduate researchers alike,
Theory and Philosophy in Education Research confronts the intricate
complexities of conducting education research in a highly engaging
and accessible way.
The issue of methodology is a fundamental concern for all who
engage in educational research. Presenting a series of
methodological dialogues between eminent education researchers
including Michael Apple, Gert Biesta, Penny Enslin, John Hattie,
Nel Noddings, Michael Peters, Richard Pring and Paul Smeyers, this
book explores the ways in which they have chosen and developed
research methods to style their investigations and frame their
arguments. These dialogues address the specialized and technical
aspects of conducting educational research, conceptualize the
relationship between methodology and theory, and provide in-depth
discussion of concerns including falsifiability, openness,
interpretation and researcher judgement. Foregrounding the
researchers' first-hand experience and knowledge, this book will
provide future and current researchers with a deeper comprehension
of the place of theory in education research. An illuminating
resource for undergraduate and postgraduate researchers alike,
Theory and Philosophy in Education Research confronts the intricate
complexities of conducting education research in a highly engaging
and accessible way.
Expertise, Pedagogy and Practice takes as its focus recent work on
situated and embodied cognition, the concepts of expertise, skill
and practice, and contemporary pedagogical theory. This work has
made important steps towards overcoming traditional intellectualist
and individualist models of cognition, group interaction and
learning, but has in turn generated a number of important questions
about the shape of a model that emphasizes learning and interaction
as situated and embodied. Bringing together philosophers, cognitive
scientists and education theorists, the collection asks and
explores a variety of different questions. Can a group learn? Is
expertise distributed? How can we make sense of a normative
dimension of expertise or skill? How situation-specific is
expertise? How can groups shape or generate expert practice?
Through these lenses, this collection advances a more
experientially holistic approach to the characterisation and growth
of human expertise. This book was originally published as a special
issue of Educational Philosophy and Theory.
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