By David Beckett

ISBN-10: 0203994450

ISBN-13: 9780203994450

ISBN-10: 0415161894

ISBN-13: 9780415161893

In either paid and unpaid paintings contexts adults research powerfully from their reports. during this publication, the authors argue that this could be the foundation for a brand new conception of what's actually academic in lifestyles. Drawing at the works of Aristotle, Wittgenstein and Russell, in addition to modern conceptual paintings, they use either philosophical argument and empirical instance to set up their view.This paintings should be of crucial curiosity to philosophers of schooling and academic theorists around the world. it is going to additionally curiosity lecturers, running shoes, facilitators, and all people with an curiosity in grownup and vocational schooling.

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Extra resources for Life, Work and Learning: Practice and Postmodernity (Routledge International Studies in the Philosophy of Education)

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So holism is a serious central issue in nursing, especially in the clinical teaching at both pre-service and post-initial levels. A prominent nursing theorist, Watson (1988), endeavours to specify holism through her theory of ‘transpersonal caring’, which she sees as: scientific, professional, ethical, yet esthetic, creative and personalised givingreceiving behaviours and responses between two people (nurse and other) that allow for contact between the subjective world of the experiencing persons (through physical, mental or spiritual routes or some combination thereof).

Nurses’ reflection on these common experiences at work, and their communal ownership of the judgements that result, have shaped the profession, and driven the identity issue we have already noted. The learning about nursing comes from this sort of ‘hot action’, and the decisions under pressure, and also through routine, which nurses find themselves making. They share these in ways managers do not and perhaps cannot do. The additional elements of reflective practice and of modelling, through preceptorship, enrich these judgements immensely, and may well lead to a new nursing professionalism, and hence a new identity, neither a clone of the traditional medical practitioner, nor a caricature of social welfare work.

The confidence to ‘try’ is thus an emergent aspect of our actions, made apparent in our extension of the pattern to new situations. We have made judgements to go on – the very ‘doing-with-confidence’ which is the enacting of the judgements. Of course the pattern we are skilled in recognising and replicating will frequently not fit the new situation. Workplace contingencies are frequently of this nature: much of what just crops up at work defies previous pattern-making, and then replicative action is an inadequate response.

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Life, Work and Learning: Practice and Postmodernity (Routledge International Studies in the Philosophy of Education) by David Beckett

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