Gibbs Heidegger's Contribution to the Understanding of Work-Based Studies

2011
ISBN: 978-90-481-3933-0
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 4, 176 Seiten

Reihe: Professional and Practice-based Learning

This book seeks to develop the philosophy of Heidegger notion and reflects the growing importance of work based studies which is becoming of special interest to higher education institutions and commercial organisations. The author acknowledges the dominance of the economic discourse of higher education, but in this book he tries to argue that Heidegger offers a phenomenological approach to understanding the diversity to higher education that work based learning can bring. The book offers a structured argument for a phenomenological understanding of both the educational institution and the commercial environment to be considered as workplaces.

Autoren/Hrsg.

Gibbs, Paul

Inhaltsverzeichnis

1;Series Editors' Foreword;7
2;Preface;9
3;Contents;10
4;List of Tables;13
5;1 Introduction;14
5.1; Background;14
5.2; Heidegger?;15
5.3;Chapter 2: Work-Based Learning as a Field of Study;17
5.4;Chapter 3: Learning as Knowledge of Being-in-the-World;18
5.5;Chapter 4: Dwelling at Work: A Place Where Vocation and Identity Grow?;18
5.6;Chapter 5: What Is Work? A Heideggerian Insight into Work as a Site for Learning;18
5.7;Chapter 6: Heidegger; Time, Work and the Challenges for University-Led Work-Based Learning;19
5.8; Part II—Issues in Work-Based Studies;19
5.8.1;Chapter 7: Assessment and Recognition of Work-Based Learning;19
5.8.2;Chapter 8: Quality in Work-Based Studies: Not Lost, Merely Undiscovered;20
5.8.3;Chapter 9: Adopting Consumer Time: Potential Issues for Higher Level Work-Based Learning;20
5.8.4;Chapter 10: The Concept of Boredom: Its Impact on Work-Based Learning;20
5.8.5;Chapter 11: Practical Wisdom and the Worker Researcher;21
5.8.6;Chapter 12: Carrying Out Phenomenological Research in the Workplace;21
5.8.7;Chapter 13: The Recession and the World of Work-Based Studies;21
6;Part I Context;22
6.1;2 Work-Based Learning as a Field of Study;23
6.1.1; WBL: Roots in the Ancients;24
6.1.1.1; Understanding Work-Based Learning;25
6.1.1.2; Developing a Notion of Field for Work-Based Learning;26
6.1.1.3; A Fuller Heideggerian Understanding;32
6.2;3 Learning as Knowledge of Being-in-the-World;35
6.2.1; Capability, Potential and Actualization;36
6.2.2; The Unconcealment of Being Through Learning;38
6.2.3; The Concealment of Representational Thinking;39
6.2.4; Existential Reflection;41
6.2.5; Pedagogy of Praxis;43
6.2.6; Summary;44
6.3;4 Dwelling at Work;46
6.3.1; Phronesis;47
6.3.2; Technical Skill or the Embracing of a Craft—Turning to Heidegger;49
6.3.3; The Tension Between Workplace Identity and Dispositions of Democracy;52
6.3.4; What Is the Evidence?;53
6.4;5 What Is Work? A Heideggerian Insight into the Workplace as a Site for Learning;57
6.4.1; Understanding the Meaning of the Workplace;58
6.4.2; Structuring;59
6.4.3; The Equipmental Nature of the Workplace;61
6.4.4; Defining Work and the Worker;63
6.4.4.1; Marcuse;66
6.4.4.2; Arendt;67
6.4.5; Technological Way of Being;68
6.4.6; The Worker;69
6.4.7; Summary;72
6.5;6 Heidegger: Time, Work and the Challenges for University-Led Work-Based Learning;73
6.5.1; Heidegger and His Phenomena of Time;74
6.5.1.1; Heidegger and His Phenomena of Historicity;78
6.5.2; The Worker and the Labourer in the Age of Technology: Heidegger's Use of Junger's Works;80
6.5.2.1; Questioning Temporality and Seeking an Originary Future;83
7;Part II Issues in WorkBased Studies;87
7.1;7 Assessment and Recognition of Work-Based Learning;88
7.1.1; The Temporality of the Known: A Fore-Structure and Foreclosure of Assessment;89
7.1.2; Tacit Knowledge;90
7.1.3; Evidence;90
7.1.4; Disclosing Educational Possibilities, Not Assessing;93
7.1.5; Explicitness of Learning;95
7.1.6; Phenomenological Interpretations;98
7.2;8 Quality in Work-Based Studies Is Not Lost, Merely Undiscovered;101
7.2.1; Quality and Work-Based Learning;102
7.2.2; Quality in Our Everydayness from a Heideggerian Perspective;104
7.2.3; Quality Undisclosed;105
7.2.4; A Conscience?;107
7.2.5; The Desire for Disappearance;108
7.3;9 Adopting Consumer Time: Potential Issues for Higher Level Work-Based Learning;110
7.3.1; Consumerism and the Changing Notion of Time;111
7.3.2; Higher Level Work-Based Learning;113
7.3.3; Heidegger Once Again;114
7.3.4; Summary;116
7.4;10 The Concept of Boredom: Its Impact on Work-Based Learning;118
7.4.1; Moods;119
7.4.2; Heidegger and the Experience of Boredom;121
7.4.3; Three Explorations: Bored-by, Bored-with and Profound Boredom;127
7.4.3.1; Bored-by;127
7.4.3.2; Bored-with;128
7.4.3.3; Profound Boredom;129
7.4.4; Summary;130
7.5;11 Practical Wisdom and the Workplace Researcher;131
7.5.1; The Skills of Workplace Researchers;134
7.5.2; Practical Enquiry;136
7.5.3; The Purpose of the Action;137
7.5.4; The Means to Be Able to Act;138
7.5.4.1; The Feasibility of the Act;139
7.5.4.2; Determinate Timing;139
7.5.4.3; Respect for Others;140
7.5.5; Research Ethics: Gratitude;141
7.5.6; Summary;144
7.6;12 Doing Phenemological Research in the Workplace;145
7.6.1; Setting the Scene for the Vignettes;147
7.6.2; Vignettes;148
7.6.2.1; Vignette 1;148
7.6.2.2; Vignette 2;151
7.6.2.3; Vignette 3;152
7.6.3; Summary;152
7.7;13 The World of Work-Based Studies and the Recession;154
7.7.1; Learning;154
7.7.2; Capability;156
7.7.3; The Workplace as a Learning Environment;157
7.7.4; A Generalized Anxiety;158
8;References;160
9;Author Index;173
10;Subject Index;177