Accreditation of knowledge as being-in-the-world
Full text is not in this repository.
This item is available in the Library Catalogue
This article considers the nature of experiential learning and its relationship with other forms of learning that gain their authority through assessment. It argues that experiential learning is grounded in, and stands upon, the notion of phronesis and is the goal of an educated populace. This argument, should it prevail, would see wisdom as the goal of education which is revealed in becoming wise through being-in-the-world. To consider a person a phronomis is not to credentialise her by separating her self-knowledge from her in some externality but to recognise her as being knowledgeable and wise rather than having knowledge. This distinction is evident in skills for work where success is not just in knowing how but is in doing. We suggest in this article that higher education ought not enframe students through assessment practices but liberate them in a mode of learning that reflects Heidegger's notion of 'letting learn'. Given the validity of this argument the central role of the recognition of prior leaning for higher education is developed as the most appropriate mode of revelation of this wisdom. Heidegger is used throughout as a guide.
|Research Areas:||Institute for Work Based Learning|
|Deposited On:||23 Jun 2009 16:42|
|Last Modified:||14 May 2014 10:25|
Repository staff and depositor only: item control page
Full text downloads (NB count will be zero if no full text documents are attached to the record)
Downloads per month over the past year