Accreditation of knowledge as being-in-the-world

Gibbs, Paul ORCID logoORCID: and Angelides, Panayiotis (2004) Accreditation of knowledge as being-in-the-world. Journal of Education and Work, 17 (3) . pp. 333-346. ISSN 1363-9080 [Article] (doi:10.1080/1363908042000267414)


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.

Item Type: Article
Research Areas: A. > Centre for Education Research and Scholarship (CERS)
A. > School of Health and Education
Item ID: 2581
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Depositing User: Repository team
Date Deposited: 23 Jun 2009 16:42
Last Modified: 10 Dec 2019 03:43

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