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s, is transmitted from worker to worker in an informal fashion. Experienced employees act as role models for new hires who imitate them and, step by step, develop a feel for what»s going on. Experience teaches via slogans, success stories, and integrating myths which convey the guiding values of the subculture. Acceptable attitudes are rewarded and increased. Undesirable idiosyncrasies are worn down and drop off during this shaping process. While workers learn the necessary skills to get things done, they also develop the confidence to try to learn more and more in the pursuit of the institutionalized goals. This structure of the stuff of learning as outlined in CHAPTER V provides the context for commitment to belief habits which through familiarity take on an appearance of obviousness. In this way, common sense offers a built-in way of thinking which appears as a necessary authority for matters of fact. These premises cannot be proved on grounds that surpass them in clarity, but, nevertheless, they are agreed upon without serious misgiving about their value and/or validity. But there are differences between education at Bi Hart and academic education which informants do not see <or choose to see> because the latter is outside the realm of their experience. Knowledge at Bi Mart is "know how,H or knowledge by direct acquaintance, and

You don't have to have a high school education to work here : an ethnography of a chainstore