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Work, Experiential Learning, Lived Practice and Knowing‐in‐Action
Author(s) -
Beck Sam
Publication year - 2005
Publication title -
anthropology of work review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.151
H-Index - 15
eISSN - 1548-1417
pISSN - 0883-024X
DOI - 10.1525/awr.2005.26.2.1
Subject(s) - experiential learning , action learning , action (physics) , context (archaeology) , situated , work (physics) , psychology , process (computing) , epistemology , pedagogy , computer science , cooperative learning , teaching method , artificial intelligence , engineering , mechanical engineering , paleontology , philosophy , physics , quantum mechanics , biology , operating system
The work that is represented here demonstrates the importance of what we do in learning to work in professional settings of various sorts. Learning‐in‐context through experience and action is so essential that it is normalized and taken for granted, accepted as part of “the real world,” not needing explanation or intervention. The articles in this issue describe and explain learning‐in‐action. Each of the articles in this special issue demonstrates that no matter the style of teaching/learning and context, we must increasingly become aware of the unintended outcomes of the processes involved. The articles emphasize the simultaneity of work, learning, and teaching. The authors discuss how work experience is represented and the nature of reflection, the ways through which work confidence and competency are constructed in situated activities, and how work practice is transmitted by mentors and reproduced by novices through a process of transition.