An Epistemology of the Hand: Putting Pragmatism to Work

Brinkmann, Svend; Tanggaard, Lene

doi:10.1007/978-94-007-4759-3_11

Cited by 6 publications

(41 citation statements)

References 14 publications

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“…The contemporary theorisation of work quality and work-related learning tends to be strongly contextual (Brinkmann and Tanggaard 2013;Cooke, Donaghey, and Zeytinoglu 2013;Fuller and Unwin 2011). This practice-based emphasis in the theorisation of learning at work highlights the 'decisive role for social, organisational and cultural factors in shaping the learning, as well as the work performance itself' (Hager 2013, 89).…”

Section: Contextualising the Experience Of Being An Apprenticementioning

confidence: 97%

Apprentices thriving at work: looking through an appreciative lens

Conway

Foskey²

2015

Journal of Vocational Education & Training

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An appreciative lens has been used to explore the question: what is it in the performance of managers, other employees, vocational educators and apprentices themselves, which enables an apprentice to experience a sense of thriving at work? The apprentice is understood to be involved in a process of continually developing and becoming as their social identity as a tradesperson emerges. Previous researchers have noted how learning to both ask for, and offer, help is a key competence that successful apprentices develop during their training. This helps to focus attention on the social context of the apprentice's experience. This study suggests that when managers, vocational educators and apprentices engage in behaviours that promote affiliation they have the opportunity to develop not only more meaningful relationships but also to experience a sense of thriving at work.

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Section: Contextualising the Experience Of Being An Apprenticementioning

confidence: 97%

Apprentices thriving at work: looking through an appreciative lens

Conway

Foskey²

2015

Journal of Vocational Education & Training

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“…Den teoretiske forståelse af laere-og undersøgelsesprocesser er baseret på pragmatismen. Jeg tager saerligt afsaet i John Dewey og hans inquirybegreb, hvor erkendelser anses som et resultat af eksperimenterende, kollaborative og undersøgelsesbaserede processer (Dewey, 1916(Dewey, /2008Brinkmann, 2006). En "inquiry" bliver ifølge Dewey initieret ved, at vanemaessig taenkning bliver udfordret og forstyrret.…”

Section: Dansk Resuméunclassified

“…Derved bliver situationen mulig at mestre og laere af. Centralt i Deweys taenkning er desuden at vidensskabelse anses som en kontekstafhaengig social aktivitet (Brinkmann, 2006;Gimmler, 2012;Whyte, 1999). Mennesker er så at sige vaevet ind i sammenhaenge, herunder andre mennesker.…”

Section: Dansk Resuméunclassified

“…The theoretical understanding of learning and inquiry processes in the dissertation is based on pragmatism and John Dewey, especially his concept of inquiry, where knowledge is created through an experimental, collaborative, inquiry-based approach (Dewey, 1916(Dewey, /2008Brinkmann, 2006). According to Dewey, an "inquiry" is initiated when habitual thinking is challenged.…”

Section: English Summarymentioning

confidence: 99%

“…This makes the situation possible to master and learn from. Furthermore, knowledge creation is a context-dependent social activity according to Dewey (Brinkmann, 2006;Gimmler, 2012;Whyte, 1999). People are woven into contexts and therefore influenced by their context including people and vice versa.…”

Section: English Summarymentioning

confidence: 99%

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Video som refleksionsredskab: En undersøgelse af potentialer og udfordringer ved brugen af video i læreprocesser og deltagerinddragende forskning.

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From Design Thinking to Design Doing

Juelsbo

Tanggaard

Glăveanu

2017

Creativity in the Twenty First Century

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Lessons are drawn from the literature on creative design for the interdisciplinary research process. It is argued that the interdisciplinary research process is a creative design process. It follows a similar set of steps and can/should employ many of the same strategies. Both processes are thought to blend conscious and subconscious thinking. Interdisciplinary researchers who aspire to be more creative, and interdisciplinary instructors wishing to encourage creativity among students, are given advice on how to integrate creative practices into various steps in the interdisciplinary research process. Potential psychological, institutional, and skill-based barriers to creativity are addressed. Several strategies are outlined that are conducive to creativity in the early conscious information gathering/evaluation steps of the interdisciplinary research process. The costs and benefits of such strategies are discussed. Quite different strategies for encouraging creative subconscious integration of the information collected are then outlined. These integrative insights must then be consciously evaluated: It is important not to expect perfection but not to ignore potential side-effects. Perhaps most importantly it is argued that persuading others of the value of one's comprehensive understanding is a critical component of the interdisciplinary research process, and that this step also requires the blending of conscious and subconscious processes.

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An Epistemology of the Hand: Putting Pragmatism to Work

Cited by 6 publications

References 14 publications

Apprentices thriving at work: looking through an appreciative lens

Apprentices thriving at work: looking through an appreciative lens

Video som refleksionsredskab: En undersøgelse af potentialer og udfordringer ved brugen af video i læreprocesser og deltagerinddragende forskning.

From Design Thinking to Design Doing

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