‘Framing’ Lifelong Learning in the Twenty-First Century: Towards a Way of Thinking

Flint, Kevin J.; Needham, D

doi:10.1007/978-1-4020-6193-6_5

Cited by 2 publications

(3 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Of course, the question of the meaning of “being‐in‐the‐world” of the workplace, which is intimately connected with the issue of “framing”[6], might seem to many readers as a purely academic issue, of no real value in terms of what is done in practice. Although only rarely acknowledged as such, it is the framing that lies behind the objectification and commodification of knowledge, along with the unfolding of consumer democracies, the autonomisation and digitalisation of tertiary services and a set of policies regarding innovation in science and technology that have tended, unconsciously, to endorse such framing in their focus upon “Lifelong learning” (Flint, 2011; Flint and Needham, 2007) and “Professional learning” (Elbousty and Bratt, 2010; Hargreaves, 2000; Webster‐Wright, 2010).…”

Section: Knowledge Generation Work‐based Learning Higher Educationmentioning

confidence: 99%

Deconstructing workplace “know how” and “tacit knowledge”

Flint

2011

Higher Education, Skills and Work-Based Learning

Self Cite

View full text Add to dashboard Cite

PurposeOver the past two decades across a number of sectors of the economy there has been an ever increased interest in attempting to understand the mediation of “tacit knowledge” in developing professional expertise. Much thought has been invested in studies which attempt to resolve the difficulty of revealing tacit knowledge and finding ways of transferring it within institutions and across organisations. But, in general these recent studies, and the approaches they have adopted, do not take sufficient account of the phenomenology of human being, Dasein, which is essentially temporal: the purpose of this paper is to address this issue.Design/methodology/approachThe approach here is based on a phenomenological and deconstructive study of two small–scale comparative cases of the mediation of tacit knowledge in the development of professional expertise in Higher Education, within the context of social practice and educational practice. The cases will each serve to provide a focus upon professional expertise in teaching in each of these domains of professional practice.FindingsDeconstruction will serve to illuminate the essential differences between what is observed and re‐presented as episodes of teaching and the complex interplay of temporality that in each case is unique to the individual human being.Originality/valueIn the field of work‐based learning this paper adopts a novel approach. The deconstruction of tacit knowledge against indications drawn from Heidegger's ontology serves to bring into sharp relief the unfolding of essential forms of technology. By focusing the analysis upon the language in which the knowledge is generated and the phenomenology of human being, Dasein, the study will seek to explore some of the implications of attempting to convert “tacit knowledge” into a technology that can be transferred across organisations and institutions. It will illuminate the situation‐specific nature of tacit knowledge as grounds for professional expertise.

show abstract

Section: Knowledge Generation Work‐based Learning Higher Educationmentioning

confidence: 99%

Deconstructing workplace “know how” and “tacit knowledge”

Flint

2011

Higher Education, Skills and Work-Based Learning

Self Cite

View full text Add to dashboard Cite

show abstract

“…Note that the former concept deals with what underlies the kind of LLL this thesis aims to promote, whereas the latter deals with a paradigm, not a concept, of LLL. Flint and Needham (2007) draw on Heidegger's (1962) argument that humans are being forced into a situation whereby they forget a sense of Being and become slaves to the situation in which they exist. However, they also point to two kinds of LLL, one concentrating on it being a means of improving competitiveness and productivity that is so viewed by politicians and employers, the other being in the discourses of academics who are trying to understand and resolve the conflicts that exist about LLL.…”

Section: Views Of Lll and A Framework For Discussing Themmentioning

confidence: 99%

“…This criticism supports the idea that the human resources approach overrode the conceptual approach because of a fear of the rather pointless discussion academics had about LLL. Flint and Needham's (2007) work deals with all forms of LLL and views it as a way to help people with what Giddens (1990) calls the 'juggernaut of change', yet can become a source of entrapment as, in essence, the discussions lead nowhere.…”

Section: Views Of Lll and A Framework For Discussing Themmentioning

confidence: 99%

Greek state - school EFL teachers and lifelong learning

Joycey¹

View full text Add to dashboard Cite

List of Tables and Figures 2.2.4 The existence of a gap in the literature on LLL 2.2.5 Types of programmes in education and LLL 2.3 Middle writers' approaches and their legacy on present day LLL 2.3.1 A shallower view of LLL 2.3.2 The prevailing environment of the time of middle period writers and the LLL it promoted 2.3.3 Process teaching encouraged in areas other than in LLL 2.3.4 Documentation accompanying this type of LLL courses 2.4 Recent writers and the return to deeper concerns of LLL 2.4.1 Crises, flexibility and LLL 2.4.1.1 Crises 2.4.1.2 Flexibility and diversity 2.4.2 A brief introduction to philosophical discussions of the LLL topic 2.4.3 LLL in the world of production and consumption 2.4.4 Values education and LLL 2.4.5 Meta-narratives and LLL 3. The kinds of LLL 3.1 LLL1 and LLL3 3.2 LLL2 3.3 The terminology in the discourse of LLL3 4. A review of the effects on LLL of the various trends in and influences on teacher training and teaching 4.1 Methods, approaches and LLL 4.1.1 The first category 4.1.2 The second category 4.2 Syllabi, curricula and teaching material 4.3 Materials, their use and development 4.4 Assessment and its effects 4.4.1 Summative assessment and tool content, format and vii marking 4.4.2 Formative assessment and tool content, format and marking 4.4.3 Summing up the discussion on assessment and LLL3 4.5 Second Language Acquisition and teaching for LLL 4.5.1 Learning or teaching 4.

show abstract

‘Framing’ Lifelong Learning in the Twenty-First Century: Towards a Way of Thinking

Cited by 2 publications

References 17 publications

Deconstructing workplace “know how” and “tacit knowledge”

Deconstructing workplace “know how” and “tacit knowledge”

Greek state - school EFL teachers and lifelong learning

Contact Info

Product

Resources

About