Relational realism and professional performance

Hager, Paul

doi:10.1111/j.1469-5812.1996.tb00234.x

Cited by 12 publications

(4 citation statements)

References 18 publications

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“…An account of workplace learning via judgements has been developed in previous work (Hager, 1996a). This account is broadly congruent with Dewey's hitherto neglected logic (Burke, 1994) and its theory of judgements.…”

Section: The Educational Significance Of These Differencesmentioning

confidence: 79%

Recognition of informal learning: challenges and issues

Hager

1998

Journal of Vocational Education and Training

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Section: The Educational Significance Of These Differencesmentioning

confidence: 79%

Recognition of informal learning: challenges and issues

Hager

1998

Journal of Vocational Education and Training

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“…Professional judgement is also central to the integrated view of professional competence. (See Beckett, 1995;Hager, 1996;Hager & Beckett, 1995. ) 3 See Hargreaves (1994) on the 'new collaborative professional'.…”

Section: Resultsmentioning

confidence: 95%

Professional Practice in Education: Research and Issues

Hager

1996

Australian Journal of Education

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A s pointed out in my Introduction to this Special Issue, there have been various reasons for the recent increasing interest in researching and reforming professional practice. A major reason is our limited understanding of the nature of professional practice itself. Professional practice is a typical interdisciplinary topic which can be viewed, and has been viewed, from the perspective of a variety of disciplines and fields, such as sociology, cognitive psychology, philosophy, management theory, economics, and learning theory. As well, there are various literatures which are arguably relevant to an understanding of professional practice, even though their main foci are somewhat different. These include research on the nature of expertise, on workplace learning, on situated learning, etc. Hence research on professional practice represents a convergence of rather diverse literatures. This paper will provide a brief critical outline of the main findings of some of these relevant literatures and a discussion of the implications of these overall findings for professional practice. Schon (1983Schon ( , 1987 has been a particularly influential entre of traditional approaches to and assumptions about professional education. The failure of theory/practice ways of conceptualising the problem has generated a host of attempts in more recent work to bypass this dichotomous approach. These range from Schon's 'reflective practitioner' to problem-based learning. The impact of this thinking has been very widespread. Even in cognitive psychology, there is a recognition of the need to 'de-emphasise the spurious theory-and-practice connotations' that surround the declarative knowledge/procedural knowledge and similar distinctions because 'they do not necessarily represent independent modes offunctioning' (Yates & Chandler, 1991, pp. 133-134). Recent research on professional practiceSchon's proposed alternative epistemology of professional practice centres on the 'reflective practitioner' who exhibits 'knowing-in-action' and 'reflectingin-action'. Knowing-in-action is tacit knowledge in that, though practitioners know it, they cannot express it. Thus it is akin to Polanyi's (1958) 'personal knowledge' which refers to the type of know how that is displayed in skilful performances which can be seen to follow a set of rules that is not known as such to the performer. According to Schon, knowing-in-action is underpinned by 'reflecting-in-action' or 'reflecting-in-practice'. This spontaneous reflecting is

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“…(Dewey & Bentley, 1949/1989 The relations of this perspective are observed between entities, by an observer who stands aside, also a detached entity, and they are reductive in nature. Examples are the relation between building blocks in a wall (Hager, 1996) or between a marble and a glass jar that contains it (Garrison, 2001). Here, the entities that are party to interactional relations are also conceptualized reductively, being unchanged by their involvement in the relationship so that activity takes place between or among otherwise disengaged entities, 'much like billiard balls' (Emirbayer, 1997, p. 286).…”

Section: Inter-actionmentioning

confidence: 97%

Complexity and Relations

Lancaster¹

2013

Educational Philosophy and Theory

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A central feature of complexity is that it is based on non-linear, recursive relations. However, in most current accounts of complexity such relations, while non-linear, are based on the reductive relations of a Newtonian onto-epistemological framework. This means that the systems that are emergent from the workings of such relations are a narrowly reduced spectrum of complex systems. It is argued that John Dewey's trans-actional relations, relations that are characterized by an irreducible internal distinction, can function as an exemplar of the less reductive relations seen in living complex systems. Conceptualizing complex relations and complex systems in a less reductive way allows indeterminate concepts such as epistemological limits and the generative production of meaning, which are inextricably linked, to be considered. Methodologically, such lessened reduction highlights functional systems, revealing aspects of the biopsychosocial human 'complex system of complex systems' that are hidden from view in a Newtonian framework.

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Relational realism and professional performance

Cited by 12 publications

References 18 publications

Recognition of informal learning: challenges and issues

Recognition of informal learning: challenges and issues

Professional Practice in Education: Research and Issues

Complexity and Relations

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