Accreditation of knowledge as being-in-the-world
Article
Gibbs, P. and Angelides, P. 2004. Accreditation of knowledge as being-in-the-world. Journal of Education and Work. 17 (3), pp. 333-346. https://doi.org/10.1080/1363908042000267414
| Type | Article |
|---|---|
| Title | Accreditation of knowledge as being-in-the-world |
| Authors | Gibbs, P. and Angelides, P. |
| Abstract | This article considers the nature of experiential learning and its relationship with other forms of learning that gain their authority through assessment. It argues that experiential learning is grounded in, and stands upon, the notion of phronesis and is the goal of an educated populace. This argument, should it prevail, would see wisdom as the goal of education which is revealed in becoming wise through being-in-the-world. To consider a person a phronomis is not to credentialise her by separating her self-knowledge from her in some externality but to recognise her as being knowledgeable and wise rather than having knowledge. This distinction is evident in skills for work where success is not just in knowing how but is in doing. We suggest in this article that higher education ought not enframe students through assessment practices but liberate them in a mode of learning that reflects Heidegger's notion of 'letting learn'. Given the validity of this argument the central role of the recognition of prior leaning for higher education is developed as the most appropriate mode of revelation of this wisdom. Heidegger is used throughout as a guide. |
| Research Group | Centre for Education Research and Scholarship (CERS) |
| Publisher | Carfax |
| Journal | Journal of Education and Work |
| ISSN | 1363-9080 |
| Publication dates | |
| 2004 | |
| Publication process dates | |
| Deposited | 23 Jun 2009 |
| Output status | Published |
| Digital Object Identifier (DOI) | https://doi.org/10.1080/1363908042000267414 |
| Language | English |
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