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Heideggers Contribution to the Understanding of Work-Based Studies 2011 ed. [Hardback]

  • Formāts: Hardback, 176 pages, height x width: 235x155 mm, weight: 990 g, XVI, 176 p., 1 Hardback
  • Sērija : Professional and Practice-based Learning 4
  • Izdošanas datums: 06-Oct-2010
  • Izdevniecība: Springer
  • ISBN-10: 9048139325
  • ISBN-13: 9789048139323
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Heideggers Contribution to the Understanding of Work-Based Studies 2011 ed.Palielināt
  • Formāts: Hardback, 176 pages, height x width: 235x155 mm, weight: 990 g, XVI, 176 p., 1 Hardback
  • Sērija : Professional and Practice-based Learning 4
  • Izdošanas datums: 06-Oct-2010
  • Izdevniecība: Springer
  • ISBN-10: 9048139325
  • ISBN-13: 9789048139323
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9789048139323.html
Keywords:
This book develops the philosophy of Heidegger notion and reflects the growing importance of work based studies. It argues for a phenomenological understanding of both the educational institution and the commercial environment to be considered as workplaces.

This book seeks to develop the philosophy of Heidegger notion and reflects the growing importance of work based studies which is becoming of special interest to higher education institutions and commercial organisations. The author acknowledges the dominance of the economic discourse of higher education, but in this book he tries to argue that Heidegger offers a phenomenological approach to understanding the diversity to higher education that work based learning can bring. The book offers a structured argument for a phenomenological understanding of both the educational institution and the commercial environment to be considered as workplaces.
1 Introduction
1(10)
Background
1(1)
Heidegger?
2(2)
Chapter 2 Work-Based Learning as a Field of Study
4(1)
Chapter 3 Learning as Knowledge of Being-in-the-World
5(1)
Chapter 4 Dwelling at Work: A Place Where Vocation and Identity Grow?
5(1)
Chapter 5 What Is Work? A Heideggerian Insight into Work as a Site for Learning
5(1)
Chapter 6 Heidegger; Time, Work and the Challenges for University-Led Work-Based Learning
6(1)
Part II Issues in Work-Based Studies
6(1)
Chapter 7 Assessment and Recognition of Work-Based Learning
6(1)
Chapter 8 Quality in Work-Based Studies: Not Lost, Merely Undiscovered
7(1)
Chapter 9 Adopting Consumer Time: Potential Issues for Higher Level Work-Based Learning
7(1)
Chapter 10 The Concept of Boredom: Its Impact on Work-Based Learning
7(1)
Chapter 11 Practical Wisdom and the Worker Researcher
8(1)
Chapter 12 Carrying Out Phenomenological Research in the Workplace
8(1)
Chapter 13 The Recession and the World of Work-Based Studies
8(3)
Part I Context
2 Work-Based Learning as a Field of Study
11(12)
WBL: Roots in the Ancients
12(11)
Understanding Work-Based Learning
13(1)
Developing a Notion of Field for Work-Based Learning
14(6)
A Fuller Heideggerian Understanding
20(3)
3 Learning as Knowledge of Being-in-the-World
23(12)
Capability, Potential and Actualization
24(2)
The Unconcealment of Being Through Learning
26(1)
The Concealment of Representational Thinking
27(2)
Existential Reflection
29(2)
Pedagogy of Praxis
31(1)
Summary
32(3)
4 Dwelling at Work
35(12)
Phronesis
36(2)
Technical Skill or the Embracing of a Craft---Turning to Heidegger
38(3)
The Tension Between Workplace Identity and Dispositions of Democracy
41(1)
What Is the Evidence?
42(5)
5 What Is Work? A Heideggerian Insight into the Workplace as a Site for Learning
47(16)
Understanding the Meaning of the Workplace
48(1)
Structuring
49(2)
The Equipmental Nature of the Workplace
51(2)
Defining Work and the Worker
53(5)
Marcuse
56(1)
Arendt
57(1)
Technological Way of Being
58(1)
The Worker
59(3)
Summary
62(1)
6 Heidegger: Time, Work and the Challenges for University-Led Work-Based Learning
63(16)
Heidegger and His Phenomena of Time
64(6)
Heidegger and His Phenomena of Historicity
68(2)
The Worker and the Labourer in the Age of Technology: Heidegger's Use of Junger's Works
70(9)
Questioning Temporality and Seeking an Originary Future
73(6)
Part II Issues in Work-Based Studies
7 Assessment and Recognition of Work-Based Learning
79(14)
The Temporality of the Known: A Fore-Structure and Foreclosure of Assessment
80(1)
Tacit Knowledge
81(1)
Evidence
81(3)
Disclosing Educational Possibilities, Not Assessing
84(2)
Explicitness of Learning
86(3)
Phenomenological Interpretations
89(4)
8 Quality in Work-Based Studies Is Not Lost, Merely Undiscovered
93(10)
Quality and Work-Based Learning
94(2)
Quality in Our Everydayness from a Heideggerian Perspective
96(1)
Quality Undisclosed
97(2)
A Conscience?
99(1)
The Desire for Disappearance
100(3)
9 Adopting Consumer Time: Potential Issues for Higher Level Work-Based Learning
103(8)
Corisumerism and the Changing Notion of Time
104(2)
Higher Level Work-Based Learning
106(1)
Heidegger Once Again
107(2)
Summary
109(2)
10 The Concept of Boredom: Its Impact on Work-Based Learning
111(14)
Moods
112(2)
Heidegger and the Experience of Boredom
114(6)
Three Explorations: Bored-by, Bored-with and Profound Boredom
120(3)
Bored-by
120(1)
Bored-with
121(1)
Profound Boredom
122(1)
Summary
123(2)
11 Practical Wisdom and the Workplace Researcher
125(14)
The Skills of Workplace Researchers
128(2)
Practical Enquiry
130(1)
The Purpose of the Action
131(1)
The Means to be Able to Act
132(3)
The Feasibility of the Act
133(1)
Determinate Timing
133(1)
Respect for Others
134(1)
Research Ethics: Gratitude
135(3)
Summary
138(1)
12 Doing Phenemological Research in the Workplace
139(10)
Setting theScene for the Vignettes
141(1)
Vignettes
142(4)
Vignette 1
142(3)
Vignette 2
145(1)
Vignette 3
146(1)
Summary
146(3)
13 The World of Work-Based Studies and the Recession
149(6)
Learning
149(2)
Capability
151(1)
The Workplace as a Learning Environment
152(1)
A Generalized Anxiety
153(2)
References 155(14)
Author Index 169(4)
Subject Index 173