Recognising phronesis, or practical wisdom, in the recognition of prior learning

Help | Contact us

Breier, M. (2009) Recognising phronesis, or practical wisdom, in the recognition of prior learning. In: Cooper, L. & Walters, S. (eds).Learning/work: turning work and lifelong learning inside out. Cape Town: HSRC Press. 182-193. http://hdl.handle.net/20.500.11910/4663

http://hdl.handle.net/20.500.11910/4663
 
Abstract:
This chapter considers accounts of the life experiences, personal qualities and knowledge of selected teachers in the light of various definitions of phronesis as well as opposing forms of knowledge. The chapter begins with a description of the rise of RPL in South Africa, and the particular form it took in the teacher-upgrading programme, while also providing background on education under apartheid. The author then considers the role that practical wisdom might play in future conceptualisations of RPL and in particular the recognition of the pastoral role of teachers.
Reference:
If you would like to obtain a copy of this Research Output, please contact the Research Outputs curators at researchoutputs@hsrc.ac.za

Attribution-NonCommercial
CC BY-NC

This license lets others remix, adapt, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.
 
25 Aug 2015
 
RECOGNITION OF PRIOR LEARNING (RPL)
TEACHERS
 
Show full item record
 
 

This item appears in the following Collection(s)