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

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dc.date.accessioned 2009-09-23 en
dc.date.accessioned 2022-08-17T20:03:27Z
dc.date.available 2022-08-17T20:03:27Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/4663
dc.description.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. en
dc.format.medium Print en
dc.publisher HSRC Press en
dc.subject RECOGNITION OF PRIOR LEARNING (RPL) en
dc.subject TEACHERS en
dc.title Recognising phronesis, or practical wisdom, in the recognition of prior learning en
dc.type Chapter in Monograph en
dc.description.version Y en
dc.BudgetYear 2009/10 en
dc.ResearchGroup Education, Science and Skills Development en
dc.SourceTitle Learning/work: turning work and lifelong learning inside out en
dc.SourceTitle.Editor Cooper, L. en
dc.SourceTitle.Editor Walters, S. en
dc.PlaceOfPublication Cape Town en
dc.ArchiveNumber 6009 en
dc.PageNumber 182-193 en
dc.outputnumber 4590 en
dc.bibliographictitle 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 en
dc.publicationyear 2009 en
dc.contributor.author1 Breier, M. en


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