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Education & Language - Professional & Vocational Education | Epistemic Fluency and Professional Education - Innovation, Knowledgeable Action and Working Knowledge

Epistemic Fluency and Professional Education

Innovation, Knowledgeable Action and Working Knowledge

Goodyear, Peter M., Markauskaite, Lina

2015, Approx. 200 p. 25 illus.

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  • About this book

  • Provides new insights into the nature of knowledge and learning that professionals need in a modern workplacesExtends previous accounts by focussing on generative characteristics of epistemic artefacts and devicesFills a gap in the literature on disciplined knowledge work to innovation,  as this view of learning has received little attentionProvides an articulated account of the epistemic complexities in professional learning
This book makes a contribution to our understanding of epistemic fluency in some of the core activities of professional workers. It uses data from a four-year project investigating the boundaries between (university-based) professional education and professional practice, with the aim of analysing the epistemic nature of such professional work and identifying some key sources of capability that people need if they are to engage successfully in it. These embrace a range of mental resources, including conceptual, perceptual and experiential resources and, especially, the epistemic resources that help people to recognise and switch between different ways of knowing and forms of knowledge. Such resources also help people participate in the creation of new knowledge that can be represented and shared in their professional culture(s). ​

Content Level » Research

Keywords » epistemic fluency - personal mental resources - professional education - professional learning - professional practice - working knowledge

Related subjects » Higher Education - Professional & Vocational Education

Table of contents 

Part One: Context - Disappearing boundaries: professional practice, learning and innovation 1. Introduction 2. Professional work and professional education: rethinking knowledge and knowing a. Professional work in contemporary contexts b. Preparation for the professions in higher education 3. Epistemic fluency for knowledgeable action and innovation: when conceptual work meets material knowledge Part Two:  Some dimensions of epistemic fluency:  artefacts, devices, and mental blends 4. Objects, epistemic artefacts and inscriptions on the boundaries of professional learning, doing and innovation a. Knowledge work as epistemic craft b. Inscribing professional knowledge 5. Epistemic devices and material action in professional knowledge work and learning a. Devices for learning and knowing: epistemic forms and epistemic games b. Rethinking social, material and context 6. Where does fluency and resourcefulness come from? Mental resources, frames, forms and blends a. Working at the boundaries b. Knowledge forms and their blends c. Frames and mental resources for knowledgeable action Part Three: Implications: Professional learning as innovation and design 7. Teaching and learning for epistemic fluency 8. Concluding comments​

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