Recognising phronesis, or practical wisdom, in the recognition of prior learning
SOURCE: Learning/work: turning work and lifelong learning inside out
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): M.Breier
SOURCE EDITOR(S): L.Cooper, S.Walters
KEYWORDS: RECOGNITION OF PRIOR LEARNING (RPL), TEACHERS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6009
HANDLE: 20.500.11910/4663
URI: http://hdl.handle.net/20.500.11910/4663
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): M.Breier
SOURCE EDITOR(S): L.Cooper, S.Walters
KEYWORDS: RECOGNITION OF PRIOR LEARNING (RPL), TEACHERS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6009
HANDLE: 20.500.11910/4663
URI: http://hdl.handle.net/20.500.11910/4663
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
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.-
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