In search of phronesis: recognizing practical wisdom in the Recognition (Assessment) of Prior Learning
SOURCE: British Journal of Sociology of Education
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): M.Breier, A.Ralphs
KEYWORDS: ADULTS, EDUCATION, PHRONESIS, RECOGNITION OF PRIOR LEARNING (RPL)
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6368
HANDLE: 20.500.11910/4244
URI: http://hdl.handle.net/20.500.11910/4244
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): M.Breier, A.Ralphs
KEYWORDS: ADULTS, EDUCATION, PHRONESIS, RECOGNITION OF PRIOR LEARNING (RPL)
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6368
HANDLE: 20.500.11910/4244
URI: http://hdl.handle.net/20.500.11910/4244
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This article argues that greater understanding of the Aristotelian concept of phronesis or practical wisdom would make an important contribution to the conceptualization and implementation of Recognition (Assessment) of Prior Learning (RPL/APL) in formal education contexts. However, there is a need to identify phronesis empirically so that RPL assessors can identify it and RPL candidates can articulate it. Extracts from the qualitative data of two separate research projects are presented to show examples of phronesis. These extracts also show the difficulties associated with its articulation and identification. It is argued that even if phronesis cannot be accredited for RPL purposes, it should be taught and discussed in the curricula of adult education and RPL portfolio development courses to show the importance of this form of knowledge and reasoning and the different forms it might assume in formal education and life contexts.-
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