The standard paradigm of learning--isolated in individual minds, expressed verbally, propositional--distorts the role of judgment. An emerging paradigm based on Dewey and Wittgenstein recognizes the role of action and exercise of judgment; positions knowledge in individuals, teams, and organizations; and includes propositional, cognitive,…

Examines the assessment of work-based learning, noting distinctions between "pure" and "professional" knowledge by offering a genealogy of learning; asserting that the distinction between academic and non-academic learning has become what Dewey termed a false dualism; examining relationships between judgment, activity,…

This book argues that adult learning from experiences in paid and unpaid work contexts should be the basis for a new perception of what is truly educative about life. Part I sets out what practice is like in postmodern times. Chapter 1 introduces the argument that 'know how' is important in lifelong learning. Chapter 2 shows organic learning is a…

The hypothesis that making judgments is the basis for workplace learning was examined by studying work in a range of occupations with a view to identifying and analyzing the main judgments involved in individuals' work performance. To test the hypothesis, six practicing professionals (three men and three women) were interviewed. Two of…