Exploring Knowing/Being Through Discordant Professional Practice
Bibliographic Data
| ID | 8859116 |
|---|---|
| Authors | Gloria Dall’alba (0000-0001-8337-0530, The University of Queensland, corresponding author), Robyn Barnacle (0000-0002-5277-0918, RMIT University) |
| Year | 2014 |
| Volume | 47 |
| Issue | 13-14 |
| Pages | 1452-1464 |
| Publication date | 2014-08-20 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2014.947562 |
| OpenAlex | W1965641819 |
| Language | EN |
| Citations received | 5 |
| References cited | 15 |
Despite an increasing array of ‘quality indicators’ and substantial investments in educating professionals, there continues to be clear evidence of discordant, or even negligent, practice by accredited professionals. We refer to discordant professional practice as being ‘out of tune’ with what is accepted as good practice. In a conceptual/theoretical analysis, we use discordant practice as a backdrop to exploring ways of being professionals. Our analysis is grounded in Heidegger’s notion of being-in-the-world. We explore how being-in-the-world can be uncanny and discordant, while at the same time, dwelling in the world implies familiarity and a sense of being ‘at home’. We also draw upon Merleau-Ponty’s arguments that know-how is performed, settling in the body to become habitual, while also incorporating others and things in the accomplishment of practice. We argue that conceiving know-how as knowing/being provides insights into what is entailed in learning to be professionals
Engineering ethics · Epistemology · Pedagogy · Quality (philosophy · Sociology · Innovations in Medical Education · Innovative Education and Learning Practices · Philosophy · Psychology · Reflective Practices in Education
| Citations per year | 1.25 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |