Theory in Practice: Increasing Professional Effectiveness"This book is a landmark in two fields. It is a practical guide to the reform of professional education. It is also a beacon to theoretical thinking about human organizations, about their interdepAndence with the social structure of the professions, and about theory in practice." -- Journal of Higher Education |
From inside the book
Results 1-3 of 16
Page 10
... tacit knowl- edge , as Polanyi ( 1967 ) calls it . Tacit knowledge is what we display when we recognize one face from thousands without being able to say how we do so , when we demonstrate a skill for which we cannot state an explicit ...
... tacit knowl- edge , as Polanyi ( 1967 ) calls it . Tacit knowledge is what we display when we recognize one face from thousands without being able to say how we do so , when we demonstrate a skill for which we cannot state an explicit ...
Page 11
... tacit knowledge just as the scientist can test his explicit hypothesis against his intimations . When we learn to put an espoused theory of action to use , we reverse the process . Instead of inferring explicit theory from the tacit ...
... tacit knowledge just as the scientist can test his explicit hypothesis against his intimations . When we learn to put an espoused theory of action to use , we reverse the process . Instead of inferring explicit theory from the tacit ...
Page 203
... tacitly not only that which we cannot specify but that which is in the nature of innate knowledge - knowledge that is a condition rather than a consequence of learning experience . 6 Those who now defined tacit knowledge of linguistic ...
... tacitly not only that which we cannot specify but that which is in the nature of innate knowledge - knowledge that is a condition rather than a consequence of learning experience . 6 Those who now defined tacit knowledge of linguistic ...
Contents
Theories of Action | 3 |
Evaluating Theories of Action | 20 |
ACTION | 35 |
Copyright | |
8 other sections not shown
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Theory in Practice: Increasing Professional Effectiveness Chris Argyris,Donald A. Schon Limited preview - 1992 |
Common terms and phrases
ABC Corporation acceptable range according to model achieve action strategies actor applied theory Argyris asked assumptions aware basic theory become behave according behavioral world church city planner client competence conflict confront congruent consequences create Dean Sylvan defensive depends described develop diagnosis dilemmas directly observable data discussion double-loop learning effective espoused theory evaluation example experience explicit faculty member feelings goals governing variables havior incongruities inconsistency individual ineffectiveness inference instructor integrating thought interaction internal commitment interpersonal theories level of aspiration minimally evaluative minister model II model-I world model-II behavior one's participants person practitioner predict problem profes professional education professional practice professional schools professions protagonist requires responsible Ruth self-fulfilling prophecies self-sealing sense situation skills social worker stancy suppressed tacit tacit knowledge technical theory technique tend testability testing theories of action theory of practice tion unilaterally valid information values win/lose