Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the ProfessionsBuilding on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care. |
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Page 22
... knowledge our actions reveal . As Gilbert Ryle observed , " What distinguishes sensible from silly operation is not ... Tacit Dimension ( 1967 ) , coined the term tacit knowledge . Polanyi wrote , for example , about the remarkable ...
... knowledge our actions reveal . As Gilbert Ryle observed , " What distinguishes sensible from silly operation is not ... Tacit Dimension ( 1967 ) , coined the term tacit knowledge . Polanyi wrote , for example , about the remarkable ...
Page 87
... tacit knowledge of competent designing . If anything , they are more likely at the outset to be able to give verbal descriptions of designing that they cannot produce . Only later , when they have learned some aspects of designing , can ...
... tacit knowledge of competent designing . If anything , they are more likely at the outset to be able to give verbal descriptions of designing that they cannot produce . Only later , when they have learned some aspects of designing , can ...
Page 120
... tacit knowledge conflicts with what she wishes to learn , she must be willing to reflect on it . When it comes to ... understanding of my own . " " If I imitate you , I give up my 120 Educating the Reflective Practitioner.
... tacit knowledge conflicts with what she wishes to learn , she must be willing to reflect on it . When it comes to ... understanding of my own . " " If I imitate you , I give up my 120 Educating the Reflective Practitioner.
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Educating the Reflective Practitioner: Toward a New Design for Teaching and ... Donald A. Schon No preview available - 1987 |
Common terms and phrases
action Amnon appreciative system architectural Argyris artistry asked aware become behavioral world building Chris Argyris classroom coach and student competence construct context core criticism curriculum Dani demonstration described design studio designlike dialogue dilemma discipline discover drawing effects example experience experimentation faculty members feelings frame Franz geometry hall of mirrors idea imitation inquiry instructors interaction interventions Judith kind knowing-in-action learning to design master class meanings Michal Model Model II moves musical norms Northover objectivist observed particular patient performance Petra phrase play practitioners predicament problem produce profes professional education professional knowledge professional schools protectionism psychoanalytic qualities question Quist recognize reflection-in-action reflective practicum responses Sachs and Shapiro seminar sense situation skills slope squeeze play strategies student and coach studio master supervisor suspension of disbelief tacit tacit knowledge task teachers teaching technical rationality theories therapist therapy things tion tried understanding