The Language of Knowledge Generation in Practice

Chapter

Abstract

Over the past two decades across a number of sectors of the economy, there has been an increased interest in attempting to understand the mediation of ‘tacit knowledge’ in the development of professional expertise. Technically, there is very little account taken of the phenomenological ontology of Dasein (human being) at the workplace, which is essentially temporal, even though we are each conscious of such ontology.

The approach here is based on a phenomenological and deconstructive study of two small-scale comparative cases of the mediation of tacit knowledge in the development of professional expertise in higher and secondary forms of education. Deconstruction will serve to illuminate differences between what is observed in work-based practice and the complex unfolding of temporality constituting each individual.

Reflexively, in taking account of the phenomenology of Dasein at the workplace, the study will seek to uncover the possibilities for both human beings, and indeed tacit knowledge, in being rendered as objects of technology within particular forms of apparatus found at places of work. In this way of thinking, this chapter will seek to open hospitality to relational basis of being-in-the-world as grounds for the development of practice and professional expertise.

Keywords

Knowledge Economy Social Housing Knowledge Claim Modern Education Pedagogised Discourse 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Antonacopoulou, E., Jarvis, P., Andersen, V., Elkjaer, B., & Høerup, S. (2005). Learning, working and living: Mapping the terrain of working life learning. London: Palgrave.Google Scholar
  2. Austin, J. L. (1962). How to do things with words (trans: Glaser, S.F.). Oxford: Oxford University Press.Google Scholar
  3. Barthes, R. (2000{1972}). Mythologies (trans: Cape, J.). London: Jonathan Cape.Google Scholar
  4. Bauman, Z. (2000). Liquid modernity. Cambridge: Polity Press.Google Scholar
  5. Beck, U. (1992). Risk society: Towards a new modernity (trans: Ritter, M.). London: Sage Publications.Google Scholar
  6. Bennington, G., & Derrida, J. (1993). Jacques Derrida. Chicago: University of Chicago Press.Google Scholar
  7. Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. (Rev. ed.). Lanham: Rowman & Littlefield Publishers.Google Scholar
  8. Blattner, W. (2005). Temporality. In H. L. Dreyfus & M. A. Wrathall (Eds.), A companion to Heidegger (pp. 311–24). Oxford: Blackwell Publishing.CrossRefGoogle Scholar
  9. Bourner, T., Bowden, R., & Laing, S. (2000). Professional doctorates: The development of researching professionals. In T. Bourner, T. Katz, & D. Watson (Eds.), New directions in professional education. Buckingham: Society for Research in Higher Education and Open University Press.Google Scholar
  10. Caputo, J. D. (1987). Radical hermeneutics: Repetition, deconstruction, and the hermeneutic project. Bloomington: Indiana University Press.Google Scholar
  11. Cerbone, D. R. (2008). Heidegger: A guide for the perplexed. London: Continuum.Google Scholar
  12. Dean, M. (2010). Governmentality: Power and rule in modern society (2nd ed.). London: Sage.Google Scholar
  13. Deleuze, G., & Guttari, F. (2001). A thousand plateaus. London/New York: Continuum.Google Scholar
  14. Derrida, J. (1973). Speech and phenomena and other essays on Husserl’s theory of signs (pp. 129–160) (trans: Allison, D.B.). Evanston: Northwestern University Press.Google Scholar
  15. Derrida, J. (1978). Edmund Husserl’s origin of geometry: An introduction (trans: Leavy, J.P.). Stony Brook: Nicholas Hayes.Google Scholar
  16. Derrida, J. (1981). Dissemination (trans:Johnson, B.). London: The Athlone Press.Google Scholar
  17. Derrida, J. (1982). Signature, event, context. In Margins of philosophy (trans: Bass, A.). Chicago: University of Chicago Press.Google Scholar
  18. Derrida, J. (1988). Afterword: Toward an ethic of discussion. In Limited Inc (trans: Weber, S.). Evanston: Northwestern University Press.Google Scholar
  19. Derrida, J. (1995). Points…interviews, 1974–94. (E. Weber, (ed.), trans: Kamuf, P. ). Chicago: University of Chicago Press.Google Scholar
  20. Despres, C., & Chavel, D. (2000). A thematic analysis of the thinking in knowledge management. In C. Despres & D. Chavel (Eds.), Knowledge horizons: The present and the promise of knowledge management. Oxford: Butterworth-Heinemann.Google Scholar
  21. Dooley, M., & Kavanagh, L. (2007). The philosophy of Derrida. Stocksfield: Acumen.Google Scholar
  22. Dreyfus, H. (1991). Being-in-the-world. Cambridge, MA: MIT Press.Google Scholar
  23. Dreyfus, H. L., & Wrathall, M. A. (2005). Heidegger: An introduction. In H. L. Dreyfus & M. A. Wrathall (Eds.), A companion to Heidegger (pp. 1–15). Oxford: Blackwell Publishing.CrossRefGoogle Scholar
  24. Drucker, P. F. (1999). Management challenges for the 21st century. Oxford: Butterworth-Heinemann.Google Scholar
  25. Easterby-Smith, M., & Lyles, M. A. (Eds.). (2003). Handbook of organizational learning and knowledge management. Oxford: Blackwell Publishing.Google Scholar
  26. Edvinsson, L., & Malone, M. S. (1997). Intellectual capital: Realizing your company’s true value by finding its hidden roots. New York: HarperCollins Publishers Inc.Google Scholar
  27. Fell, A. J., Flint, K. J., & Haines, I. (Eds.). (2011). Professional doctorates in the UK. Litchfield: UK Council for Graduate Education.Google Scholar
  28. Fielding, M. (2001). Taking education really seriously: Four years ‘hard’ labour. New York: RoutledgeFalmer.Google Scholar
  29. Flint, K. J. (2011). Deconstructing workplace “know how” and “tacit knowledge”: Exploring the temporal play of being within professional practice. Higher Education, Skills and Work-Based Learning, 1(2), 128–46.CrossRefGoogle Scholar
  30. Flint, K. J. (2012a). Initial teacher education: Practice, performativity and identity. In K. J. Flint & N. Peim (Eds.), Rethinking the educational improvement agenda. London: Continuum.Google Scholar
  31. Flint, K. J. (2012b). A Derridean reading of space for improvement: The monster in the field of play. Paper presented to Educational Philosophy and Theory, May 2012.Google Scholar
  32. Flint, K. J. (2012c). Professional practice? In K. J. Flint, A. Barnard & P. Gibbs (eds.), A guide for researching practice: Explorations of the philosophies of practice. London: Continuum.Google Scholar
  33. Flint, K. J., & Barnard, A. (2012). A guide for researching professionals: Explorations of the philosophies of practice. London: Continuum.Google Scholar
  34. Flint, K. J., & Peim, N. A. (2012). Rethinking the education improvement agenda. London: Continuum.Google Scholar
  35. Foucault, M. (1977). Discipline and punish: The birth of the prison (trans: Sheridan, A.). New York: Vintage.Google Scholar
  36. Foucault, M. (1991). Governmentality. In G. Burchell, C. Gordon, & P. Miller (Eds.), The Foucault effect: Studies in governmentality (pp. 87–104). London: Harvester Wheatsheaf.Google Scholar
  37. Gorner, P. (2007). Heidegger’s being and time: An introduction. Cambridge: Cambridge University Press.Google Scholar
  38. Heidegger, M. (1962). Being and time (trans: Macquarrie, J., & Robinson, E.). Oxford: Blackwell Publishing. (Translated from the 7th edition of Sein und Zeit [1953], Tübingen: Max Niemeyer).Google Scholar
  39. Heidegger, M. (1977a). The question concerning technology and other essays (trans: Lovitt, W.). London: Harper & Row.Google Scholar
  40. Heidegger, M. (1977b). The question concerning technology. In The question concerning technology and other essays (pp. 1–35) (trans: Lovitt, W.). London: Harper & Row.Google Scholar
  41. Heidegger, M. (1977c). The age of the world picture. In The question concerning technology and other essays (pp. 115–154) (trans: Lovitt, W.). London: Harper & Row.Google Scholar
  42. Heidegger, M. (1977d). The word of Nietzsche. In The question concerning technology and other essays (pp. 53–112) (trans: Lovitt, W.). New York: Harper & Row.Google Scholar
  43. Heidegger, M. (1977e). Science and reflection. In The question concerning technology and other essays (pp. 115–182) (trans: Lovitt, M.). London: Harper & Row.Google Scholar
  44. Heidegger, M. (1991). The principle of reason (trans: Lilly, R.). Bloomington/Indianapolis: Indiana State University Press.Google Scholar
  45. Inwood, M. (1999). A Heidegger dictionary. Oxford: Blackwell Publishing.CrossRefGoogle Scholar
  46. Lester, S. (2010). Doctoral-level qualifications outside of universities: A comparison of forms and practices. Journal of Work-Based Learning, 1(1), 59–70.Google Scholar
  47. Maslow, A. H. (1987{1954}). Motivation and personality (3rd Rev. ed.). (Frager, R. (ed.)). Hong Kong: Longman Asia Ltd. (Originally published in 1954).Google Scholar
  48. Mulhall, S. (2003). Inheritance and originality: Wittgenstein, Heidegger, Kierkegaard. Oxford: Clarendon.Google Scholar
  49. Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. New York: Oxford University Pres.Google Scholar
  50. Nowotny, H., Scott, P., & Gibbons, M. (2001). Re-thinking science: Knowledge and the public in an age of uncertainty. Cambridge: Polity Press.Google Scholar
  51. Peim, N. A. (2012). Education, the school and the state. In K. J. Flint & N. A. Peim (Eds.), Rethinking the education improvement agenda (pp. 12–41). London: Continuum.Google Scholar
  52. Peim, N. A., & Flint, K. J. (2009). Testing times: Questions concerning assessment for school improvement. Educational Philosophy and Theory, 41(3), 342–61.CrossRefGoogle Scholar
  53. Richardson, L. (2000). Writing as method. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.). Thousand Oaks: Sage Publications.Google Scholar
  54. Rouse, J. (2005). Heidegger’s philosophy of science. In H. L. Dreyfus & M. A. Wrathall (Eds.), A companion to Heidegger (pp. 173–90). Oxford: Blackwell Publishing.CrossRefGoogle Scholar
  55. Schatzki, T. R., Cetina, K. K., & Savigny, E. V. (2001). The practice turn in contemporary theory. London/New York: Routledge.Google Scholar
  56. Spinosa, C., Flores, F., & Dreyfus, H. L. (1997). Disclosing new worlds: Entrepreneurship, democratic action and the cultivation of solidarity. Cambridge, MA/London: The MIT Press.Google Scholar
  57. Stambaugh, J. (1986). Real is not the rational. New York: State University of New York Press.Google Scholar
  58. Thomson, I. (2000). Ontotheology? Understanding Heidegger’s destruktion of metaphysics. International Journal of Philosophical Studies, 8(3), 297–327.CrossRefGoogle Scholar
  59. Thomson, I. (2005). Heidegger on ontotheology: Technology and politics of education. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  60. Trifonas, P. P. (2001). Umberto eco and football (postmodern encounters). Cambridge: Icon Books Ltd.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Reader in EducationNottingham Trent UniversityNottinghamUK

Personalised recommendations