Guile, David;
(2022)
Professional-Scientific Education: Rethinking the Concept of Knowledge: a Cultural-historical ‘Recontextualization’ Perspective.
In:
Professional-scientific education: discourses, perspectives, implications, and options for science and practice.
Verlag Barbara Budrich
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Abstract
Throughout the second half of the twentieth century the mode of knowledge production diversified and now embraces disciplinary and inter- and trans-disciplinary knowledge. This chapter addresses the implications of these changes for the concept of professional-scientific education by firstly creating a conversation between two different perspectives – ‘reflective practice’ and the ‘trinary’ – on professional scientific education. Secondly, critically appraising these perspectives in relation to ongoing changes in knowledge production. Thirdly, offering a new perspective on professional-scientific knowledge – ‘continuous recontextualisation’ – which incorporates the insights of the reflective and trinary positions, anticipates future changes in knowledge production and, importantly, relates both to work practice. professional-scientific knowledge, reflective practice, the trinary, recontextualization, machine learning.
| Type: | Book chapter |
|---|---|
| Title: | Professional-Scientific Education: Rethinking the Concept of Knowledge: a Cultural-historical ‘Recontextualization’ Perspective |
| ISBN-13: | 9783847429715 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://cup.columbia.edu/book/professional-scientif... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10157361 |
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