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(2010) Learning through practice, Dordrecht, Springer.
This chapter focuses on one aspect of learning through practice in the context of professional work, namely on how engagement with complex artefacts and objects may involve practitioners in wider circuits of knowledge advancement and serve as a vehicle for learning when explored in situated problem solving. As a point of departure we argue that the permeation of epistemic cultures and practices in society has created a new context for professional work and contributed to transform collective knowledge resources as well as the institutional boundaries of professional communities of practice. As knowledge increasingly is mediated by abstract and symbolic inputs, and more advanced knowledge objects are introduced into the realm of professional practice, a creative and explorative dimension is brought to the fore. By introducing Karin Knorr Cetina"s notion of objectual practice as an analytical perspective, the chapter draws attention to the unfolding and question-generating character of knowledge objects and to how these qualities may generate explorative and expansive forms of engagement among professionals that serve to link everyday work with wider circuits of advancements in knowledge and practice. The group of computer engineers is selected for elaborating and illustrating this perspective.
Publication details
DOI: 10.1007/978-90-481-3939-2_5
Full citation:
Nerland, M. , Jensen, K. (2010)., Objectual practice and learning in professional work, in S. Billett (ed.), Learning through practice, Dordrecht, Springer, pp. 82-103.
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