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Let's Talk: A discursive approach to training professional community educators John Bamber University of Edinburgh. In a process of enlightenment there can only be participants. Jurgen Habermas. The Individual Thinker. En light enment?. Intersecting Paradigms. Psychological (Entwistle)
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Socio-cultural (Lave and Wenger)
Community of practice
Site of resistance and social justice
Ways of Thinking and Practicing
McCune and Hounsell (2005) TLRP/ESRC
Habermas and Community Education
Developing Practice Competence
Principles for Pedagogy
Approximating the Ideal: WBL2
Gorard et al (2006) HEFCE
Need to address experience in HE
‘activities, patterns of interaction and communication failures'
Daniels et al. (2007) ESRC
Rule bending in inter-agency work
Brockbank and McGill (2007)
Brookfield and Preskill (2007)
Community Learning and Development:
Contested Purpose of CLD:
Steering Frameworks: SCQF and CeVe
BACE Programme Aims - Critical Competence:
Learning for an unknown future cannot be accomplished by the acquisition of either knowledge or skills. There is always an epistemological gap between what is known and the exigencies of the moment as it invites responses, and this is particularly so in a changing world. ..A more positive term, to encapsulate right relationships between persons and the changing world in which they are placed, might be ‘wisdom’.
Barnett (2004: 259)
Democracy and purpose of CE
Knowledge Constitutive Interests
Rationality more than scientific method
Discourse as the crucible of reason
Communication involves making three types of validity claims concerning:
Validity claims are ‘universal’ in the sense that they are raised with every instance of communicative action.
Making claims is a reciprocal act.
People co-ordinate actions depending on how they evaluate the statements of other people.
Rationality ‘proper’ then is the ability to let action be guided by a common understanding of reality, the consensus established through linguistic dialogue (Eriksen and Weigard, 2004: 4).
Habermas’s discourse model, by requiring that perspective taking be general and reciprocal, builds the moment of empathy into the procedure of coming to a reasoned agreement: each must put him or herself into the place of everyone else in discussing whether a proposed norm is fair to all. And this must be done publicly; arguments played out in the individual consciousness or in the theoretician’s mind are no substitute for real discourse.
McCarthy (in Habermas, 2003a: viii-ix)
The distinctive feature of Habermas’s work is that processes of knowing and understanding are grounded, not in philosophically dubious notions of a transcendental ego, but rather in the patterns of ordinary language usage that we share in everyday communicative interaction.
Pusey (1987: 23)
Rules of action, methods, techniques
Concepts, hypotheses, rationales, philosophies
Codes of conduct, principles, values, standards
Self-awareness, emotional intelligence, identity
Practice competence can be defined as the capacity to construct knowledge leading to the resolution of particular types of empirical-analytic or moral-practical problems.
NB. Provisional status of knowledge
Community consultation strategy
Distinguish personal and professional
Self-control; see effect on others
Participate in team activity and goals
Express ideas in speech and writingCritical Competence in CLD
Learning as an act of reciprocity
Developing knowledge through redeeming claims
Safeguarding participation and protecting rationality:
Competence as a constructive achievement:
Not the tools – the toolmakers tools…
Vygotsky (social constructivist)
Kohlberg (moral development)
The cognitive structures underlining the capacity of moral judgment are to be explained neither primarily in terms of environmental influences nor in terms of inborn programs and maturation or processes. They are viewed instead as outcomes of the creative reorganisation of an existing cognitive inventory that is inadequate to the task of handling certain persistent problems.
Habermas (2003: 125)
From transmitting to producing knowledge
Countering negative theories:
Privileging collective, collaborative work
Power and Positionality
Situating the curriculum
Problems and Issues
Investigating the Workplace
Justification the key to learning:
Incorporating co-operative activity
Development of practice knowledge
Ideal as standard and model
Any subject-discipline (Biglan, 1973)?