Developing Professional Knowledge and Competence

Developing Professional Knowledge and Competence

Eraute, m. (1994) Routledge, London

Chapter 3 Kinds of Professional Knowledge: Modes of Knowledge. Use of Knowledge Creation. – Notes

Introduction – The need to consider professional learning, the form in which learning takes place and the phases. The chapter explains the framework for developing studying and learning and interdependence of the various aspects.

The first part is about knowledge use.

The second part considers the problem of knowledge creation.

Different Kinds of Professional Knowledge.

Mapping knowledge, construction, labelling and perception.

There is a clear distinction between ‘technical knowledge’ and ‘practical knowledge’ so Technical knowledge can be written codification, but practical knowledge is uncodifiable in principle, - Knowledge that is non-verbal such as a musical instrument or a piece of sculpture even a painting.

There is a relationship between comment and action, intuitive nature does make attempts of describe, to criticise is difficult there are differences in theories to consider looking at ‘Propositional Knowledge.’

Discipline based theories and concepts – coherent, systematic knowledge.

Generalisations and practical principles – applied field of professional action.

Specific propositions about particular cases – decisions and actions.

 NB: In an attempt to understand this Chapter I am cutting some of the sentences in an attempt to make it clearer for me personally, so I probably am not grasping the knowledge but this is the best I can do!

“An idea connects with a practical situation in the sense of contributing some understanding of it or to one possible way of construing it; but difficult to persuade a practitioner that it is worth their while to use it.”(1994:43)

So it less about the theoretical knowledge but the ability to use that knowledge in a more efficient way and the introduction of that knowledge.

Analysis of ‘Method’ by Buchler(1961)

So when I look at the way I work as an artist and what I am learning as in the theoretical knowledge that will expand my knowledge and my practice so by using the framework by Buchler(1961) I can analysis my method.

So I have decided that methodically I choose a mode of conduct(1) to a particular set of circumstances(3) for the attainment of a result(4)

However these factors each assume different forms for me it would be established practice modified by idiosyncratic technique(1c)

This procedure is utilised loosely, variable and with a discretionary relation to prescription(2b)

So the result toward which the activity aims maybe (4a) an envisaged or familiar type of result.

Modes of Knowledge

Oakeshott distinction between technical and practical knowledge is based on an understanding that technical knowledge is used systematically and explicitly and yet practical knowledge is used idiosyncratically and implicitly this is a very limited view point especially for an artist.

Because researching practical knowledge alongside the theoretical knowledge broadens the way an artist may define a piece of work, or help in a change of direction, the two co - joined examinations allows development.

The four Modes of Knowledge

Replication, Application, Interpretation, Association

So replication of knowledge is knowledge that is learnt, applied and then used as part of the process repeatedly. Then the knowledge is understood and applied into practice.

Broady explorers the issue of understanding and judgement “Identifies understanding with the interpretative mode of knowledge use. Concepts, theories and intellectual disciplines provide us with way of construing situations; and our understanding is shaped by the interpretative use of such theoretical knowledge, Perspectives or ‘ways of seeing’ provide the basis for our understanding of situations and hence the grounds for justifying our actions, but cannot be simply designated as right or wrong”(1994:49)

The way we use the intuitive mode of knowledge can be associative especially for an artist, because of the wide variety of styles and skills reflected, an artist can gain an understanding but extends this understanding by using their intuition, which I believe extends our understanding and interpretations of work.

Contexts of Use

The concept of knowledge use a mapping of knowledge bases intertwined with the practicality of production of work in visual capacity. So the assumption that practical knowledge is based on context and that theoretical knowledge is context free, clashes with my believe of the MA within the context of Fine Art, because the practical knowledge is there within the background which is extended on through learning new techniques, in doing this expands this blanket, and yet the theoretical knowledge underpins all of these techniques, because theoretical knowledge allows the artist to expand their ideas and understanding of their own work, the practical and theoretical works side by side.

Knowledge Creation and Development

The study of creation is a diverse subject matter and cannot be rigidly set once again there is a framework that is discussed within this Chapter.

Furthermore it is discussed that knowledge creation and development maybe not be separated because ideas come from sort of influence, and there are a lot interconnected knowledge based criteria’s that become interacted with one another.

Higher Education and the Profession

Eraute attempts to reconceptualise the relationship between the higher education and professionals, continual education is not narrowed with continual attendance to courses relevant to the field in which the person works but can be extended and interacted on.

“That knowledge creation, knowledge use and continuing education are highly interdependent”(1994:57)

In recognising that knowledge that expands beyond the rigid structures, can enhance an individual’s capacities within the professional context.