This book develops the philosophy of Heidegger notion and reflects the growing importance of work based studies. It argues for a phenomenological understanding of both the educational institution and the commercial environment to be considered as workplaces.

This book seeks to develop the philosophy of Heidegger notion and reflects the growing importance of work based studies which is becoming of special interest to higher education institutions and commercial organisations. The author acknowledges the dominance of the economic discourse of higher education, but in this book he tries to argue that Heidegger offers a phenomenological approach to understanding the diversity to higher education that work based learning can bring. The book offers a structured argument for a phenomenological understanding of both the educational institution and the commercial environment to be considered as workplaces.

First volume to show through the works of Heidegger that work based studies although potentially a form of machination need not be so Argues that constraining belief and knowledge to the known or knowable within an ideology of consumerism is restricting one of the key functions that a university as a centre for work based learning can contribute to society Timely as arguments for access and the provision of work related studies dominate discussion of higher education

Autorentext

Paul Gibbs is Emeritus professor at the University of Middlesex, Advisor to the Rector at Azerbaijan University and vesting professor at University of Technology Sydney. His particular approach to transdisciplinarity that informs his work is through the works of Heidegger, neo-Confucian thought and the insights of Basarab Nicolescu. Alison Beavis is an Associate Professor at the University of New South Wales (UNSW Sydney) where she was recently appointed as the Deputy Dean (Education) in the Faculty of Science. Her passion for transdisciplinarity was shaped through her role as the founding Deputy Dean in the Faculty of Transdisciplinary Innovation at the University of Technology Sydney

Inhalt
Introduction.- Part I: Context.- Chapter 1 Work-Based Learning as a Field of Study.- Chapter 2 Learning as Knowledge of Being-in-the-World.- Chapter 3 Dwelling at Work.- Chapter 4 What is work? A Heideggerian Insight into Work as a Site for Learning.- Chapter 5 Heidegger; Time, Work and the Challenges for University Lead Work-Based Learning.- Part IIISSUES IN WORK-BASED STUDIES.- Chapter 6 Quality in Work-Based Studies: Not Lost, Merely Undiscovered.- Chapter 7 Assessment and Recognition of Work-Based Learning.- Chapter 8 Learning AgreementEntitlements and Evidence in Work-Based Learning.- Chapter 9 A Heideggerian Phenomenology Approach to Higher Education as Workplace: A Consideration of Academic Professionalism.- Chapter 10 Adopting Consumer Time: Potential Issues for Higher Level Work-Based Learning.- Chapter 11 The Concept of Boredom: Its Impact on Work-Based Learning.- Chapter 12 Practical Wisdom and the Workplace Researcher.- Chapter 13 The Recession and the World of Work-Based Studies.- Index.