工作场所学习概念的反思与再构:基于实践的取向
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摘要
在终身教育与学习型社会背景下,工作场所学习脱颖而出,成为一个备受关注的新兴研究领域。然而,如何界定工作场所学习是该领域的根本问题。受个体认知学习理论根深蒂固的影响,不少人将工作场所学习理解为"非正式学习"、"与工作相关及为了工作的学习"或"发生在工作场所中的学习",而忽视了它"在实践中学习、通过实践学习和依靠实践学习"的本质特征。根据"基于实践的取向"的思想,工作场所学习可以被重新界定为发生在"工作实践场"中的学习,它重在发展参与工作实践所必需的胜任能力,并且参与实践本身是创造、获取、转化和重构"实践中的知识"以及维持实践、变革实践的方式。对这一概念的反思、追问与再构,有助于对工作场所学习领域的研究边界、研究问题和方法论等重要问题的进一步思考。
Workplace learning is an emerging and outstanding field against the background of lifelong learning society.How to define workplace learning is a fundamental problem.Deeply influenced by individual cognitive learning theory,many people think of workplace learning as "informal learning","learning for work and job-related learning"or"learning in the workplace",while ignoring its essence of "learning in,through and by practice".With "practice-oriented" theory,workplace learning can be redefined as learning occurring in "practice".This definition gives much emphasis on participating in practice within workplace to develop competencies of learners,and such participation not only allows learners to create,retrieve,transform and reconstruct "knowledge in practice",but also becomes necessary vehicles to sustain and reform practice.The reflection,questioning and reconstruction of the definition of workplace learning contribute to the further research on its frontier,problem,and methodology.
Workplace learning is an emerging and outstanding field against the background of lifelong learning society.How to define workplace learning is a fundamental problem.Deeply influenced by individual cognitive learning theory,many people think of workplace learning as "informal learning","learning for work and job-related learning"or"learning in the workplace",while ignoring its essence of "learning in,through and by practice".With "practice-oriented" theory,workplace learning can be redefined as learning occurring in "practice".This definition gives much emphasis on participating in practice within workplace to develop competencies of learners,and such participation not only allows learners to create,retrieve,transform and reconstruct "knowledge in practice",but also becomes necessary vehicles to sustain and reform practice.The reflection,questioning and reconstruction of the definition of workplace learning contribute to the further research on its frontier,problem,and methodology.
引文
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[31]Nonaka,I.(1994).A dynamic theory of organizational knowl-edge creation[J].Organization Science,5(1):14-37.
[32]Orr,J.(1996).Talking about machines:An ethnography of a modern job[M].Ithaca,NY:ILP Press.
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[34]Raelin.A.(2007).Toward an epistemology of practice[J].A-cademy of Management Learning&Education,6(4):495-519.
[35]Reckwitz,A.(2002).Toward a theory of social practices:A developmentin culturalist theorizing[J].Eueopean Journal of Social Theo-ry,5(2):243-263.
[36]Rorty,R.(1991)Objectivity,relativisim,and truth[M].Cam-bridge:Cambridge University Press.
[37]Rouse,J.(2001)Two concepts of practices[A].Schatzki,T.R.,Knorr C.K.,&Savigny,E.V(eds).The practice turn in contempo-rary theory[M].London:Routledge.
[38]Schatzki,T.R.(2001).Introduction:Practice theory[A].Schatzki,T.R.,Knorr,C.K.,&Savigny,E.V(eds).The practice turn in contemporary theory[C].London:Routledge.
[39]Schatzki,T.R.(2002)The site of the social:A philosophical account of the constitution of social life and change[M].Pennsylvania:Pennsylvania State University Press.
[40]舍恩(2007).反映的实践者:专业工作者如何在行动中思考[M].夏林清.北京:教育科学出版社.
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[42]Tsoukas,H.(2005).Complex knowledge:Studies in organi-zational epistemology[M].New York:Oxford University Press.
[43]Wenger.E.(1998).Communities of practice:Learning,meaning and identity[M].New York:Cambridge University Press.
[44]徐瑾劼(2011).适应下的理想:工作场所学习在职业教育中的价值和策略[D].华东师范大学.
[2]Billett,S.(2004).Workplace participatory practices:Concep-tualising workplaces as learning environments[J].Journal of Workplace Learning,16(5/6):312-25.
[3]Blacker,F.(1993).Knowledge and the theory of organizations:Organization as activity systems and the reframing of management[J].Journal of Management Studies,30(6):863-884.
[4]Bourdieu,P.(1977).Outline of theory of practice[M].Cam-bridge,UK:Cambridge University Press.
[5]Brown,J.S.,&Duguid,P.(1991).Organizational learning and communities of practice:Toward a unified view of working,learning,and innovation[J].Organization Science,2(1):40-57.
[6]Carlile,P.R.(2002).A pragmatic view of knowledge and boundaries:Boundary objects in new product development[J].Organiza-tion Science,13(4):442-445.
[7]Casey,C.(2003).The learning worker,organizations and de-mocracy[J].International Journal of Lifelong Education,22(6):620-634.
[8]Chia,R.(2009).The nature of knowledge and knowing in the context of management learning,education and development[A].Arm-strong,S.J.,&Fukami,C.V(eds).Management learning,education and deveopment[M].London:SAGE publications Ltd.
[9]Cook,S.,&Brown,J.S.(1999).Bridging epistemologies:The generative dance between organizational knowledge and organizational knowing[J].Organization Science,10(4):381-400.
[10]Cook,S.,&Yanow,D.(1993).Culture and organizational learning[J].Journal of Management Iquiry,2(4):373-390.
[11]Dall’Alba,G.,&Barnacle,R.(2008).An ontological turn for higher education[J].Studies in Higher Education,32(6):679-691.
[12]Edwards,R.,&Nicoll,K.(2004).Work,subjectivity and learning[J].Technical and Vocational Education and Training:Issues,Concerns and Prospects,(6):179-193.
[13]Engestrm,Y.(2000).From individual action to collective ac-tivity and back:Developmental work research as an interventionist meth-odology[A].Luff,P.,Hindmarsh,J.,&Heath,C.(eds).Workplace Studies[C].Cambridge,UK:Cambridge University Press.
[14]Engestrm,Y.(2001).Expansive learning at work:Toward an activity theoretical reconceptualization[J].Journal of Education and Work,12(1):133-156.
[15]Fenwick,T.(2008).Understanding relations of individual-collective learning in work:A review of research[J].Management Learn-ing,39(3):227-243.
[16]Gherardi,S.(2006).Organizational knowledge:The texture of workplace learning[M].UK:Blackwell Publishing Ltd.
[17]Gherardi,S.(2010).Organizational learning:The sociology of practice[A].Easterby-Smith,M.,&Marjorie,A.L.(eds).The Black-well Handbook of Organizational Learning and Knowledg Management[C].UK:Blackwell Publishing Ltd.
[18]Gherardi,S,et al.(1998).Toward a social understanding of how people learn in organizations:The notion of situated curriculum[J].Management Learning,29(3):273-297.
[19]Giddens,A.(1984).The constitution of society:Outline of the theory of structuration[M].Cambridge:Polity Press.
[20]黄健(2011).工作学习研究:教育的新疆域———西方工作学习领域理论成果评述[J].开放教育研究,17(2):60-65.
[21]黄建,吴刚,刘德恩(2011).工作场所学习:学习型社会的重要基石———第九届国际人力资源开发学会年会(亚洲分会)评述[J].开放教育研究,17(1):22-31.
[22]Jarzabkowski,P.,&Wilson,D.C.(2006).Actionable strate-gy knowledge:A practice perspective[J].European Management Jour-nal,24(5):348-367.
[23]Jacobs,R.L.(2011).一个关于工作场所学习的建议性概念框架:对人力资源开发理论建设与研究的启示[J].中国职业技术教育,(6):41-49.
[24]Latour,B.(1987).Science in action[M].Cambridge,MA:Harvard University Press.
[25]Lave,J.(1993).The practice of learning[A].Chaiklin,S.,&Lave,J.(eds).Understanding practice:Perspective on activity and con-text[C].Cambridge,UK:Cambridge University Press.
[26]Lave,J.,&Wenger,E.(1991).Situated learning:Legitimate peripheral participation[M].Cambridge,UK:Cambridge University Press.
[27]Law,J.,&Hassard,J.(1999).Actor network theory and after[M].Boston,MA:Blackwell.
[28]Nicolini,D.,Gherardi,S.,&Yanow,D.(2003).Knowing in organizations:A practice-based approach[M].Armonk,NY:M.E.Sharpe.
[29]李茂荣(2011).工作场所中成人学习研究新进展[J].教育学术月刊,(11):84-87.
[30]Llewllyn,N.,&Spence,L.(2009).Practice as member's phe-nomenon[J].Organization Studies,30(12):1419-1439.
[31]Nonaka,I.(1994).A dynamic theory of organizational knowl-edge creation[J].Organization Science,5(1):14-37.
[32]Orr,J.(1996).Talking about machines:An ethnography of a modern job[M].Ithaca,NY:ILP Press.
[33]Orlikowski,W.J.(2002).Knowing in practice:Enacting a collective capability in distributed organizing[J].Organization Science,13(3):249-73.
[34]Raelin.A.(2007).Toward an epistemology of practice[J].A-cademy of Management Learning&Education,6(4):495-519.
[35]Reckwitz,A.(2002).Toward a theory of social practices:A developmentin culturalist theorizing[J].Eueopean Journal of Social Theo-ry,5(2):243-263.
[36]Rorty,R.(1991)Objectivity,relativisim,and truth[M].Cam-bridge:Cambridge University Press.
[37]Rouse,J.(2001)Two concepts of practices[A].Schatzki,T.R.,Knorr C.K.,&Savigny,E.V(eds).The practice turn in contempo-rary theory[M].London:Routledge.
[38]Schatzki,T.R.(2001).Introduction:Practice theory[A].Schatzki,T.R.,Knorr,C.K.,&Savigny,E.V(eds).The practice turn in contemporary theory[C].London:Routledge.
[39]Schatzki,T.R.(2002)The site of the social:A philosophical account of the constitution of social life and change[M].Pennsylvania:Pennsylvania State University Press.
[40]舍恩(2007).反映的实践者:专业工作者如何在行动中思考[M].夏林清.北京:教育科学出版社.
[41]Tsoukas,H.(1998).The word and the world:A critique of representationalism in management research[J].International Journal of Public Administration,21(5):781-817.
[42]Tsoukas,H.(2005).Complex knowledge:Studies in organi-zational epistemology[M].New York:Oxford University Press.
[43]Wenger.E.(1998).Communities of practice:Learning,meaning and identity[M].New York:Cambridge University Press.
[44]徐瑾劼(2011).适应下的理想:工作场所学习在职业教育中的价值和策略[D].华东师范大学.