Home IUSVEducation Supplemento al n. #23

Learning through work: premises, conceptions and practices

Throughout human history, across continents and cultures, most occupational skills have been learnt through experiences in workplaces, in ways quite distinct from what occurs in educational institutions. These capacities have been learnt by workers, rather than being taught by others (Billett 2014b). Understanding how learning arises through work requires explanatory premises about, and conceptions of, this phenomenon. These explanations need to be premised on workplaces as sites of learning, not those used to explain the practices and outcomes of educational institutions. This distinction is critical as there are important lessons here for addressing both the initial preparation of occupational capacities and their ongoing development across lengthening working lives. A fundamental difference in these explanations is that this learning and advancing of occupational practices has arisen through processes primarily based on individuals’ active processes of learning, not through teaching by others (Webb 1999). These processes have been essential for human survival and the progress of human cultures (Donald 1991; Jordan 1989) and are likely to remain so in the future.

12/07/2024

IUSVEducation 23 Supplemento - Stephen Billet - Learning through work: premises, conceptions and practices

Titolo: Learning through work: premises, conceptions and practices
Tipo di pubblicazione: articolo
Anno di pubblicazione: 2024
Autore: Stephen Billett
Rivista: IUSVEducation Supplemento al n. #23
Pagine: 36-52
Data di pubblicazione: luglio 2024
Editore: IUSVE – Istituto Universitario Salesiano
ISSN: 2283-642X

Come citare: Billet, S. (2024). Learning through work: premises, conceptions and practices. IUSVEducation, Supplemento al n. 23, 36-52. https://www.iusveducation.it/learning-through-work-premises-conceptions-and-practices/

Parole chiave: Workplace Learning, workplace curriculum, practice pedagogies, workers’ personal epistemological practices

Paper PDF: IUSVEducation_23_Supplemento_Billett_LEARNING_THROUGH_WORK_PREMISES_CONCEPTIONS_PRACTICES.pdf

Abstract:

Across human history, most occupational capacities have been learnt through work activities and interactions, in ways that are distinct from those within educational institutions. Hence, understanding how learning arises through work requires explanatory premises that are distinct from those in educational institutions. These elaborations also lead to considerations about how this learning can progress in contemporary times. Drawing on anthropological, historical, psychological, and sociological disciplines, considerations of the kinds of curriculum, pedagogic, and personal practices supporting learning through work are advanced. Firstly, models of workplace curriculum are explained and illustrated as pathways along which to progress. Examples of practice pedagogies are advanced as means of enriching experiences in work through securing the kinds of knowledge required for work. Ultimately, the effectiveness of that learning is premised on workers’ personal epistemological practices: of those who participate in, and learn through, the circumstances of practice. In these ways and through these means, learning through work is promoted.

Apprendere attraverso il lavoro: premesse, concezioni e pratiche

Keywords: Workplace Learning, curriculum sul posto di lavoro, pedagogie pratiche, pratiche epistemologiche personali dei lavoratori

Abstract:

Nella storia dell’umanità, la maggior parte delle capacità professionali è stata appresa in modi diversi da quelli scolastici ovvero attraverso le attività pratiche e le interazioni lavorative. Comprendere come l’apprendimento avvenga attraverso il lavoro richiede premesse esplicative diverse da quelle tipiche delle istituzioni educative. Facendo riferimento alle discipline antropologiche, storiche, psicologiche e sociologiche, vengono discussi i vari tipi di curriculum, le pratiche pedagogiche e personali che supportano l’apprendimento attraverso il lavoro. In primo luogo, vengono illustrati i modelli di curriculum sul posto di lavoro come percorsi di apprendimento progressivo; successivamente, vengono presentati esempi di pedagogie pratiche come mezzi per arricchire le esperienze di lavoro attraverso l’acquisizione delle conoscenze necessarie per il lavoro. L’efficacia dell’apprendimento che avviene attraverso il lavoro si basa sulle pratiche epistemologiche personali dei lavoratori che partecipano e apprendono attraverso le circostanze della pratica.